Tag: Model Answer

  • [Solved] week 5 bsu 624

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    – Read the following chapters of the course textbook, _Business Law: The Ethical, Global, and Digital Environment_ (18th ed.): – Chapter 45: Securities Regulation – Chapter 51: Employment Law – Review the [_Djarra vs. McFatty’s transcript of court interview of parties_](https://uagc.instructure.com/…

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    Assignment Prompt & Instructions

    – Read the following chapters of the course textbook, _Business Law: The Ethical, Global, and Digital Environment_ (18th ed.):
    – Chapter 45: Securities Regulation
    – Chapter 51: Employment Law
    – Review the [_Djarra vs. McFatty’s transcript of court interview of parties_](https://uagc.instructure.com/courses/148653/files/23458213?wrap=1) [_Download Djarra vs. McFatty’s transcript of court interview of parties_](https://uagc.instructure.com/courses/148653/files/23458213/download?download_frd=1) supplemental material.
    – Review the following cases:
    – [_Cloutier v. Costco Wholesale Corp._Links to an external site.](https://go.openathens.net/redirector/ashford.edu?url=https%3A%2F%2Fadvance.lexis.com%2Fapi%2Fpermalink%2Fcbe6381d-f7a9-4594-89ac-a6de15ec3a01%2F%3Fcontext%3D1519360%26identityprofileid%3DDGCJ8C71549), 390 F.3d 126 (1st Cir. 2004)
    – [_EEOC v. Alamo Rent-A-Car LLCLinks to an external site._](https://go.openathens.net/redirector/ashford.edu?url=https%3A%2F%2Fadvance.lexis.com%2Fapi%2Fpermalink%2F0d0ec8d4-b355-4171-852c-5802ee429dd8%2F%3Fcontext%3D1519360%26identityprofileid%3DDGCJ8C71549) _,_ 432 F. Supp. 2d 1006 (D. Ariz. 2006)
    – [_Tiano v. Dillard Department Stores, Inc._Links to an external site.](https://go.openathens.net/redirector/ashford.edu?url=https%3A%2F%2Fadvance.lexis.com%2Fapi%2Fpermalink%2Ff060db8c-acc9-40e9-baa1-975419095ea9%2F%3Fcontext%3D1519360%26identityprofileid%3DDGCJ8C71549), 139 F.3d 679 (9th Cir. 1998).
    The McFatty’s Burger Joint case involves a claim of religious discrimination by the plaintiff, Adjha Djarra against her former employer, the defendant, McFatty’s Burger Joint. Djarra is alleging that the manager of McFatty’s, Ron Johnson, did not allow her to wear a hijab at work in observance of her Muslim faith during the holy month of Ramadan. She also claims that Johnson did not provide her with an accommodation for her beliefs but instead terminated her employment. Johnson argues that a hijab violates the company’s dress code and that he did offer an accommodation to Djarra
    Assume the role of the judge in this case. Analyze the legal issues presented by the parties and state how you would rule on each of the issues presented. Remember that your ruling should be based on your legal analysis and not on your own personal views.
    Use the IRAC method to apply the law to the facts and reach a legal conclusion based on your analysis.
    Your legal analysis should summarize the legal framework that applies to religious discrimination cases under Title VII (review _EEOC v. Alamo Rent-A-Car LLC_ [2006], _Tiano v. Dillard Department Stores, Inc._ [1998], and _Cloutier v. Costco Wholesale Corp._ [2004]).
    address the following:
    – Determine whether Djarra established a prima facie case of religious discrimination against McFatty’s Burger Joint.
    – Discuss whether Mr. Johnson made a good faith effort to offer reasonable accommodations to Ms. Djarra or whether Mr. Johnson could not reasonably accommodate Ms. Djarra without undue hardship to McFatty’s Burger Joint.
    – Identify the types of damages (monetary and equitable) available under Title VII for religious discrimination.
    – Describe the type of damages, the monetary amount, and any equitable relief that could be awarded to Djarra if her case is successful.
    4 pages apa 3 sources min. including the book

  • [Solved] 3 PAGE PEER COUNSELING SELF REFLECTION

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    DUE 8/10 5 PM EST 3 PAGES NOT INCLUDING TITLE AND REFERENCES APA 7 OUTLINE ATTACHED – ## Self-ReflectionINSTRUCTIONS.docx – ## feedback.docx **## Self-ReflectionINSTRUCTIONS.docx** COUC 505 **Self-Reflection and Self-Care Evaluation Plan Assignment Instructions** The purpose of the **Self-Reflection…

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    DUE 8/10   5 PM EST
    3 PAGES NOT INCLUDING TITLE AND REFERENCES
    APA 7
    OUTLINE ATTACHED

    – ## Self-ReflectionINSTRUCTIONS.docx

    – ## feedback.docx

    **## Self-ReflectionINSTRUCTIONS.docx**

    COUC 505

    **Self-Reflection and Self-Care Evaluation Plan Assignment Instructions**

    The purpose of the
    **Self-Reflection and Self-Care Evaluation Plan Assignment** is for you to be able to objectively look at the feedback provided to you and make a plan for improving upon your skills. The
    **Self-Reflection and Self-Care Evaluation Plan Assignment** needs
    to be in current APA format (including a title page, Level I headings, and double spaced). An abstract is not needed but is typically found in APA papers. There is not a specified page limit for this assignment, but each section must be covered thoroughly. Please divide your paper into the three sections listed below, addressing each question found in the sections. Remember to use an introductory paragraph, and your first heading should be “
    **Feedback Received**” and follow the format for a total of 4 headings.

    **Feedback Received 1 PAGE**

    · What feedback did you receive from your peers/supervisor that was helpful? FEEDBACK ATTACHED

    · List three areas that you need improvement regarding your counseling skills. PEERS SAID I TALK TO FAST

    · You may also comment on any peer feedback that you did not agree with and explain why.

    **Christian Worldview ½ PAGE**

    · In going through this course and learning about yourself as a counselor – what conflict/additional thoughts came about between your beliefs as a counselor in training and a Christian worldview? Did you gain any further insight or clarity?

    · What do you need to do to continue this work on integrating a Christian worldview and your counseling practice?

    **Counselor Self-Care ½ PAGE**

    · After reading the wellness article, describe your self-care paradox.

    · When you think of your overall holistic wellness, what area(s) needs improvement?

    · What strategies will you employ to support your wellness while in this program and going forward into your career as a counselor?

    **Next Step for Skills 1 PAGE**

    · What have you learned as you participated in self-evaluation and peer-evaluation of your skills? What will you change in future sessions?

    · What do you need to do to become more competent in counseling? Describe your current level of self-efficacy and self-esteem regarding your counseling skills.

    · How did supervision feedback change your view of your counseling skills in these pseudo-sessions? Comment on at least two items/ways. Keep in mind that this is a critical question as it shows your professor you are willing to think through how you will make changes going forward.

    Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

    Page 2 of 2

    **## feedback.docx**

    **Benchmark Live Supervision Feedback**

    Dr. Robertson

    Student:

    Date: 7/21/25

    Skills

    | | |
    | — | — |
    | Eye contact, verbal tone, and attending skills | Good! |
    | Facial expressions and gestures | Good! |
    | Empathy | Good! |
    | Being non-judgmental/unconditional positive regard | Good! |
    | Active listening | Focused on your client well. |
    | Open-ended questions | You used several open-ended questions superbly. You also used a couple of close-ended questions, so be mindful of avoiding too many of those. |
    | Reflection (feelings, meaning, content) | You used reflection of feeling nicely a couple of times. You were on track to use a reflection of meaning. Just remember to help identify deeply held beliefs/values. |
    | Paraphrasing | Decent paraphrase utilized. |
    | Summarizing | You shared a great summary. |
    | Attentive silence | You gave your client space to explain. |
    | Challenging/Confrontation | Excellent challenge. |
    | Immediacy | Not used. |
    | Self-Disclosure | There was an appropriate self-disclosure attempted. |
    | Goal setting | This can be more based on what the client has shared. Also, it is helpful to make it specific/measurable. |
    | Wrapping up the session | Wonderful wrap up of the session. |
    | |

    **Feedback:**

    Client wants to deal with things better and finding a balance. Try not to give as many directives and advice as this can stunt the growth of your client. By giving them the “answer” it will make it more challenging for them to have their autonomy supported. Be careful about saying “definitely understand” too much. The focus changed from client to your client’s mother. You can try to focus on what is behind the fear of change for your client. Say something like “Tell me what change represents to you.” Then reflect meaning on what the deeply held belief is. There should be more exploration throughout. Overall, you used several basic skills. There are still areas to work on pertaining immediacy, reflection of meaning, and avoiding advice giving, close-ended questions, and giving too many directives.

    **## feedback.docx**

    **Benchmark Live Supervision Feedback**

    Dr. Robertson

    Student:

    Date: 7/21/25

    Skills

    | | |
    | — | — |
    | Eye contact, verbal tone, and attending skills | Good! |
    | Facial expressions and gestures | Good! |
    | Empathy | Good! |
    | Being non-judgmental/unconditional positive regard | Good! |
    | Active listening | Focused on your client well. |
    | Open-ended questions | You used several open-ended questions superbly. You also used a couple of close-ended questions, so be mindful of avoiding too many of those. |
    | Reflection (feelings, meaning, content) | You used reflection of feeling nicely a couple of times. You were on track to use a reflection of meaning. Just remember to help identify deeply held beliefs/values. |
    | Paraphrasing | Decent paraphrase utilized. |
    | Summarizing | You shared a great summary. |
    | Attentive silence | You gave your client space to explain. |
    | Challenging/Confrontation | Excellent challenge. |
    | Immediacy | Not used. |
    | Self-Disclosure | There was an appropriate self-disclosure attempted. |
    | Goal setting | This can be more based on what the client has shared. Also, it is helpful to make it specific/measurable. |
    | Wrapping up the session | Wonderful wrap up of the session. |
    | |

    **Feedback:**

    Client wants to deal with things better and finding a balance. Try not to give as many directives and advice as this can stunt the growth of your client. By giving them the “answer” it will make it more challenging for them to have their autonomy supported. Be careful about saying “definitely understand” too much. The focus changed from client to your client’s mother. You can try to focus on what is behind the fear of change for your client. Say something like “Tell me what change represents to you.” Then reflect meaning on what the deeply held belief is. There should be more exploration throughout. Overall, you used several basic skills. There are still areas to work on pertaining immediacy, reflection of meaning, and avoiding advice giving, close-ended questions, and giving too many directives.

    **## Self-ReflectionINSTRUCTIONS.docx**

    COUC 505

    **Self-Reflection and Self-Care Evaluation Plan Assignment Instructions**

    The purpose of the
    **Self-Reflection and Self-Care Evaluation Plan Assignment** is for you to be able to objectively look at the feedback provided to you and make a plan for improving upon your skills. The
    **Self-Reflection and Self-Care Evaluation Plan Assignment** needs
    to be in current APA format (including a title page, Level I headings, and double spaced). An abstract is not needed but is typically found in APA papers. There is not a specified page limit for this assignment, but each section must be covered thoroughly. Please divide your paper into the three sections listed below, addressing each question found in the sections. Remember to use an introductory paragraph, and your first heading should be “
    **Feedback Received**” and follow the format for a total of 4 headings.

    **Feedback Received 1 PAGE**

    · What feedback did you receive from your peers/supervisor that was helpful? FEEDBACK ATTACHED

    · List three areas that you need improvement regarding your counseling skills. PEERS SAID I TALK TO FAST

    · You may also comment on any peer feedback that you did not agree with and explain why.

