BUSI755 Liberty University Thematic Integration of Faith Paper Write a thematic integration of faith and learning concept paper using a well-rounded approa

BUSI755 Liberty University Thematic Integration of Faith Paper Write a thematic integration of faith and learning concept paper using a well-rounded approach to the concepts found in the course texts and current scholarly literature. This paper must be submitted in compliance with the instructions found in the Thematic Integration of Faith and Learning Paper Grading Rubric. You must fully leverage the discussion opportunity in Discussion Board Forum 2 in order to research and outline your approach for this assignment.

The paper must contain the following components:

A 3–5-page overview that defines the course as an academic field of study (significance of the course to business).
A 3–5-page discussion of the best 5–8 questions you believe are critical in order to demonstrate that a student who completes this course can synthesize the key concepts in organizational and executive coaching and formulate the strengths and weaknesses of the stated approaches to coaching.
A 3–5-page discussion that integrates the concepts from the Keller and Alsdorf (2012) text into a cohesive understanding of why organizational and executive coaching is significant for advancing God’s purposes for business on earth.
A minimum of 5 references (including scholarly references) in addition to the course texts.

The Document will go through a screen, so please make sure polagerism free BUSI 755 Course Syllabus
COURSE SYLLABUS
BUSI 755
ORGANIZATIONAL AND EXECUTIVE COACHING
COURSE DESCRIPTION
Comprehensive overview of business coaching theory, methodology and techniques, including
organizational coaching theories and frameworks, coaching skills and techniques and executive
coaching, resulting in an experiential and individualized leader development process that builds a
leader’s capability to achieve short- and long-term organizational goals.
RATIONALE
Organizational and executive coaching form the foundation of the student’s ability to critically
evaluate aspects of organizational culture. This is accomplished through the practical application
of the methodologies, techniques, and assessments conducted within the executive coaching
framework. The specific application of the coaching strategies directly supports the
organization’s leadership in designing and implementing programs to improve current practices.
MISSION/VISION/PHILOSOPHY
The mission of the DBA program is to provide an opportunity for qualified students to attain
academic, professional, and practical competence—within the Christian worldview—which
prepares students for opportunities, and corresponding additional responsibilities, beyond the
master’s degree level. The DBA program emphasizes practical and real-world applications in
both the course work and the major applied doctoral research project requirements.
The vision of the DBA program is to produce graduates with intellectual and professional
competencies in the following areas:
•
the ability to present and defend arguments based on theories, concepts, and empirical
evidence in matters relating to research methodology and research design, as well as
those relating to the business disciplinary domain in which the research is located;
•
the ability to demonstrate the capacity for reflective and analytical business thinking;
•
the ability to draw together relevant concepts and theories from different business
disciplines in order to gain a better understanding of the organizational context in
which particular problems or opportunities arise;
•
the ability to analyze problems and issues arising in business and management
contexts, utilizing relevant theories, concepts, and empirical findings;
•
the ability to identify and analyze questions and issues in business; and
•
the ability to design, implement, and successfully conclude empirical research
projects.
Each of the above will be considered in light of biblical principles, and be integrated within the
Christian worldview.
Page 1 of 6
BUSI 755 Course Syllabus
The DBA program philosophy supports both the program mission and vision, and is as follows.
PhD programs in business focus intensively on preparing candidates for academic careers and to
conduct highly specialized academic research, i.e., the development of new theory in business
and other related business fields. Doctor of Business Administration (DBA) programs focus on
the application of theory rather than on the development of new theory. While also intended to
prepare graduates for academic careers, the DBA, by virtue of its focus on application of theory,
has more practical application in managerial settings than the PhD.
I.
PREREQUISITE
(BUSI 700 and 710) or DIGI 700
As stated in the Liberty University Graduate Catalog, it is the student’s responsibility to
make up any prerequisite deficiencies that would prevent the successful completion of this
course.
II.
REQUIRED RESOURCE PURCHASES
Hunt, J.M. & Weintraub, J.R. (2017). The coaching manager: Developing top talent in
business. Thousand Oaks, CA: Sage. ISBN: 9781483391656.
Keller, T., & Alsdorf, K. L. (2012). Every good endeavor: Connecting your work to
God’s work. New York, NY: Dutton. ISBN: 9780525952701.
Underhill, B. O., McAnally, K., & Koriath, J. J. (2007). Executive coaching for results:
The definitive guide to developing organizational leaders. San Francisco, CA:
Berrett-Koehler Publishers. ISBN: 9781576754481.
Disclaimer: The above resources provide information consistent with the latest research
regarding the subject area. Liberty University does not necessarily endorse specific
personal, religious, philosophical, or political positions found in these resources.
III.
RECOMMENDED RESOURCE
American Psychological Association. Publication manual of the American Psychological
Association (Current ed.). Washington, DC: Author.
