Formulate a topic of inquiry related to a societal problem and synthesize relevant research materials through a business perspective
Evaluate, synthesize, and interpret research findings as well supported quantitative and qualitative analysis and recommendations
Clearly and effectively communicate research, analysis, and findings
Required computer hardware and software
READ = MacMillan, C. (2020). Sustainable Business Model Innovation: A Means to Societal and Economic Good for Canadian Businesses. International Management Review, 16(1), 32–41.
Using the interactive board from Pear Deck, Stress Check Students go to: joinpd.com
Report Writing. (2016). Video Arts (Firm). [19 minutes]
What are the key takeaways from this training video?
Please take this time to move around, look away from your computer screen, and refresh yourself body and soul.
Number one high priority of any Employer is problem-solving skills. When you know this, it makes sense why almost all business writing is shaped by problem-based learning.
Simple set-up is to 1) identify the problem; 2) describe the issue causing the problem; 3) consider several solutions to the problem; 4) explain to the reader which of the potential solutions is the best and why; 5) and give your reader a plan of action to solve the identified problem.
Who is your reader? Usually your work supervisor, aka your boss.
My teaching goal here is to show you that writing is simply making your thinking visible to your reader across time and space.
Activity: Probe Questions Developed from the publication by Walsh Marr and Martin (2021). 1. Why are you recommending this solution? 2. In whose view is this the right solution? 3. Who proves your point this is the right solution? 4. Where have you seen this solution work elsewhere? For whom? How were these circumstances similar or different? 5. What will we need to make this solution work? 6. So, from these examples, what is the timeline and deliverables (and any other Project Management considerations) to make your solution work?
Activity: Write to Learn After an introduction to
the philosophy of writing to learn first introduced by William Zinsser
(1988), students will write for a short amount of time to begin imagining
what they want to learn through their White Paper assignm
Source for activity:
Goodwon, P. (2013). Becoming an academic writer: 50 exercises for
paced, productive, and powerful writing. Sage. pg. 39-44.
"Writing organizes and
clarifies our thoughts. Writing is how we think our way into a subject and
make it our own. Writing enables us to find out what we know -- and what
we don't know -- about whatever we're trying to learn." (Zinsser,
1988, pg. 16)
Pomodoro -- Write for 10
minutes non-stop!
Write what you know about the topic. Write what you don't know.
Write about your feelings, about the topic, assignment, maybe even how
your day has been going.
Write about what you plan to write about.
Write to figure out what you hope to use this assignment for in the
future, such as to secure a specific job.
Recalling that activity from the first class, when in the next 7 days do you have writing pomodoros booked in your calendar?
If you don't have any writing pomodoros planned, make a commitment right now to do that. Enter that commitment into your calendar!