    **Christian Worldview ½ PAGE**

    · In going through this course and learning about yourself as a counselor – what conflict/additional thoughts came about between your beliefs as a counselor in training and a Christian worldview? Did you gain any further insight or clarity?

    · What do you need to do to continue this work on integrating a Christian worldview and your counseling practice?

    **Counselor Self-Care ½ PAGE**

    · After reading the wellness article, describe your self-care paradox.

    · When you think of your overall holistic wellness, what area(s) needs improvement?

    · What strategies will you employ to support your wellness while in this program and going forward into your career as a counselor?

    **Next Step for Skills 1 PAGE**

    · What have you learned as you participated in self-evaluation and peer-evaluation of your skills? What will you change in future sessions?

    · What do you need to do to become more competent in counseling? Describe your current level of self-efficacy and self-esteem regarding your counseling skills.

    · How did supervision feedback change your view of your counseling skills in these pseudo-sessions? Comment on at least two items/ways. Keep in mind that this is a critical question as it shows your professor you are willing to think through how you will make changes going forward.

    Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

    Page 2 of 2

    **## feedback.docx**

    **Benchmark Live Supervision Feedback**

    Dr. Robertson

    Student:

    Date: 7/21/25

    Skills

    | | |
    | — | — |
    | Eye contact, verbal tone, and attending skills | Good! |
    | Facial expressions and gestures | Good! |
    | Empathy | Good! |
    | Being non-judgmental/unconditional positive regard | Good! |
    | Active listening | Focused on your client well. |
    | Open-ended questions | You used several open-ended questions superbly. You also used a couple of close-ended questions, so be mindful of avoiding too many of those. |
    | Reflection (feelings, meaning, content) | You used reflection of feeling nicely a couple of times. You were on track to use a reflection of meaning. Just remember to help identify deeply held beliefs/values. |
    | Paraphrasing | Decent paraphrase utilized. |
    | Summarizing | You shared a great summary. |
    | Attentive silence | You gave your client space to explain. |
    | Challenging/Confrontation | Excellent challenge. |
    | Immediacy | Not used. |
    | Self-Disclosure | There was an appropriate self-disclosure attempted. |
    | Goal setting | This can be more based on what the client has shared. Also, it is helpful to make it specific/measurable. |
    | Wrapping up the session | Wonderful wrap up of the session. |
    | |

    **Feedback:**

    Client wants to deal with things better and finding a balance. Try not to give as many directives and advice as this can stunt the growth of your client. By giving them the “answer” it will make it more challenging for them to have their autonomy supported. Be careful about saying “definitely understand” too much. The focus changed from client to your client’s mother. You can try to focus on what is behind the fear of change for your client. Say something like “Tell me what change represents to you.” Then reflect meaning on what the deeply held belief is. There should be more exploration throughout. Overall, you used several basic skills. There are still areas to work on pertaining immediacy, reflection of meaning, and avoiding advice giving, close-ended questions, and giving too many directives.

    **## Self-ReflectionINSTRUCTIONS.docx**

    COUC 505

    **Self-Reflection and Self-Care Evaluation Plan Assignment Instructions**

    The purpose of the
    **Self-Reflection and Self-Care Evaluation Plan Assignment** is for you to be able to objectively look at the feedback provided to you and make a plan for improving upon your skills. The
    **Self-Reflection and Self-Care Evaluation Plan Assignment** needs
    to be in current APA format (including a title page, Level I headings, and double spaced). An abstract is not needed but is typically found in APA papers. There is not a specified page limit for this assignment, but each section must be covered thoroughly. Please divide your paper into the three sections listed below, addressing each question found in the sections. Remember to use an introductory paragraph, and your first heading should be “
    **Feedback Received**” and follow the format for a total of 4 headings.

    **Feedback Received 1 PAGE**

    · What feedback did you receive from your peers/supervisor that was helpful? FEEDBACK ATTACHED

    · List three areas that you need improvement regarding your counseling skills. PEERS SAID I TALK TO FAST

    · You may also comment on any peer feedback that you did not agree with and explain why.

    **Christian Worldview ½ PAGE**

    · In going through this course and learning about yourself as a counselor – what conflict/additional thoughts came about between your beliefs as a counselor in training and a Christian worldview? Did you gain any further insight or clarity?

    · What do you need to do to continue this work on integrating a Christian worldview and your counseling practice?

    **Counselor Self-Care ½ PAGE**

    · After reading the wellness article, describe your self-care paradox.

    · When you think of your overall holistic wellness, what area(s) needs improvement?

    · What strategies will you employ to support your wellness while in this program and going forward into your career as a counselor?

    **Next Step for Skills 1 PAGE**

    · What have you learned as you participated in self-evaluation and peer-evaluation of your skills? What will you change in future sessions?

    · What do you need to do to become more competent in counseling? Describe your current level of self-efficacy and self-esteem regarding your counseling skills.

    · How did supervision feedback change your view of your counseling skills in these pseudo-sessions? Comment on at least two items/ways. Keep in mind that this is a critical question as it shows your professor you are willing to think through how you will make changes going forward.

    Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

    Page 2 of 2

    **## feedback.docx**

    **Benchmark Live Supervision Feedback**

    Dr. Robertson

    Student:

    Date: 7/21/25

    Skills

    | | |
    | — | — |
    | Eye contact, verbal tone, and attending skills | Good! |
    | Facial expressions and gestures | Good! |
    | Empathy | Good! |
    | Being non-judgmental/unconditional positive regard | Good! |
    | Active listening | Focused on your client well. |
    | Open-ended questions | You used several open-ended questions superbly. You also used a couple of close-ended questions, so be mindful of avoiding too many of those. |
    | Reflection (feelings, meaning, content) | You used reflection of feeling nicely a couple of times. You were on track to use a reflection of meaning. Just remember to help identify deeply held beliefs/values. |
    | Paraphrasing | Decent paraphrase utilized. |
    | Summarizing | You shared a great summary. |
    | Attentive silence | You gave your client space to explain. |
    | Challenging/Confrontation | Excellent challenge. |
    | Immediacy | Not used. |
    | Self-Disclosure | There was an appropriate self-disclosure attempted. |
    | Goal setting | This can be more based on what the client has shared. Also, it is helpful to make it specific/measurable. |
    | Wrapping up the session | Wonderful wrap up of the session. |
    | |

    **Feedback:**

    Client wants to deal with things better and finding a balance. Try not to give as many directives and advice as this can stunt the growth of your client. By giving them the “answer” it will make it more challenging for them to have their autonomy supported. Be careful about saying “definitely understand” too much. The focus changed from client to your client’s mother. You can try to focus on what is behind the fear of change for your client. Say something like “Tell me what change represents to you.” Then reflect meaning on what the deeply held belief is. There should be more exploration throughout. Overall, you used several basic skills. There are still areas to work on pertaining immediacy, reflection of meaning, and avoiding advice giving, close-ended questions, and giving too many directives.

    – 1
    – 2

  • [Solved] power point presentation week 10

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  • [Solved] reflection

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  • [Solved] SOC 151

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    In-depth study guidance and analytical solution covering SOC 151.

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  • [Solved] RCH 5301 VIII

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    – ## ResearchDesignandMethodsRCH5301UnitVIIIReflectionPaper.docx – ## UnitVIIIStudyGuide.pdf **## ResearchDesignandMethodsRCH5301UnitVIIIReflectionPaper.docx** 2 Research Design and Methods RCH 5301 **Unit VIII Reflection Paper** This reflection paper measures your mastery of ULO 2.5. Reflect on how…

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    – ## ResearchDesignandMethodsRCH5301UnitVIIIReflectionPaper.docx

    – ## UnitVIIIStudyGuide.pdf

    **## ResearchDesignandMethodsRCH5301UnitVIIIReflectionPaper.docx**

    2

    Research Design and Methods RCH 5301

    **Unit VIII Reflection Paper**

    This reflection paper measures your mastery of ULO 2.5.

    Reflect on how you can apply the concepts learned in this course to your current career, future career, entrepreneurial venture, or personal endeavors. How might the lessons you have learned positively impact your decision-making effectiveness and goal attainment? In your answer, consider the different research methods you have learned in this course.

    Submit your response as an attached Word document. Your response must be at least 200 words in length. No references or citations are necessary.

    **## UnitVIIIStudyGuide.pdf**

    RCH 5301, Research Design and Methods 1

    Course Learning Outcomes for Unit VIII

    At the end of this unit, you should be able to:

    2. Discriminate among the characteristics of qualitative and quantitative research methods.
    2.5 Recognize the melding of quantitative and qualitative methodologies into mixed methods.

    Required Unit Resources

    Chapter 3: The Use of Theory
    Read the following sections from this chapter:

    Mixed Methods Theory Use

    Chapter 10: Mixed Methods Procedures (ULO 2.5)

    Unit Lesson

    Lesson: Mixed Methods: All Mixed Up? (ULO 2.5)

    Congratulations for persevering throughout the course and arriving at this final unit of the term. The course
    began with an explanation of the purpose and value of studying research methods, which is to enhance
    decision-making in order to reduce risk and improve performance. While perfect information is rarely available
    to assist in making difficult decisions, employing research methods and evidence-based decision-making can
    help improve the odds of achieving favorable outcomes.

    This course focused predominately on the positivist tradition of using a quantitative methodological research
    strategy, empiricism, and the scientific method to accomplish research goals. This was intentional since
    quantitative research is well-suited to problem solving in today’s data-driven world. Data is ubiquitous,
    inexpensive, and overwhelmingly used for strategic decision-making, which makes a quantitative
    methodological strategy a superior choice to address many problems. What has been provided this term is
    enough knowledge for students to design their own quantitative research projects, whether they be career-
    related, personal, or in pursuit of terminal degrees.

    Notwithstanding the attention paid to quantitative research in the course, Unit VII addressed qualitative
    research and Unit VIII discusses mixed methods research. Since research methods is a new area of study for
    most students, this is intended to give a flavor for the interpretivist research tradition.

    Mixed Methods Research

    The argument for using a mixed methods research (MMR) strategy, sometimes referred to as pragmatism, is
    that the researcher has access to the best of both worlds: quantitative and qualitative methodological
    strategies. MMR integrates the philosophical assumptions of each of these research strategies to benefit from
    both a breadth and depth of understanding of their research topic. This begs the question of why a researcher
    would not then always choose an MMR strategy over simply a quantitative or qualitative approach. The
    following will summarize some of the pros and cons of MMR and answer this question.

    UNIT VIII STUDY GUIDE
    Mixed Methods

    RCH 5301, Research Design and Methods 2

    UNIT x STUDY GUIDE
    Title

    Arguments in Favor of MMR

    There are three reasons for using an MMR strategy.

    • The first, as alluded to, is that MMR adds both breadth and depth to the study. This can be
    accomplished simultaneously by asking closed-ended and open-ended questions to research
    participants. The data collected through close-ended questions permits the use of inferential statistics
    to generalize results to a population. The data collected through open-ended questions provides the
    benefit of obtaining deeper insights not possible through structured, self-completion questionnaires.
    Qualitative findings can also be used to create theories, which are then tested through quantitative
    research. This advantage is called triangulation, which is using one research strategy to validate
    findings using a different strategy.