IV.
ADDITIONAL MATERIALS FOR LEARNING
A. Computer with basic audio/video output equipment
B. Internet access (broadband recommended)
C. Blackboard recommended browsers
D. Microsoft Word
(Microsoft Office is available at a special discount to Liberty University students.)
Page 2 of 6
BUSI 755 Course Syllabus
V.
MEASURABLE LEARNING OUTCOMES
Upon successful completion of this course, the student will be able to:
VI.
A.
Compare and contrast the needs of the organizational culture with available
executive coaching strategies while explaining why a specific strategy was
selected (Synthesis, DBA PLOs 1 & 3).
B.
Evaluate the effectiveness of selected coaching strategies on organizational
objectives, processes, and practices (Analysis, DBA PLO 2).
C.
Formulate relevant summary data from applications of coaching skills using
his/her own reflective skills and individual ability (Evaluation, DBA PLOs 1 &
3).
D.
Integrate a biblical worldview and the course material within the context of
executive organizational coaching (Synthesis, DBA PLO 4).
COURSE REQUIREMENTS AND ASSIGNMENTS
A.
Textbook readings and presentations
B.
Course Requirements Checklist
After reading the Course Syllabus and Student Expectations, the student will
complete the related checklist found in Module/Week 1.
C.
Discussion Board Forums (3)
Discussion boards are collaborative learning experiences. Therefore, this course
requires 3 distinct discussion forums. The specific requirements, point weightings,
grading rubrics, and due dates are listed in the Course Content section of
Blackboard.
D.
Thematic Integration of Faith and Learning Paper
This course requires 1 distinct paper that integrates concepts of organizational and
executive coaching with a biblical worldview. The specific requirements, point
weightings, grading rubrics, and due dates are listed in the Course Content section
of Blackboard.
E.
ADRP Prospectus
This course requires 1 distinct research prospectus related to the student’s
literature review on organizational and executive coaching. The specific
requirements, point weightings, grading rubrics, and due dates are listed in the
Course Content section of Blackboard.
F.
Literature Review
This course requires 1 distinct literature review on concepts of organizational and
executive coaching. The specific requirements, point weightings, grading rubrics,
and due dates are listed in the Course Content section of Blackboard.
Page 3 of 6
BUSI 755 Course Syllabus
VII.
COURSE GRADING AND POLICIES
A.
Points
Course Requirements Checklist
Discussion Board Forums (3 at 150 pts ea)
Thematic Integration of Faith and Learning Paper
ADRP Prospectus
Literature Review
Total
B.
10
450
140
200
200
1000
Scale
A = 960.0–1000.0 A- = 940.0–959.99 B+ = 920.0–939.99 B = 900.0–919.99
B- = 880.0–899.99 F = 0.00–879.99
C. Late Assignment Policy
Course Assignments, including discussion boards, exams, and other graded
assignments, should be submitted on time.
If the student is unable to complete an assignment on time, then he or she must
contact the instructor immediately by email.
Assignments that are submitted after the due date without prior approval from the
instructor will receive the following deductions:
1.
Late assignments submitted within one week after the due date will
receive a 10% deduction.
2.
Assignments submitted more than one week and less than 2 weeks
late will receive a 20% deduction.
3.
Assignments submitted two weeks late or after the final date of the
course will not be accepted.
4.
Group projects, including group discussion board threads and/or
replies, and assignments will not be accepted after the due date.
Special circumstances (e.g. death in the family, personal health issues) will be
reviewed by the instructor on a case-by-case basis.Quizzes/Tests/Exams
For timed quizzes/tests/exams, the student is required to complete the
quiz/test/exam within the assigned time. For the student who exceeds this time
limit, a penalty of 1 point will be deducted for each minute, or part thereof, he/she
exceeds the assigned time limit.
C.
Disability Assistance
Students with a documented disability may contact Liberty University Online’s
Office of Disability Accommodation Support (ODAS) at
LUOODAS@liberty.edu to make arrangements for academic accommodations.
Further information can be found at www.liberty.edu/disabilitysupport.
If you have a complaint related to disability discrimination or an accommodation
that was not provided, you may contact ODAS or the Office of Equity and
Page 4 of 6
BUSI 755 Course Syllabus
Compliance by phone at (434) 592-4999 or by email
at equityandcompliance@liberty.edu. Click to see a full copy of
Liberty’s Discrimination, Harassment, and Sexual Misconduct Policy or
the Student Disability Grievance Policy and Procedures.
Page 5 of 6
BUSI 755 Course Syllabus
VIII. COURSE CALENDAR
Textbooks:
Hunt, J.M. & Weintraub, J.R: The Coaching Manager (2017).
Underhill et al.: Executive Coaching for Results (2007).