    • A second reason for using MMR is that the individual strategies are complementary to one another.
    The respective strengths of quantitative and qualitative strategies compensate for the weaknesses of
    the other. This results in MMR findings that are greater than the sum of the individual parts.

    • A third justification for MMR is that findings from the opposing methodological strategies can
    introduce new ways of visualizing the research problem that would not have occurred if only one
    strategy were used (Dawadi et al., 2021).

    It is important for the researcher choosing MMR to be deliberative in the research design. Research designs
    are exploratory (qualitative), descriptive (quantitative/non-experimental), and explanatory
    (quantitative/experimental). Even in the early stage of design, the complexity of MMR becomes evident as it is
    necessary for the researcher to prioritize things like research design, analytical approach, data collection
    methods, sampling design, and data analysis procedures. Prioritization is best done in consideration of the
    research problems and questions. Priority can be given to the quantitative methodology, the qualitative
    methodology, or equal priority between the two. Once prioritization is decided, the researcher must decide
    how much interaction there will be between the two methodologies. One straightforward approach is to keep
    the methodologies independent during all stages of the study through data analysis, only to be mixed during
    the interpretation of findings. It is possible, however, to mix the methodologies at all stages of the study,
    including the design, the analytical approach, data collection method, sampling, data analysis, and
    interpretation and reporting of results (Dawadi et al., 2021).

    Arguments Against MMR

    A practical reason for avoiding MMR is that it generally requires more time, more money, and more expertise
    than would be required using a quantitative or qualitative strategy alone. Data collection and data analysis are
    particularly lengthy endeavors in MMR. Qualitative research and interviewing participants are particularly time
    intensive. This leads to greater costs and budget requirements.

    Another reason for avoiding MMR is a lack of research experience in both quantitative and qualitative
    strategies. Having the knowledge to correctly select from the wide array of methods available, properly
    implement the chosen methods, adequately collect the data, sufficiently analyze the data, and appropriately
    interpret the results requires a great deal of expertise. Many researchers, however, are only proficient in their
    favored research traditions, positivist, or interpretivist. If researchers lack the expertise to appropriately
    prioritize the design and methods since they each have their own set of advantages and challenges that are
    dependent on the goals of the research project, threats to validity and reliability are possible (Dawadi et al.,
    2021; Karpatschof, 2007).

    A final MMR challenge stems from the influence of results occurring from the mixing of methodologies. For
    example, a sequential data collection and analysis could lead to the results of the first process influencing the
    results of the second process. Even results from concurrent designs have been found to influence one
    another. While proponents of MMR argue that quantitative and qualitative methodologies are complementary,
    the reality for many researchers is that results are often confounding or contradictory, placing validity and
    reliability in jeopardy (Dawadi et al., 2021; Karpatschof, 2007).

    In Closing

    As was discussed in Unit I, one’s research tradition normally predetermines the research strategy chosen for
    the study of phenomena. A quantitative strategy is aligned with positivism, and a qualitative strategy is aligned

    RCH 5301, Research Design and Methods 3

    UNIT x STUDY GUIDE
    Title

    with interpretivism. Although there are no codified rules about employing research strategies, it would seem
    inconsistent, at best, for a true positivist to use qualitative methods given their loyalty to empiricism. The
    critique of qualitative research as being too subjective, difficult to replicate, unable to generalize results, and
    lacking in transparency is completely at odds with the quantitative methodology and the positivist tradition.

    Similarly, it would be difficult, if not impossible, for an interpretivist to use quantitative methods to determine
    the meaning observed in participant observation. An interpretivist simply could not use quantitative research
    to quantify the multiple meanings that are created through multiple experiences and realities. From the
    interpretivist’s perspective, quantitative research fails to recognize the social world as different from the
    natural world, forces qualitative data into numbers, relies on instruments and procedures that fail to reflect
    everyday life, and analyzes relationships between variables that neglect the human interaction that brings
    meaning to those relationships. This is completely at odds with the qualitative methodology and interpretivist
    tradition.

    So, for every proponent that argues for the complimentary relationship between quantitative and qualitative
    methodologies, there are opponents that argue MMR is a non-starter due to the incompatibility of quantitative
    and qualitative methodologies. Researchers, especially those who are novice, should develop a level of
    competence with each methodological strategy before choosing to employ an MMR strategy, or at least have
    a compelling reason for using a dual strategy. It should not be assumed that a two-in-one approach
    automatically translates into a superior strategy (Bell et al., 2022).

    References

    Bell, E., Bryman, A., & Harley, B. (2022). Business research methods (6th ed.). Oxford University Press.

    https://online.vitalsource.com/#/books/9780192640505

    Creswell, J. W., & Creswell, J. D. (2022). Research design: Qualitative, quantitative, and mixed methods

    approaches (6th ed.). SAGE. https://online.vitalsource.com/#/books/9781071817964

    Dawadi, S., Shrestha, S., Giri, R. A. (2021, February 24). Mixed-methods research: A discussion on its types,

    challenges, and criticisms. Journal of Practical Studies in Education, 2(2), 25–36.
    https://doi.org/10.46809/jpse.v2i2.20

    Karpatschof, B. (2007, October). Bringing quality and meaning to quantitative data – Bringing quantitative

    evidence to qualitative observation. Nordic Psychology, 59(3), 191–209.
    https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?dire
    ct=true&db=edo&AN=32170950&site=eds-live&scope=site

    **## UnitVIIIStudyGuide.pdf**

    RCH 5301, Research Design and Methods 1

    Course Learning Outcomes for Unit VIII

    At the end of this unit, you should be able to:

    2. Discriminate among the characteristics of qualitative and quantitative research methods.
    2.5 Recognize the melding of quantitative and qualitative methodologies into mixed methods.

    Required Unit Resources

    Chapter 3: The Use of Theory
    Read the following sections from this chapter:

    Mixed Methods Theory Use

    Chapter 10: Mixed Methods Procedures (ULO 2.5)

    Unit Lesson

    Lesson: Mixed Methods: All Mixed Up? (ULO 2.5)

    Congratulations for persevering throughout the course and arriving at this final unit of the term. The course
    began with an explanation of the purpose and value of studying research methods, which is to enhance
    decision-making in order to reduce risk and improve performance. While perfect information is rarely available
    to assist in making difficult decisions, employing research methods and evidence-based decision-making can
    help improve the odds of achieving favorable outcomes.

    This course focused predominately on the positivist tradition of using a quantitative methodological research
    strategy, empiricism, and the scientific method to accomplish research goals. This was intentional since
    quantitative research is well-suited to problem solving in today’s data-driven world. Data is ubiquitous,
    inexpensive, and overwhelmingly used for strategic decision-making, which makes a quantitative
    methodological strategy a superior choice to address many problems. What has been provided this term is
    enough knowledge for students to design their own quantitative research projects, whether they be career-
    related, personal, or in pursuit of terminal degrees.

    Notwithstanding the attention paid to quantitative research in the course, Unit VII addressed qualitative
    research and Unit VIII discusses mixed methods research. Since research methods is a new area of study for
    most students, this is intended to give a flavor for the interpretivist research tradition.

    Mixed Methods Research

    The argument for using a mixed methods research (MMR) strategy, sometimes referred to as pragmatism, is
    that the researcher has access to the best of both worlds: quantitative and qualitative methodological
    strategies. MMR integrates the philosophical assumptions of each of these research strategies to benefit from
    both a breadth and depth of understanding of their research topic. This begs the question of why a researcher
    would not then always choose an MMR strategy over simply a quantitative or qualitative approach. The
    following will summarize some of the pros and cons of MMR and answer this question.

    UNIT VIII STUDY GUIDE
    Mixed Methods

    RCH 5301, Research Design and Methods 2

    UNIT x STUDY GUIDE
    Title

    Arguments in Favor of MMR

    There are three reasons for using an MMR strategy.

    • The first, as alluded to, is that MMR adds both breadth and depth to the study. This can be
    accomplished simultaneously by asking closed-ended and open-ended questions to research
    participants. The data collected through close-ended questions permits the use of inferential statistics
    to generalize results to a population. The data collected through open-ended questions provides the
    benefit of obtaining deeper insights not possible through structured, self-completion questionnaires.
    Qualitative findings can also be used to create theories, which are then tested through quantitative
    research. This advantage is called triangulation, which is using one research strategy to validate
    findings using a different strategy.

    • A second reason for using MMR is that the individual strategies are complementary to one another.
    The respective strengths of quantitative and qualitative strategies compensate for the weaknesses of
    the other. This results in MMR findings that are greater than the sum of the individual parts.

    • A third justification for MMR is that findings from the opposing methodological strategies can
    introduce new ways of visualizing the research problem that would not have occurred if only one
    strategy were used (Dawadi et al., 2021).

    It is important for the researcher choosing MMR to be deliberative in the research design. Research designs
    are exploratory (qualitative), descriptive (quantitative/non-experimental), and explanatory
    (quantitative/experimental). Even in the early stage of design, the complexity of MMR becomes evident as it is
    necessary for the researcher to prioritize things like research design, analytical approach, data collection
    methods, sampling design, and data analysis procedures. Prioritization is best done in consideration of the
    research problems and questions. Priority can be given to the quantitative methodology, the qualitative
    methodology, or equal priority between the two. Once prioritization is decided, the researcher must decide
    how much interaction there will be between the two methodologies. One straightforward approach is to keep
    the methodologies independent during all stages of the study through data analysis, only to be mixed during
    the interpretation of findings. It is possible, however, to mix the methodologies at all stages of the study,
    including the design, the analytical approach, data collection method, sampling, data analysis, and
    interpretation and reporting of results (Dawadi et al., 2021).

    Arguments Against MMR

    A practical reason for avoiding MMR is that it generally requires more time, more money, and more expertise
    than would be required using a quantitative or qualitative strategy alone. Data collection and data analysis are
    particularly lengthy endeavors in MMR. Qualitative research and interviewing participants are particularly time
    intensive. This leads to greater costs and budget requirements.

    Another reason for avoiding MMR is a lack of research experience in both quantitative and qualitative
    strategies. Having the knowledge to correctly select from the wide array of methods available, properly
    implement the chosen methods, adequately collect the data, sufficiently analyze the data, and appropriately
    interpret the results requires a great deal of expertise. Many researchers, however, are only proficient in their
    favored research traditions, positivist, or interpretivist. If researchers lack the expertise to appropriately
    prioritize the design and methods since they each have their own set of advantages and challenges that are
    dependent on the goals of the research project, threats to validity and reliability are possible (Dawadi et al.,
    2021; Karpatschof, 2007).

    A final MMR challenge stems from the influence of results occurring from the mixing of methodologies. For
    example, a sequential data collection and analysis could lead to the results of the first process influencing the
    results of the second process. Even results from concurrent designs have been found to influence one
    another. While proponents of MMR argue that quantitative and qualitative methodologies are complementary,
    the reality for many researchers is that results are often confounding or contradictory, placing validity and
    reliability in jeopardy (Dawadi et al., 2021; Karpatschof, 2007).

    In Closing

    As was discussed in Unit I, one’s research tradition normally predetermines the research strategy chosen for
    the study of phenomena. A quantitative strategy is aligned with positivism, and a qualitative strategy is aligned

    RCH 5301, Research Design and Methods 3

    UNIT x STUDY GUIDE
    Title

    with interpretivism. Although there are no codified rules about employing research strategies, it would seem
    inconsistent, at best, for a true positivist to use qualitative methods given their loyalty to empiricism. The
    critique of qualitative research as being too subjective, difficult to replicate, unable to generalize results, and
    lacking in transparency is completely at odds with the quantitative methodology and the positivist tradition.

    Similarly, it would be difficult, if not impossible, for an interpretivist to use quantitative methods to determine
    the meaning observed in participant observation. An interpretivist simply could not use quantitative research
    to quantify the multiple meanings that are created through multiple experiences and realities. From the
    interpretivist’s perspective, quantitative research fails to recognize the social world as different from the
    natural world, forces qualitative data into numbers, relies on instruments and procedures that fail to reflect
    everyday life, and analyzes relationships between variables that neglect the human interaction that brings
    meaning to those relationships. This is completely at odds with the qualitative methodology and interpretivist
    tradition.

    So, for every proponent that argues for the complimentary relationship between quantitative and qualitative
    methodologies, there are opponents that argue MMR is a non-starter due to the incompatibility of quantitative
    and qualitative methodologies. Researchers, especially those who are novice, should develop a level of
    competence with each methodological strategy before choosing to employ an MMR strategy, or at least have
    a compelling reason for using a dual strategy. It should not be assumed that a two-in-one approach
    automatically translates into a superior strategy (Bell et al., 2022).

    References

    Bell, E., Bryman, A., & Harley, B. (2022). Business research methods (6th ed.). Oxford University Press.

    https://online.vitalsource.com/#/books/9780192640505

    Creswell, J. W., & Creswell, J. D. (2022). Research design: Qualitative, quantitative, and mixed methods

    approaches (6th ed.). SAGE. https://online.vitalsource.com/#/books/9781071817964

    Dawadi, S., Shrestha, S., Giri, R. A. (2021, February 24). Mixed-methods research: A discussion on its types,

    challenges, and criticisms. Journal of Practical Studies in Education, 2(2), 25–36.
    https://doi.org/10.46809/jpse.v2i2.20

    Karpatschof, B. (2007, October). Bringing quality and meaning to quantitative data – Bringing quantitative

    evidence to qualitative observation. Nordic Psychology, 59(3), 191–209.
    https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?dire
    ct=true&db=edo&AN=32170950&site=eds-live&scope=site

    **## ResearchDesignandMethodsRCH5301UnitVIIIReflectionPaper.docx**

    2

    Research Design and Methods RCH 5301

    **Unit VIII Reflection Paper**

    This reflection paper measures your mastery of ULO 2.5.

    Reflect on how you can apply the concepts learned in this course to your current career, future career, entrepreneurial venture, or personal endeavors. How might the lessons you have learned positively impact your decision-making effectiveness and goal attainment? In your answer, consider the different research methods you have learned in this course.

    Submit your response as an attached Word document. Your response must be at least 200 words in length. No references or citations are necessary.

    **## UnitVIIIStudyGuide.pdf**

    RCH 5301, Research Design and Methods 1

    Course Learning Outcomes for Unit VIII

    At the end of this unit, you should be able to:

    2. Discriminate among the characteristics of qualitative and quantitative research methods.
    2.5 Recognize the melding of quantitative and qualitative methodologies into mixed methods.

    Required Unit Resources

    Chapter 3: The Use of Theory
    Read the following sections from this chapter:

    Mixed Methods Theory Use

    Chapter 10: Mixed Methods Procedures (ULO 2.5)

    Unit Lesson

    Lesson: Mixed Methods: All Mixed Up? (ULO 2.5)

    Congratulations for persevering throughout the course and arriving at this final unit of the term. The course
    began with an explanation of the purpose and value of studying research methods, which is to enhance
    decision-making in order to reduce risk and improve performance. While perfect information is rarely available
    to assist in making difficult decisions, employing research methods and evidence-based decision-making can
    help improve the odds of achieving favorable outcomes.

    This course focused predominately on the positivist tradition of using a quantitative methodological research
    strategy, empiricism, and the scientific method to accomplish research goals. This was intentional since
    quantitative research is well-suited to problem solving in today’s data-driven world. Data is ubiquitous,
    inexpensive, and overwhelmingly used for strategic decision-making, which makes a quantitative
    methodological strategy a superior choice to address many problems. What has been provided this term is
    enough knowledge for students to design their own quantitative research projects, whether they be career-
    related, personal, or in pursuit of terminal degrees.

    Notwithstanding the attention paid to quantitative research in the course, Unit VII addressed qualitative
    research and Unit VIII discusses mixed methods research. Since research methods is a new area of study for
    most students, this is intended to give a flavor for the interpretivist research tradition.

    Mixed Methods Research

    The argument for using a mixed methods research (MMR) strategy, sometimes referred to as pragmatism, is
    that the researcher has access to the best of both worlds: quantitative and qualitative methodological
    strategies. MMR integrates the philosophical assumptions of each of these research strategies to benefit from
    both a breadth and depth of understanding of their research topic. This begs the question of why a researcher
    would not then always choose an MMR strategy over simply a quantitative or qualitative approach. The
    following will summarize some of the pros and cons of MMR and answer this question.

    UNIT VIII STUDY GUIDE
    Mixed Methods

    RCH 5301, Research Design and Methods 2

    UNIT x STUDY GUIDE
    Title

    Arguments in Favor of MMR

    There are three reasons for using an MMR strategy.

    • The first, as alluded to, is that MMR adds both breadth and depth to the study. This can be
    accomplished simultaneously by asking closed-ended and open-ended questions to research
    participants. The data collected through close-ended questions permits the use of inferential statistics
    to generalize results to a population. The data collected through open-ended questions provides the
    benefit of obtaining deeper insights not possible through structured, self-completion questionnaires.
    Qualitative findings can also be used to create theories, which are then tested through quantitative
    research. This advantage is called triangulation, which is using one research strategy to validate
    findings using a different strategy.

    • A second reason for using MMR is that the individual strategies are complementary to one another.
    The respective strengths of quantitative and qualitative strategies compensate for the weaknesses of
    the other. This results in MMR findings that are greater than the sum of the individual parts.

    • A third justification for MMR is that findings from the opposing methodological strategies can
    introduce new ways of visualizing the research problem that would not have occurred if only one
    strategy were used (Dawadi et al., 2021).

    It is important for the researcher choosing MMR to be deliberative in the research design. Research designs
    are exploratory (qualitative), descriptive (quantitative/non-experimental), and explanatory
    (quantitative/experimental). Even in the early stage of design, the complexity of MMR becomes evident as it is
    necessary for the researcher to prioritize things like research design, analytical approach, data collection
    methods, sampling design, and data analysis procedures. Prioritization is best done in consideration of the
    research problems and questions. Priority can be given to the quantitative methodology, the qualitative
    methodology, or equal priority between the two. Once prioritization is decided, the researcher must decide
    how much interaction there will be between the two methodologies. One straightforward approach is to keep
    the methodologies independent during all stages of the study through data analysis, only to be mixed during
    the interpretation of findings. It is possible, however, to mix the methodologies at all stages of the study,
    including the design, the analytical approach, data collection method, sampling, data analysis, and
    interpretation and reporting of results (Dawadi et al., 2021).

    Arguments Against MMR

    A practical reason for avoiding MMR is that it generally requires more time, more money, and more expertise
    than would be required using a quantitative or qualitative strategy alone. Data collection and data analysis are
    particularly lengthy endeavors in MMR. Qualitative research and interviewing participants are particularly time
    intensive. This leads to greater costs and budget requirements.

    Another reason for avoiding MMR is a lack of research experience in both quantitative and qualitative
    strategies. Having the knowledge to correctly select from the wide array of methods available, properly
    implement the chosen methods, adequately collect the data, sufficiently analyze the data, and appropriately
    interpret the results requires a great deal of expertise. Many researchers, however, are only proficient in their
    favored research traditions, positivist, or interpretivist. If researchers lack the expertise to appropriately
    prioritize the design and methods since they each have their own set of advantages and challenges that are
    dependent on the goals of the research project, threats to validity and reliability are possible (Dawadi et al.,
    2021; Karpatschof, 2007).

    A final MMR challenge stems from the influence of results occurring from the mixing of methodologies. For
    example, a sequential data collection and analysis could lead to the results of the first process influencing the
    results of the second process. Even results from concurrent designs have been found to influence one
    another. While proponents of MMR argue that quantitative and qualitative methodologies are complementary,
    the reality for many researchers is that results are often confounding or contradictory, placing validity and
    reliability in jeopardy (Dawadi et al., 2021; Karpatschof, 2007).

    In Closing

    As was discussed in Unit I, one’s research tradition normally predetermines the research strategy chosen for
    the study of phenomena. A quantitative strategy is aligned with positivism, and a qualitative strategy is aligned

    RCH 5301, Research Design and Methods 3

    UNIT x STUDY GUIDE
    Title

    with interpretivism. Although there are no codified rules about employing research strategies, it would seem
    inconsistent, at best, for a true positivist to use qualitative methods given their loyalty to empiricism. The
    critique of qualitative research as being too subjective, difficult to replicate, unable to generalize results, and
    lacking in transparency is completely at odds with the quantitative methodology and the positivist tradition.

    Similarly, it would be difficult, if not impossible, for an interpretivist to use quantitative methods to determine
    the meaning observed in participant observation. An interpretivist simply could not use quantitative research
    to quantify the multiple meanings that are created through multiple experiences and realities. From the
    interpretivist’s perspective, quantitative research fails to recognize the social world as different from the
    natural world, forces qualitative data into numbers, relies on instruments and procedures that fail to reflect
    everyday life, and analyzes relationships between variables that neglect the human interaction that brings
    meaning to those relationships. This is completely at odds with the qualitative methodology and interpretivist
    tradition.

    So, for every proponent that argues for the complimentary relationship between quantitative and qualitative
    methodologies, there are opponents that argue MMR is a non-starter due to the incompatibility of quantitative
    and qualitative methodologies. Researchers, especially those who are novice, should develop a level of
    competence with each methodological strategy before choosing to employ an MMR strategy, or at least have
    a compelling reason for using a dual strategy. It should not be assumed that a two-in-one approach
    automatically translates into a superior strategy (Bell et al., 2022).

    References

    Bell, E., Bryman, A., & Harley, B. (2022). Business research methods (6th ed.). Oxford University Press.

    https://online.vitalsource.com/#/books/9780192640505

    Creswell, J. W., & Creswell, J. D. (2022). Research design: Qualitative, quantitative, and mixed methods

    approaches (6th ed.). SAGE. https://online.vitalsource.com/#/books/9781071817964

    Dawadi, S., Shrestha, S., Giri, R. A. (2021, February 24). Mixed-methods research: A discussion on its types,

    challenges, and criticisms. Journal of Practical Studies in Education, 2(2), 25–36.
    https://doi.org/10.46809/jpse.v2i2.20

    Karpatschof, B. (2007, October). Bringing quality and meaning to quantitative data – Bringing quantitative

    evidence to qualitative observation. Nordic Psychology, 59(3), 191–209.
    https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?dire
    ct=true&db=edo&AN=32170950&site=eds-live&scope=site

    **## ResearchDesignandMethodsRCH5301UnitVIIIReflectionPaper.docx**

    2

    Research Design and Methods RCH 5301

    **Unit VIII Reflection Paper**

    This reflection paper measures your mastery of ULO 2.5.

    Reflect on how you can apply the concepts learned in this course to your current career, future career, entrepreneurial venture, or personal endeavors. How might the lessons you have learned positively impact your decision-making effectiveness and goal attainment? In your answer, consider the different research methods you have learned in this course.