Module/Week
1
2
3
4
5
6
7
8
Reading & Study
Assignments
Syllabus
Outcome
Hunt & Weintraub: chs. 1–2
Underhill et al.: chs. 1–2
1 presentation
Hunt & Weintraub: chs. 1–2
Underhill et al.: ch. 1– 2
1 presentation
Hunt & Weintraub: chs. 3–5
Underhill et al.: ch. 3
1 presentation
Hunt & Weintraub: chs. 3–5
Underhill et al.: ch. 3
1 presentation
Hunt & Weintraub: chs. 6–7
Underhill et al.: chs. 5–6
1 presentation
Hunt & Weintraub: chs. 6–7
Underhill et al.: chs. 5–6
1 presentation
Hunt & Weintraub: chs. 8–10
Underhill et al.: chs. 7–8
1 presentation
Hunt & Weintraub: chs. 8–10
Underhill et al.: chs. 7–8
1 presentation
Course Requirements Checklist
Class Introductions
DB Forum 1
A&B
Points
0
150
DB Forum 1 (Continued)
D
0
DB Forum 2
Literature Review Topic
Submission
150
DB Forum 2 (Continued)
D
0
DB Forum 3
Thematic Integration of Faith
and Learning Paper Preparation
DB Forum 3 (Continued)
Thematic Integration of Faith
and Learning Paper Submission
B
150
C
140
B
D
200
200
ADRP Prospectus Preparation
Literature Review Preparation
ADRP Prospectus Submission
Literature Review Submission
TOTAL
1000
DB = Discussion Board
NOTE: Each course module/week begins on Monday morning at 12:00 a.m. (ET) and ends on Sunday
night at 11:59 p.m. (ET). The final module/week ends at 11:59 p.m. (ET) on Friday.
Page 6 of 6
BUSI 755
THEMATIC INTEGRATION OF FAITH AND LEARNING GRADING RUBRIC
Criteria
Levels of Achievement
Content
Key
Components
& Major
Point Support
Advanced
•
•
92 to 98 points
Student exhibits a
•
defined and clear
understanding of the
assignment. Thesis is
clearly defined and
well constructed to
help guide the reader
throughout the
assignment. Student
builds upon the thesis
of the assignment
with well•
documented and
exceptional
supporting facts,
figures, and/or
statements
Student demonstrates
proficient command
of the subject matter
in the assignment.
Assignment shows an
impressive level of
depth of student’s
ability to relate
course content to
practical examples
•
and applications.
Student provides
comprehensive
Proficient
Developing
Not Present
85 to 91 points
1 to 84 points
0 to 0 points
Establishes a good
•
comprehension of
topic and in the
building of the thesis.
Student demonstrates
an effective
presentation of thesis,
with most support
statements helping to
support the key focus
of assignment.
Student exhibits
above average usage
of subject matter in
assignment. Student
provides above
average ability in
relating course
content in examples
given. Details and
facts presented
•
provide an adequate
presentation of
student’s current level
of subject matter
knowledge.
Student exhibits a
good command of
critical thinking skills
in the presentation of
Student exhibits a
•
basic understanding of
the intended
assignment, but the
thesis is not fully
supported throughout
the assignment.
While thesis helps to
guide the
development of the
assignment, the reader
may have some
difficulty in seeing
linkages between
thoughts. While
student has included a •
few supporting facts
and statements, this
has limited the quality
of the assignment.
The assignment
reveals that the
student has a general,
fundamental
understanding of the
course material. There
are areas of some
•
concern in the
linkages provided
between facts and
Points
Earned
Student does not
exhibit a basic
understanding of the
intended assignment,
and the thesis is not
fully supported
throughout the
assignment.
Therefore, the thesis
fails to guide the
development of the
assignment, and the
linkages between
thoughts is mostly
unclear.
The assignment
reveals that the
student does not have
a basic understanding
of the course
material. Student
generally explains
concepts, but only
meets the minimum
requirements in this
area.
Student does not
present a perspective
on key concepts
throughout
Page 1 of 4
BUSI 755
•
Structure
Grammar,
Spelling, &
Word Count
analysis of details,
facts, and concepts in
a logical sequence.
Student demonstrates
a higher level of
critical thinking
necessary for
doctoral-level work.
Student provides a
strategic approach in
presenting examples
of problem solving or
critical thinking,
while drawing logical
conclusions, which
are not immediately
obvious. Student
provides wellsupported ideas and
reflection with a
variety of current
and/or worldviews in
the assignment.
Student presents a
genuine intellectual
development of ideas
throughout
assignment.
material and
supporting
statements.
Assignment
demonstrates the
students above
average use of
relating concepts by
using a variety of
factors. Overall,
student provides
adequate conclusions,
with two or fewer
errors.
Advanced
•
39 to 42 points
Student thoroughly
understands all major
points. An original,
unique, and/or
imaginative approach
•
Proficient
•
37 to 38 points
Student explains the
•
majority of points and
concepts in the
assignment. Student
demonstrates a good
supporting statements.