    Submit your response as an attached Word document. Your response must be at least 200 words in length. No references or citations are necessary.

    **## UnitVIIIStudyGuide.pdf**

    RCH 5301, Research Design and Methods 1

    Course Learning Outcomes for Unit VIII

    At the end of this unit, you should be able to:

    2. Discriminate among the characteristics of qualitative and quantitative research methods.
    2.5 Recognize the melding of quantitative and qualitative methodologies into mixed methods.

    Required Unit Resources

    Chapter 3: The Use of Theory
    Read the following sections from this chapter:

    Mixed Methods Theory Use

    Chapter 10: Mixed Methods Procedures (ULO 2.5)

    Unit Lesson

    Lesson: Mixed Methods: All Mixed Up? (ULO 2.5)

    Congratulations for persevering throughout the course and arriving at this final unit of the term. The course
    began with an explanation of the purpose and value of studying research methods, which is to enhance
    decision-making in order to reduce risk and improve performance. While perfect information is rarely available
    to assist in making difficult decisions, employing research methods and evidence-based decision-making can
    help improve the odds of achieving favorable outcomes.

    This course focused predominately on the positivist tradition of using a quantitative methodological research
    strategy, empiricism, and the scientific method to accomplish research goals. This was intentional since
    quantitative research is well-suited to problem solving in today’s data-driven world. Data is ubiquitous,
    inexpensive, and overwhelmingly used for strategic decision-making, which makes a quantitative
    methodological strategy a superior choice to address many problems. What has been provided this term is
    enough knowledge for students to design their own quantitative research projects, whether they be career-
    related, personal, or in pursuit of terminal degrees.

    Notwithstanding the attention paid to quantitative research in the course, Unit VII addressed qualitative
    research and Unit VIII discusses mixed methods research. Since research methods is a new area of study for
    most students, this is intended to give a flavor for the interpretivist research tradition.

    Mixed Methods Research

    The argument for using a mixed methods research (MMR) strategy, sometimes referred to as pragmatism, is
    that the researcher has access to the best of both worlds: quantitative and qualitative methodological
    strategies. MMR integrates the philosophical assumptions of each of these research strategies to benefit from
    both a breadth and depth of understanding of their research topic. This begs the question of why a researcher
    would not then always choose an MMR strategy over simply a quantitative or qualitative approach. The
    following will summarize some of the pros and cons of MMR and answer this question.

    UNIT VIII STUDY GUIDE
    Mixed Methods

    RCH 5301, Research Design and Methods 2

    UNIT x STUDY GUIDE
    Title

    Arguments in Favor of MMR

    There are three reasons for using an MMR strategy.

    • The first, as alluded to, is that MMR adds both breadth and depth to the study. This can be
    accomplished simultaneously by asking closed-ended and open-ended questions to research
    participants. The data collected through close-ended questions permits the use of inferential statistics
    to generalize results to a population. The data collected through open-ended questions provides the
    benefit of obtaining deeper insights not possible through structured, self-completion questionnaires.
    Qualitative findings can also be used to create theories, which are then tested through quantitative
    research. This advantage is called triangulation, which is using one research strategy to validate
    findings using a different strategy.

    • A second reason for using MMR is that the individual strategies are complementary to one another.
    The respective strengths of quantitative and qualitative strategies compensate for the weaknesses of
    the other. This results in MMR findings that are greater than the sum of the individual parts.

    • A third justification for MMR is that findings from the opposing methodological strategies can
    introduce new ways of visualizing the research problem that would not have occurred if only one
    strategy were used (Dawadi et al., 2021).

    It is important for the researcher choosing MMR to be deliberative in the research design. Research designs
    are exploratory (qualitative), descriptive (quantitative/non-experimental), and explanatory
    (quantitative/experimental). Even in the early stage of design, the complexity of MMR becomes evident as it is
    necessary for the researcher to prioritize things like research design, analytical approach, data collection
    methods, sampling design, and data analysis procedures. Prioritization is best done in consideration of the
    research problems and questions. Priority can be given to the quantitative methodology, the qualitative
    methodology, or equal priority between the two. Once prioritization is decided, the researcher must decide
    how much interaction there will be between the two methodologies. One straightforward approach is to keep
    the methodologies independent during all stages of the study through data analysis, only to be mixed during
    the interpretation of findings. It is possible, however, to mix the methodologies at all stages of the study,
    including the design, the analytical approach, data collection method, sampling, data analysis, and
    interpretation and reporting of results (Dawadi et al., 2021).

    Arguments Against MMR

    A practical reason for avoiding MMR is that it generally requires more time, more money, and more expertise
    than would be required using a quantitative or qualitative strategy alone. Data collection and data analysis are
    particularly lengthy endeavors in MMR. Qualitative research and interviewing participants are particularly time
    intensive. This leads to greater costs and budget requirements.

    Another reason for avoiding MMR is a lack of research experience in both quantitative and qualitative
    strategies. Having the knowledge to correctly select from the wide array of methods available, properly
    implement the chosen methods, adequately collect the data, sufficiently analyze the data, and appropriately
    interpret the results requires a great deal of expertise. Many researchers, however, are only proficient in their
    favored research traditions, positivist, or interpretivist. If researchers lack the expertise to appropriately
    prioritize the design and methods since they each have their own set of advantages and challenges that are
    dependent on the goals of the research project, threats to validity and reliability are possible (Dawadi et al.,
    2021; Karpatschof, 2007).

    A final MMR challenge stems from the influence of results occurring from the mixing of methodologies. For
    example, a sequential data collection and analysis could lead to the results of the first process influencing the
    results of the second process. Even results from concurrent designs have been found to influence one
    another. While proponents of MMR argue that quantitative and qualitative methodologies are complementary,
    the reality for many researchers is that results are often confounding or contradictory, placing validity and
    reliability in jeopardy (Dawadi et al., 2021; Karpatschof, 2007).

    In Closing

    As was discussed in Unit I, one’s research tradition normally predetermines the research strategy chosen for
    the study of phenomena. A quantitative strategy is aligned with positivism, and a qualitative strategy is aligned

    RCH 5301, Research Design and Methods 3

    UNIT x STUDY GUIDE
    Title

    with interpretivism. Although there are no codified rules about employing research strategies, it would seem
    inconsistent, at best, for a true positivist to use qualitative methods given their loyalty to empiricism. The
    critique of qualitative research as being too subjective, difficult to replicate, unable to generalize results, and
    lacking in transparency is completely at odds with the quantitative methodology and the positivist tradition.

    Similarly, it would be difficult, if not impossible, for an interpretivist to use quantitative methods to determine
    the meaning observed in participant observation. An interpretivist simply could not use quantitative research
    to quantify the multiple meanings that are created through multiple experiences and realities. From the
    interpretivist’s perspective, quantitative research fails to recognize the social world as different from the
    natural world, forces qualitative data into numbers, relies on instruments and procedures that fail to reflect
    everyday life, and analyzes relationships between variables that neglect the human interaction that brings
    meaning to those relationships. This is completely at odds with the qualitative methodology and interpretivist
    tradition.

    So, for every proponent that argues for the complimentary relationship between quantitative and qualitative
    methodologies, there are opponents that argue MMR is a non-starter due to the incompatibility of quantitative
    and qualitative methodologies. Researchers, especially those who are novice, should develop a level of
    competence with each methodological strategy before choosing to employ an MMR strategy, or at least have
    a compelling reason for using a dual strategy. It should not be assumed that a two-in-one approach
    automatically translates into a superior strategy (Bell et al., 2022).

    References

    Bell, E., Bryman, A., & Harley, B. (2022). Business research methods (6th ed.). Oxford University Press.

    https://online.vitalsource.com/#/books/9780192640505

    Creswell, J. W., & Creswell, J. D. (2022). Research design: Qualitative, quantitative, and mixed methods

    approaches (6th ed.). SAGE. https://online.vitalsource.com/#/books/9781071817964

    Dawadi, S., Shrestha, S., Giri, R. A. (2021, February 24). Mixed-methods research: A discussion on its types,

    challenges, and criticisms. Journal of Practical Studies in Education, 2(2), 25–36.
    https://doi.org/10.46809/jpse.v2i2.20

    Karpatschof, B. (2007, October). Bringing quality and meaning to quantitative data – Bringing quantitative

    evidence to qualitative observation. Nordic Psychology, 59(3), 191–209.
    https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?dire
    ct=true&db=edo&AN=32170950&site=eds-live&scope=site

    – 1
    – 2

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    – ## EconomicsforManagersECO6301UnitVIIIFinalProject.docx – ## UnitVIIStudyGuide.pdf – ## UnitVIIIStudyGuide.pdf **## EconomicsforManagersECO6301UnitVIIIFinalProject.docx** 2 Economics for Managers ECO 6301 **Unit VIII Final Project** This assignment measures your mastery of CLOs 1, 2, 3, 4, 5, and …

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    – ## EconomicsforManagersECO6301UnitVIIIFinalProject.docx

    – ## UnitVIIStudyGuide.pdf

    – ## UnitVIIIStudyGuide.pdf

    **## EconomicsforManagersECO6301UnitVIIIFinalProject.docx**

    2

    Economics for Managers ECO 6301

    **Unit VIII Final Project**

    This assignment measures your mastery of CLOs 1, 2, 3, 4, 5, and 6 and ULOs 7.3 and 7.4

    **A Case Analysis of AMC**

    **Assignment objective:** AMC is the largest movie theater operator in the world. AMC recently became a popular meme stock. Take a few minutes to learn more about
    AMC Theaters. https://www.amctheatres.com/

    **Length:** Your submission is required to be at least 5 pages in length and not more than 7 pages, not including the title page and references.

    **References:** A minimum of 3 peer-reviewed references are required, any additional resources used are required to be scholarly/academic in nature and found in the CSU Library. APA formatting is required to be used for citations and references. Use this definition to define the term in the instructions.

    **Definitions:** Scholarly journals are sometimes called academic journals. The terms are often used interchangeably to describe the same type of publication. These types of publications are published by universities, academic institutions, professional associations, and commercial enterprises and are compiled by scholars, academics, and other subject authorities.

    **Details:** In your paper, include the following:

    · Introduction

    · Analyze the market before the COVID-19 pandemic. Describe how the pandemic affected the movie theater industry.

    · Explain price discrimination in the movie theater market.

    · Movie theater employees are generally paid hourly. Design an incentive pay structure for AMC Theaters and explain how it would work.

    · Apply the concepts of economies of scale and economies of scope to AMC Theater's business model

    · Apply the concepts of game theory to short selling and meme stocks as it relates to AMC Theaters

    · Assess AMC Theater's potential for international expansion and potential trade policy issues.

    · Explain the asymmetric information issues that lead to short selling and meme stocks.

    · Apply the concepts of moral hazard to short selling and meme stocks, using AMC as an example.

    · Conclusion

    **## UnitVIIStudyGuide.pdf**

    ECO 6301, Economics for Managers 1

    Course Learning Outcomes for Unit VII

    At the end of this unit, you should be able to:

    7. Explain the implications of uncertainty in managerial decision-making.
    7.3 Compare moral hazard and adverse selection.

    Required Unit Resources

    Chapter 19: The Problem of Adverse Selection (ULO 7.3)

    Chapter 20: The Problem of Moral Hazard (ULO 7.3)

    Unit Lesson

    Lesson: Adverse Selection and Moral Hazard (ULO 7.3)
    This lesson introduces you to the topics covered in this unit: adverse selection and moral hazard.

    Problems of uncertainty and incomplete information can create a variety of problems for business decision-
    making. Two of those problems, adverse selection and moral hazard, will be the topics of this lesson. They
    are both types of information asymmetries, where one party to an interaction has more information than the
    other party.

    Adverse Selection

    Adverse selection occurs when one party is better informed about product quality than the other party. This
    information difference specifically leads people to self-select in or out of a particular group, leading to
    potentially problematic outcomes. To see these outcomes, consider the example of insurance.

    Insurance is intended to cover people when something unexpected happens. People pay into a pool of money
    (managed by an insurance company) and are then paid out if events covered by their insurance happen. You
    likely have experience with health insurance, car insurance, and life insurance. The model works if there are
    more people paying into the pool than drawing from the pool. People benefit from insurance if an unexpected
    event happens to them and people lose if an event does not happen to them; although, there is still benefit
    from security against risk even if the event does not happen. Ultimately, insurance works because people
    tend to be risk-averse.

    Recall the coin-flipping example from Unit VI. Since the expected value of the game is $0, a risk-neutral
    person is completely indifferent to playing the game because they will expect to win nothing and lose nothing.
    A risk-averse person would not want to participate in the coin-flipping activity because they have a greater
    fear of losing than hope of winning a dollar. A risk-seeking person puts more weight on the positive outcome
    from a risk so they would be more likely to engage in the coin-flipping activity.

    You might see the potential adverse selection problem with insurance. People with a low probability of the
    event happening to them are less likely to join the insurance pool while people with a high probability of the
    event happening to them are more likely to join the insurance pool. This happens when young, healthy people
    opt not to buy health insurance. It is why life insurance companies market to young people to buy insurance
    now (that is, buy it when they likely do not need it). A pool of people made up primarily of people likely to use
    insurance will put the insurance company out of business.

    UNIT VII STUDY GUIDE
    Adverse Selection and Moral Hazard

    ECO 6301, Economics for Managers 2

    UNIT x STUDY GUIDE
    Title

    Consider other types of insurance and how well they work. Who is likely to buy vision insurance? Most likely
    people who already need glasses. As a result, there is not a very good cost-benefit to the consumer for vision
    insurance. That is, the amount consumers pay in premiums is close to the maximum benefit they can get from
    their insurance each year.

    Protections Against Adverse Selection

    As a consumer, the best way to deal with adverse selection is to recognize when it will likely happen, which
    group you are likely to be in, and make your decisions accordingly. If you have perfect vision, for example,
    there is not a need to get vision insurance. Consumer perception of adverse selection can also be
    problematic for companies. In the market for used cars, consumers might believe that the only reason
    somebody would look to sell their used car is if something is wrong with it. That is, consumers view the
    market for used cars as an adverse selection problem. Given those assumptions, consumers would decrease
    the amount they are willing to pay for a used car. So how can companies overcome these consumer
    perceptions and consumer selection problems?

    One way companies can overcome adverse selection is by screening consumers. Life insurance companies
    screen prospective customers by asking for medical history. Car insurance companies consider past driving
    record, age, gender, and marital status in setting premiums (or even if they will offer insurance) for customers.
    Going back to the used car market, consumers can request a mechanic review of a car to screen bad cars
    (or, to overcome the problem on their end, the seller offers certification of the car passing an inspection).

    Another way to overcome the adverse selection problem is with signaling. Signaling occurs when one party
    attempts to reveal information about themselves that other parties cannot duplicate. Education, for example,
    is part signal. Getting a degree is a signal to potential employers of a certain level of competence and
    problem-solving ability. People without the same level of competence and problem solving would not, the
    thinking goes, be able to earn the degree. From the business perspective, advertising and branding can serve
    as signals. Businesses would not bother to spend the money on advertising unless their product was worth
    advertising. Similarly, established brand names send a signal to consumers that there is a reason the brand
    has been established. Whether the brand is for low cost or for high quality, consumers can feel comfortable
    knowing the brand will be as expected.

    Adverse selection can happen in areas other than insurance. It can be particularly important for data analysis.
    Imagine you need to figure out how much interest there is in a new product or service and you decide to
    survey people to get your data. You go to the mall and ask people if they would like to participate in your
    survey. Because you can only survey people who are willing to take your survey, you will only get responses
    from people who opt to give up some of their shopping time to take your survey. Who might this be? It might
    be mostly people who are just out for leisurely entertainment and do not have anything better to do. People
    who have a high value for their time naturally opt out of taking your survey, and your data will not include
    information on those types of people. That is, your survey will be biased.

    Moral Hazard

    Another type of asymmetry is moral hazard. One quick point on moral hazard is that it does not really have
    anything to do with morals. Students sometimes fixate on the word moral and assume it has to do with people
    acting immorally. It does not. Some may view the actions in a moral hazard as immoral, but moral hazard still
    refers to specific incentives and actions, not morality generally.

    Moral hazard occurs when one party does not bear the risks for the actions they take. Turning back to
    insurance, a person with health insurance might be more likely to engage in risky activity knowing they will not
    have to pay all of their medical bills. With car insurance, a driver might be less careful on the road knowing
    their car would be replaced by the insurance company if they got into an accident.

    Moral hazard and adverse selection can often explain similar events but the explanations are different.
    Adverse selection would suggest that risky drivers would be more likely to buy cars with airbags. Moral
    hazard would suggest that because a car has air bags, drivers are likely to take more risks when driving.
    Ultimately, the difference is that adverse selection is about hidden information while moral hazard is about
    hidden actions.

    ECO 6301, Economics for Managers 3

    UNIT x STUDY GUIDE
    Title

    Another type of moral hazard is when firms hire workers, but monitoring their behavior is either difficult or
    costly. Without monitoring, employees can shirk in their job duties without repercussions. Potential shirking is
    one reason to pay salespeople commission. Salespeople who shirk and do not make sales will not earn much
    income. Shirking costs both the firm and the employee money as firms have less desire to pay workers in fear
    they will shirk or have less money to pay workers because they have to pay for monitoring. Shirking leads into
    the principal-agent problem, which will be covered in Unit VIII.

    Moral hazard also played an important role in the 2008 financial crisis. Lending money already involves some
    moral hazard. Borrowers engage in riskier activity with someone else’s money than they are willing to engage
    in with their own money (the borrower, after all, is not risking their own money when they make a big
    purchase, they are only risking a future promise to pay the money; a promise they can break). In the financial
    crisis, however, banks were bailed out for their risky decisions in a variety of ways. First, their loans were
    often insured by Fannie Mae and Freddie Mac. Second, many mortgage companies would write the loan and
    then sell the loan so they were not the ones actually servicing the loan. The company would get paid for
    writing the loan but then not bear any risk for how the loan actually performed. Third, when the financial crisis
    started, the government bailed out banks and other financial institutions (and the automobile industry).

    Protections Against Moral Hazard

    Sometimes, governments attempt to regulate away risky behavior. This is the case with the federal deposit
    insurance and banks. Because bank deposits are insured, consumers do not have to worry if their bank goes
    under. They will still get their money. That leads consumers to ignore bank risk when deciding where to
    deposit their money and instead focus on which bank offers the best interest rates. Banks can only offer
    higher interest rates if they are able to generate a higher return on their loans. That is, the riskier loans banks
    make, the more interest they earn, and the more interest they can pay to their customers to attract more
    deposits. Since banking regulators are well aware of these incentives, they attempt to regulate bank lending
    activity.

    When firms engage in risky activity but are bailed out when the risks do not work out, there is no incentive for
    the firms to change their behavior and engage in less risky behavior.

    Learning Activities (Nongraded)

    Nongraded Learning Activities are provided to aid students in their course of study. You do not have to submit
    them. If you have questions, contact your instructor for further guidance and information.

    In order to check your understanding of concepts
    covered in this unit, complete the Unit VII Check for
    Understanding activity.

    Unit VII Activity Alternate Format PDF

    NOTE: Be sure to maximize your internet browser
    so that no part of the presentation gets cut off.

    **## UnitVIIIStudyGuide.pdf**

    ECO 6301, Economics for Managers 1

    Course Learning Outcomes for Unit VIII

    At the end of this unit, you should be able to:

    1. Evaluate the ethical outcomes of free market outcomes using supply and demand models.

    2. Apply the different types of elasticity concepts to business scenarios.

    3. Analyze how price and output influence profit maximization under different market structures.

    4. Evaluate strategic pricing decisions.

    5. Apply game theory to pricing and to output decisions in an oligopoly market.

    6. Analyze the basis of trade.

    7. Explain the implications of uncertainty in managerial decision-making.
    7.4 Explain how incentives can affect various relationships in an organization.

    Required Unit Resources

    Chapter 4: Extent (How Much) Decisions (ULO 7.4)

    Chapter 21: Getting Employees to Work in the Firm’s Best Interests (ULO 7.4)

    Chapter 22: Getting Divisions to Work in the Firm’s Best Interests (ULO 7.4)

    Chapter 23: Managing Vertical Relationships (ULO 7.4)

    Unit Lesson

    Lesson: Organizational Design and Incentives (ULO 7.4)
    This lesson covers the topics introduced in this final unit.

    The last unit’s topic on asymmetric information included a section on shirking. Recall that shirking is when
    employees do not work hard because the managers are not able to monitor their performance (either because
    of ability or cost). Another way to look at the problem of shirking is through the principal-agent problem. In the
    principal-agent problem, the principal (typically a business owner) wants their agent (typically the employee)
    to act on the principal’s behalf. The problem is that the agent often has different goals than the principal.

    Incentives

    Incentives are one way to correct shirking and solve the principal-agent problem. Incentives can be tied
    directly to performance, such as commissions, as discussed in the last unit. Incentives can also be tied to
    specific actions or the overall performance of the company. Basing incentives on company performance can
    be dicey though. There are many factors outside the employees’ control that affect company performance.
    The less tied incentives are to employee performance, the less likely the incentives will be to promote the
    desired performance. Still, tying incentives to company performance does help align the goals of the principal
    and the agent.

    UNIT VIII STUDY GUIDE
    Organizational Design and Incentives

    ECO 6301, Economics for Managers 2

    UNIT x STUDY GUIDE
    Title

    As mentioned, employees may not have a lot of control over company performance, which can complicate
    attempts to align principal and agent goals. This can be because of large outside influences (demand for the
    product) or because of the nature of the job agents have. Perhaps agents have the information to promote the
    principal’s goals but lack the decision-making authority to realize them. In cases like this, it is important for
    principals to align decision-making power with those who have information.

    One model for aligning goals and addressing the principal-agent problem is the franchise model. In a
    franchise model, a parent company, or brand, franchises out the opportunity to open additional stores under
    the brand name for a percentage of sales. If a brand opened company-owned stores, they would have to rely
    on managers who may not be as motivated, or the job may attract unmotivated managers (recall the different
    explanation for similar problems with moral hazard and adverse selection). With a franchise model, however,
    the individual franchise owner is motivated to make the franchise a success, since that determines the profit.

    When companies grow, they are often divided into different divisions. Incentives can be tricky in ensuring the
    divisions are working toward the same goal. If the incentives are not structured correctly, the divisions may
    make decisions that are best for the division but not best for the company.