Student generally
explains concepts, but
only meets the
minimum
requirements in this
area.
Student takes a
common,
conventional
approach in guiding
the reader through
various linkages and
connections presented
in assignment.
Student presents a
limited perspective on
key concepts
throughout
assignment. Student
appears to have
problems applying
information in a
problem-solving
manner.
Developing
1 to 36 points
Student applies some •
points and concepts
incorrectly. Student
uses a variety of
formatting styles, with
assignment. Student
does not apply
information in a
problem-solving
manner.
Not Present
Points
Earned
0 to 0 points
Student applies most
points and concepts
incorrectly. Student
uses a variety of
formatting styles,
Page 2 of 4
BUSI 755
•
to overall ideas,
concepts, and
findings is presented.
Overall format of
assignment includes
an appropriate
introduction (or
abstract), welldeveloped
•
paragraphs, and
conclusion. Finished
assignment
demonstrates
student’s ability to
plan organize
research in a logical
sequence.
Student demonstrates
an excellent
command of
grammar, as well as
presents research in a
clear and concise
writing style.
Presents a thorough,
extensive
understanding of
word usage. Student
•
excels in the selection
and development of a
well-planned research
assignment.
Assignment is error
free and reflects
students ability to
prepare doctoral-level
writing for possible
skill level in
formatting and
organizing material in
assignment. Student
presents an above
average level of
preparedness, with
•
few formatting errors.
Student provides an
effective display of
good writing and
grammar.
Assignment reflects
students ability to
select appropriate
word usage and
presents an above
average presentation
of a given topic or
issue. Assignment
appears to be well
written with no more
than three errors.
Student provides a
•
good final product
that covers the above
requirements.
Student achieves an
above average
synthesis of research,
but interpretation is
narrow in scope and
description within an
assignment.
Assignment contains
less than five
some inconsistencies
throughout the paper.
Assignment does not
have a continuous
pattern of logical
sequencing.
Assignment reflects
basic writing and
grammar, but with
more than 3-4 errors.
Key terms and
concepts are
somewhat vague and
not completely
explained by student.
Student uses a basic
vocabulary in
assignment. Students
writing ability is
average but
demonstrates a basic
understanding of the
subject matter.
Assignment provides
a basic but borderline,
perspective of
student’s research
abilities. Student has
incorporated less than
three sources, which
does not attempt to
cover key elements of
assignment.
•
•
with numerous
inconsistencies
throughout the paper.
Assignment does not
have a continuous
pattern of logical
sequencing.
Assignment reflects
basic writing and
grammar, but with
more than 5-6 errors.
Key terms and
concepts are
somewhat vague and
not completely
explained by student.
Student uses a basic
vocabulary in
assignment. Students
writing ability is
below average but
and does not
demonstrates a basic
understanding of the
subject matter.
Assignment provides
a basic but borderline,
perspective of
student’s research
abilities. Student has
incorporated less than
two sources, which
does not attempt to
cover key elements of
assignment.
Page 3 of 4
BUSI 755
•
publication in a peerreviewed journal.
Student provides
sophisticated
synthesis of complex
body of information
in the preparation of
assignment. Research
provided by student
contributes
significantly to the
development of the
overall thesis.
Student incorporates
5-7 quality references
in assignment.
Student incorporates
a variety of research
resources and
methodology in the
preparation of
assignment.
resources, and
presents an average
overview of key
concepts.
Page 4 of 4
BUSI 755
THEMATIC INTEGRATION OF FAITH AND LEARNING PAPER INSTRUCTIONS
Write a thematic integration of faith and learning concept paper using a well-rounded approach
to the concepts found in the course texts and current scholarly literature. This paper must be
submitted in compliance with the instructions found in the Thematic Integration of Faith and
Learning Paper Grading Rubric. You must fully leverage the discussion opportunity in
Discussion Board Forum 2 in order to research and outline your approach for this assignment.
The paper must contain the following components:
1. A 3–5-page overview that defines the course as an academic field of study (significance
of the course to business).
2. A 3–5-page discussion of the best 5–8 questions you believe are critical in order to
demonstrate that a student who completes this course can synthesize the key concepts in
organizational and executive coaching and formulate the strengths and weaknesses of the
stated approaches to coaching.
3. A 3–5-page discussion that integrates the concepts from the Keller and Alsdorf (2012)
text into a cohesive understanding of why organizational and executive coaching is
significant for advancing God’s purposes for business on earth.
4. A minimum of 5 references (including scholarly references) in addition to the course
texts.
Concepts to begin guiding your thought in this area are taken from key course texts and
supplemental sources.
Underhill, McAnally, & Koriath (2007) reflect:
Rather than offering solutions, the coach helps the leader dare to look at inner resistance,
to understand c…
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