    Take for example a college admissions department and an academic department. The academic department
    might be interested in producing quality graduates that will earn the school a good reputation. The academic
    department can help realize those goals with stricter admissions standards. The admissions department,
    however, might be interested in reducing admissions standards in order to admit as many people as possible
    (or at least enough to meet departmental goals). Stricter admissions standards get in the way of admissions.
    Having too many, low quality students in a program can detract from the attention focused to turn the higher
    quality students into reputable graduates who will help build the department’s reputation. Sharing information
    and aligning the goals of the departments is key to getting both departments to act in the interest of the school
    as a whole.

    Sometimes there are exchanges between divisions in an organization. Tracking this and crediting each
    division is important. Transfer pricing is the price of an intermediate good, made in-house, and then “sold” to
    another division. Transfer pricing might be thought of most easily with manufacturing. When making a car, the
    engine is built and then put into the frame. Since it is just the car that is ultimately sold at a price, crediting the
    division that built the engine can be difficult. Obviously, the car would not be much good without the engine.
    Determining the price for the engine, however, is difficult and often controversial between the divisions. The
    engine division will want to be credited with a high price for the engine, but the division that built the frame will
    want to “pay” a low price for the engine. Each division wants to appear as profitable as possible. Giving one
    division an unfair price could hurt morale, and thus productivity, in that division. That would, obviously, hurt
    the company overall.

    Transfer pricing issues can be addressed by treating different divisions as profit centers or cost centers. Profit
    centers are evaluated based on profit or revenue. Cost centers are evaluated based on costs. Using these
    different centers and different goals, as long as the divisions are aligned to the proper center, their goals will
    align with helping the overall organization be more successful.

    Organizations can be ordered based on a variety of plans. Organizations might be organized by function,
    such as production and sales. Organizations can also be organized by products or by geographic region. The
    best organizational structure will depend on the type of firm and how they approach the market.

    Vertical Relationships

    Firms can also find profit potential by expanding operations vertically through their supply chain. This strategy
    is known as a vertical relationship. For a simple example of this, consider a landlord, particularly one
    constrained by rent control laws. The landlord may find him- or herself constrained in what he or she can
    charge for rent. There are other services, however, that can be provided to tenants beyond just the living
    space. A landlord might, for example, furnish the apartment for an extra fee. Firms can even use exclusions,
    forcing buyers to purchase their additional product or service rather than purchasing from a competitor. A
    similar approach is taken with movie theaters or ballparks who sell the tickets to the event and then also
    require that if customers want to enjoy refreshments, they must do so at the concession stands operated by
    the event.

    ECO 6301, Economics for Managers 3

    UNIT x STUDY GUIDE
    Title

    Vertical relationships can also be used to manipulate realized profit. A firm may produce an early stage of a
    product in a high tax area but transfer the production to another location with lower taxes for finalization. The
    transfer can be done at a low price so that the high tax production does not produce much profit and then the
    product is sold by the low tax production area with a higher profit realized thanks to the low transfer/purchase
    price. The reverse can also be done where firms build in profit all along the production pipeline. This is known
    as double marginalization. Of course, if the markups are too much then the price of the product in the market
    will be too high.

    Sometimes the incentives between links in the supply chain, for example between manufacturers and
    retailers, come into conflict. Manufacturers might have an incentive to have the quality of their product
    maintained and displayed but the retailer many not have quite the same concern. Have you ever been in a
    store that sells high quality stereos and speakers? You might notice a special room set up to listen to the
    speakers. This is by the design of the stereo and speaker producer, not necessarily the store. The purpose is
    to provide an environment where you can really hear the quality of the higher priced stereos and speakers. In
    exchange for providing the fancy displays, the manufacturers put minimum prices on their products wherever
    they are sold. The purpose of these minimum prices is to prevent the fancy store from spending money on the
    display only to have consumers come in, listen to the stereos and speakers, decide what they want, and go to
    Walmart to buy it for a cheaper price.

    Similarly, you generally will not see retailers engage in too much advertising. Advertising is mostly handled by
    the producers of the product. A retailer advertising for a particular good may end up convincing consumers to
    buy the product but not necessarily from their location.

    Too much in the way of vertical relationships, however, can raise antitrust concerns. Strong vertical
    relationships can have a negative effect on market competition, so many countries have antitrust laws
    governing vertical relationships. In Europe, for example, Coke is prohibited from purchasing refrigerators in
    their retail locations. The fear is that Coke owning the refrigerators will lead to the exclusion of other soft drink
    producers being able to provide their product cold and ready to drink. So, vertical relationships can come with
    much potential for firms, but they can also come with risks firms should be aware of before pursuing them.

    A final word on vertical relationships—vertical relationships can be pursued through mergers. Simply merging
    with another organization in a business’s supply chain does not always work out. In a free market, where
    buyers and sellers are rational and have full information, the sellers would only accept a price equal to the
    discounted stream of future profits. That means, all else equal, the best the purchasing firm could expect to
    do is break even on the purchase. The potential for the merger to work out is based on some type of synergy
    to be realized that makes the purchased company/asset more valuable for being part of the purchasing
    company. Perhaps the smaller company will benefit from a larger distribution system already in place with the
    purchasing company.

    Suggested Unit Resources

    Article: An Evaluation of Alternative Market-Based Transfer Prices (Optional)
    This article further explores the topics covered in this unit.

    **## UnitVIIIStudyGuide.pdf**

    ECO 6301, Economics for Managers 1

    Course Learning Outcomes for Unit VIII

    At the end of this unit, you should be able to:

    1. Evaluate the ethical outcomes of free market outcomes using supply and demand models.

    2. Apply the different types of elasticity concepts to business scenarios.

    3. Analyze how price and output influence profit maximization under different market structures.

    4. Evaluate strategic pricing decisions.

    5. Apply game theory to pricing and to output decisions in an oligopoly market.

    6. Analyze the basis of trade.

    7. Explain the implications of uncertainty in managerial decision-making.
    7.4 Explain how incentives can affect various relationships in an organization.

    Required Unit Resources

    Chapter 4: Extent (How Much) Decisions (ULO 7.4)

    Chapter 21: Getting Employees to Work in the Firm’s Best Interests (ULO 7.4)

    Chapter 22: Getting Divisions to Work in the Firm’s Best Interests (ULO 7.4)

    Chapter 23: Managing Vertical Relationships (ULO 7.4)

    Unit Lesson

    Lesson: Organizational Design and Incentives (ULO 7.4)
    This lesson covers the topics introduced in this final unit.

    The last unit’s topic on asymmetric information included a section on shirking. Recall that shirking is when
    employees do not work hard because the managers are not able to monitor their performance (either because
    of ability or cost). Another way to look at the problem of shirking is through the principal-agent problem. In the
    principal-agent problem, the principal (typically a business owner) wants their agent (typically the employee)
    to act on the principal’s behalf. The problem is that the agent often has different goals than the principal.

    Incentives

    Incentives are one way to correct shirking and solve the principal-agent problem. Incentives can be tied
    directly to performance, such as commissions, as discussed in the last unit. Incentives can also be tied to
    specific actions or the overall performance of the company. Basing incentives on company performance can
    be dicey though. There are many factors outside the employees’ control that affect company performance.
    The less tied incentives are to employee performance, the less likely the incentives will be to promote the
    desired performance. Still, tying incentives to company performance does help align the goals of the principal
    and the agent.

    UNIT VIII STUDY GUIDE
    Organizational Design and Incentives

    ECO 6301, Economics for Managers 2

    UNIT x STUDY GUIDE
    Title

    As mentioned, employees may not have a lot of control over company performance, which can complicate
    attempts to align principal and agent goals. This can be because of large outside influences (demand for the
    product) or because of the nature of the job agents have. Perhaps agents have the information to promote the
    principal’s goals but lack the decision-making authority to realize them. In cases like this, it is important for
    principals to align decision-making power with those who have information.

    One model for aligning goals and addressing the principal-agent problem is the franchise model. In a
    franchise model, a parent company, or brand, franchises out the opportunity to open additional stores under
    the brand name for a percentage of sales. If a brand opened company-owned stores, they would have to rely
    on managers who may not be as motivated, or the job may attract unmotivated managers (recall the different
    explanation for similar problems with moral hazard and adverse selection). With a franchise model, however,
    the individual franchise owner is motivated to make the franchise a success, since that determines the profit.

    When companies grow, they are often divided into different divisions. Incentives can be tricky in ensuring the
    divisions are working toward the same goal. If the incentives are not structured correctly, the divisions may
    make decisions that are best for the division but not best for the company.

    Take for example a college admissions department and an academic department. The academic department
    might be interested in producing quality graduates that will earn the school a good reputation. The academic
    department can help realize those goals with stricter admissions standards. The admissions department,
    however, might be interested in reducing admissions standards in order to admit as many people as possible
    (or at least enough to meet departmental goals). Stricter admissions standards get in the way of admissions.
    Having too many, low quality students in a program can detract from the attention focused to turn the higher
    quality students into reputable graduates who will help build the department’s reputation. Sharing information
    and aligning the goals of the departments is key to getting both departments to act in the interest of the school
    as a whole.

    Sometimes there are exchanges between divisions in an organization. Tracking this and crediting each
    division is important. Transfer pricing is the price of an intermediate good, made in-house, and then “sold” to
    another division. Transfer pricing might be thought of most easily with manufacturing. When making a car, the
    engine is built and then put into the frame. Since it is just the car that is ultimately sold at a price, crediting the
    division that built the engine can be difficult. Obviously, the car would not be much good without the engine.
    Determining the price for the engine, however, is difficult and often controversial between the divisions. The
    engine division will want to be credited with a high price for the engine, but the division that built the frame will
    want to “pay” a low price for the engine. Each division wants to appear as profitable as possible. Giving one
    division an unfair price could hurt morale, and thus productivity, in that division. That would, obviously, hurt
    the company overall.

    Transfer pricing issues can be addressed by treating different divisions as profit centers or cost centers. Profit
    centers are evaluated based on profit or revenue. Cost centers are evaluated based on costs. Using these
    different centers and different goals, as long as the divisions are aligned to the proper center, their goals will
    align with helping the overall organization be more successful.

    Organizations can be ordered based on a variety of plans. Organizations might be organized by function,
    such as production and sales. Organizations can also be organized by products or by geographic region. The
    best organizational structure will depend on the type of firm and how they approach the market.

    Vertical Relationships

    Firms can also find profit potential by expanding operations vertically through their supply chain. This strategy
    is known as a vertical relationship. For a simple example of this, consider a landlord, particularly one
    constrained by rent control laws. The landlord may find him- or herself constrained in what he or she can
    charge for rent. There are other services, however, that can be provided to tenants beyond just the living
    space. A landlord might, for example, furnish the apartment for an extra fee. Firms can even use exclusions,
    forcing buyers to purchase their additional product or service rather than purchasing from a competitor. A
    similar approach is taken with movie theaters or ballparks who sell the tickets to the event and then also
    require that if customers want to enjoy refreshments, they must do so at the concession stands operated by
    the event.

    ECO 6301, Economics for Managers 3

    UNIT x STUDY GUIDE
    Title

    Vertical relationships can also be used to manipulate realized profit. A firm may produce an early stage of a
    product in a high tax area but transfer the production to another location with lower taxes for finalization. The
    transfer can be done at a low price so that the high tax production does not produce much profit and then the
    product is sold by the low tax production area with a higher profit realized thanks to the low transfer/purchase
    price. The reverse can also be done where firms build in profit all along the production pipeline. This is known
    as double marginalization. Of course, if the markups are too much then the price of the product in the market
    will be too high.

    Sometimes the incentives between links in the supply chain, for example between manufacturers and
    retailers, come into conflict. Manufacturers might have an incentive to have the quality of their product
    maintained and displayed but the retailer many not have quite the same concern. Have you ever been in a
    store that sells high quality stereos and speakers? You might notice a special room set up to listen to the
    speakers. This is by the design of the stereo and speaker producer, not necessarily the store. The purpose is
    to provide an environment where you can really hear the quality of the higher priced stereos and speakers. In
    exchange for providing the fancy displays, the manufacturers put minimum prices on their products wherever
    they are sold. The purpose of these minimum prices is to prevent the fancy store from spending money on the
    display only to have consumers come in, listen to the stereos and speakers, decide what they want, and go to
    Walmart to buy it for a cheaper price.

    Similarly, you generally will not see retailers engage in too much advertising. Advertising is mostly handled by
    the producers of the product. A retailer advertising for a particular good may end up convincing consumers to
    buy the product but not necessarily from their location.

    Too much in the way of vertical relationships, however, can raise antitrust concerns. Strong vertical
    relationships can have a negative effect on market competition, so many countries have antitrust laws
    governing vertical relationships. In Europe, for example, Coke is prohibited from purchasing refrigerators in
    their retail locations. The fear is that Coke owning the refrigerators will lead to the exclusion of other soft drink
    producers being able to provide their product cold and ready to drink. So, vertical relationships can come with
    much potential for firms, but they can also come with risks firms should be aware of before pursuing them.

    A final word on vertical relationships—vertical relationships can be pursued through mergers. Simply merging
    with another organization in a business’s supply chain does not always work out. In a free market, where
    buyers and sellers are rational and have full information, the sellers would only accept a price equal to the
    discounted stream of future profits. That means, all else equal, the best the purchasing firm could expect to
    do is break even on the purchase. The potential for the merger to work out is based on some type of synergy
    to be realized that makes the purchased company/asset more valuable for being part of the purchasing
    company. Perhaps the smaller company will benefit from a larger distribution system already in place with the
    purchasing company.

    Suggested Unit Resources

    Article: An Evaluation of Alternative Market-Based Transfer Prices (Optional)
    This article further explores the topics covered in this unit.

    **## EconomicsforManagersECO6301UnitVIIIFinalProject.docx**

    2

    Economics for Managers ECO 6301

    **Unit VIII Final Project**

    This assignment measures your mastery of CLOs 1, 2, 3, 4, 5, and 6 and ULOs 7.3 and 7.4

    **A Case Analysis of AMC**

    **Assignment objective:** AMC is the largest movie theater operator in the world. AMC recently became a popular meme stock. Take a few minutes to learn more about
    AMC Theaters. https://www.amctheatres.com/

    **Length:** Your submission is required to be at least 5 pages in length and not more than 7 pages, not including the title page and references.

    **References:** A minimum of 3 peer-reviewed references are required, any additional resources used are required to be scholarly/academic in nature and found in the CSU Library. APA formatting is required to be used for citations and references. Use this definition to define the term in the instructions.

    **Definitions:** Scholarly journals are sometimes called academic journals. The terms are often used interchangeably to describe the same type of publication. These types of publications are published by universities, academic institutions, professional associations, and commercial enterprises and are compiled by scholars, academics, and other subject authorities.

    **Details:** In your paper, include the following:

    · Introduction

    · Analyze the market before the COVID-19 pandemic. Describe how the pandemic affected the movie theater industry.

    · Explain price discrimination in the movie theater market.

    · Movie theater employees are generally paid hourly. Design an incentive pay structure for AMC Theaters and explain how it would work.

    · Apply the concepts of economies of scale and economies of scope to AMC Theater's business model

    · Apply the concepts of game theory to short selling and meme stocks as it relates to AMC Theaters

    · Assess AMC Theater's potential for international expansion and potential trade policy issues.

    · Explain the asymmetric information issues that lead to short selling and meme stocks.

    · Apply the concepts of moral hazard to short selling and meme stocks, using AMC as an example.

    · Conclusion

    **## UnitVIIStudyGuide.pdf**

    ECO 6301, Economics for Managers 1

    Course Learning Outcomes for Unit VII

    At the end of this unit, you should be able to:

    7. Explain the implications of uncertainty in managerial decision-making.
    7.3 Compare moral hazard and adverse selection.

    Required Unit Resources

    Chapter 19: The Problem of Adverse Selection (ULO 7.3)

    Chapter 20: The Problem of Moral Hazard (ULO 7.3)

    Unit Lesson

    Lesson: Adverse Selection and Moral Hazard (ULO 7.3)
    This lesson introduces you to the topics covered in this unit: adverse selection and moral hazard.

    Problems of uncertainty and incomplete information can create a variety of problems for business decision-
    making. Two of those problems, adverse selection and moral hazard, will be the topics of this lesson. They
    are both types of information asymmetries, where one party to an interaction has more information than the
    other party.

    Adverse Selection

    Adverse selection occurs when one party is better informed about product quality than the other party. This
    information difference specifically leads people to self-select in or out of a particular group, leading to
    potentially problematic outcomes. To see these outcomes, consider the example of insurance.

    Insurance is intended to cover people when something unexpected happens. People pay into a pool of money
    (managed by an insurance company) and are then paid out if events covered by their insurance happen. You
    likely have experience with health insurance, car insurance, and life insurance. The model works if there are
    more people paying into the pool than drawing from the pool. People benefit from insurance if an unexpected
    event happens to them and people lose if an event does not happen to them; although, there is still benefit
    from security against risk even if the event does not happen. Ultimately, insurance works because people
    tend to be risk-averse.

    Recall the coin-flipping example from Unit VI. Since the expected value of the game is $0, a risk-neutral
    person is completely indifferent to playing the game because they will expect to win nothing and lose nothing.
    A risk-averse person would not want to participate in the coin-flipping activity because they have a greater
    fear of losing than hope of winning a dollar. A risk-seeking person puts more weight on the positive outcome
    from a risk so they would be more likely to engage in the coin-flipping activity.

    You might see the potential adverse selection problem with insurance. People with a low probability of the
    event happening to them are less likely to join the insurance pool while people with a high probability of the
    event happening to them are more likely to join the insurance pool. This happens when young, healthy people
    opt not to buy health insurance. It is why life insurance companies market to young people to buy insurance
    now (that is, buy it when they likely do not need it). A pool of people made up primarily of people likely to use
    insurance will put the insurance company out of business.

    UNIT VII STUDY GUIDE
    Adverse Selection and Moral Hazard

    ECO 6301, Economics for Managers 2

    UNIT x STUDY GUIDE
    Title

    Consider other types of insurance and how well they work. Who is likely to buy vision insurance? Most likely
    people who already need glasses. As a result, there is not a very good cost-benefit to the consumer for vision
    insurance. That is, the amount consumers pay in premiums is close to the maximum benefit they can get from
    their insurance each year.

    Protections Against Adverse Selection

    As a consumer, the best way to deal with adverse selection is to recognize when it will likely happen, which
    group you are likely to be in, and make your decisions accordingly. If you have perfect vision, for example,
    there is not a need to get vision insurance. Consumer perception of adverse selection can also be
    problematic for companies. In the market for used cars, consumers might believe that the only reason
    somebody would look to sell their used car is if something is wrong with it. That is, consumers view the
    market for used cars as an adverse selection problem. Given those assumptions, consumers would decrease
    the amount they are willing to pay for a used car. So how can companies overcome these consumer
    perceptions and consumer selection problems?

    One way companies can overcome adverse selection is by screening consumers. Life insurance companies
    screen prospective customers by asking for medical history. Car insurance companies consider past driving
    record, age, gender, and marital status in setting premiums (or even if they will offer insurance) for customers.
    Going back to the used car market, consumers can request a mechanic review of a car to screen bad cars
    (or, to overcome the problem on their end, the seller offers certification of the car passing an inspection).

    Another way to overcome the adverse selection problem is with signaling. Signaling occurs when one party
    attempts to reveal information about themselves that other parties cannot duplicate. Education, for example,
    is part signal. Getting a degree is a signal to potential employers of a certain level of competence and
    problem-solving ability. People without the same level of competence and problem solving would not, the
    thinking goes, be able to earn the degree. From the business perspective, advertising and branding can serve
    as signals. Businesses would not bother to spend the money on advertising unless their product was worth
    advertising. Similarly, established brand names send a signal to consumers that there is a reason the brand
    has been established. Whether the brand is for low cost or for high quality, consumers can feel comfortable
    knowing the brand will be as expected.

    Adverse selection can happen in areas other than insurance. It can be particularly important for data analysis.
    Imagine you need to figure out how much interest there is in a new product or service and you decide to
    survey people to get your data. You go to the mall and ask people if they would like to participate in your
    survey. Because you can only survey people who are willing to take your survey, you will only get responses
    from people who opt to give up some of their shopping time to take your survey. Who might this be? It might
    be mostly people who are just out for leisurely entertainment and do not have anything better to do. People
    who have a high value for their time naturally opt out of taking your survey, and your data will not include
    information on those types of people. That is, your survey will be biased.

    Moral Hazard

    Another type of asymmetry is moral hazard. One quick point on moral hazard is that it does not really have
    anything to do with morals. Students sometimes fixate on the word moral and assume it has to do with people
    acting immorally. It does not. Some may view the actions in a moral hazard as immoral, but moral hazard still
    refers to specific incentives and actions, not morality generally.

    Moral hazard occurs when one party does not bear the risks for the actions they take. Turning back to
    insurance, a person with health insurance might be more likely to engage in risky activity knowing they will not
    have to pay all of their medical bills. With car insurance, a driver might be less careful on the road knowing
    their car would be replaced by the insurance company if they got into an accident.

    Moral hazard and adverse selection can often explain similar events but the explanations are different.
    Adverse selection would suggest that risky drivers would be more likely to buy cars with airbags. Moral
    hazard would suggest that because a car has air bags, drivers are likely to take more risks when driving.
    Ultimately, the difference is that adverse selection is about hidden information while moral hazard is about
    hidden actions.

    ECO 6301, Economics for Managers 3

    UNIT x STUDY GUIDE
    Title

    Another type of moral hazard is when firms hire workers, but monitoring their behavior is either difficult or
    costly. Without monitoring, employees can shirk in their job duties without repercussions. Potential shirking is
    one reason to pay salespeople commission. Salespeople who shirk and do not make sales will not earn much
    income. Shirking costs both the firm and the employee money as firms have less desire to pay workers in fear
    they will shirk or have less money to pay workers because they have to pay for monitoring. Shirking leads into
    the principal-agent problem, which will be covered in Unit VIII.

    Moral hazard also played an important role in the 2008 financial crisis. Lending money already involves some
    moral hazard. Borrowers engage in riskier activity with someone else’s money than they are willing to engage
    in with their own money (the borrower, after all, is not risking their own money when they make a big
    purchase, they are only risking a future promise to pay the money; a promise they can break). In the financial
    crisis, however, banks were bailed out for their risky decisions in a variety of ways. First, their loans were
    often insured by Fannie Mae and Freddie Mac. Second, many mortgage companies would write the loan and
    then sell the loan so they were not the ones actually servicing the loan. The company would get paid for
    writing the loan but then not bear any risk for how the loan actually performed. Third, when the financial crisis
    started, the government bailed out banks and other financial institutions (and the automobile industry).

    Protections Against Moral Hazard

    Sometimes, governments attempt to regulate away risky behavior. This is the case with the federal deposit
    insurance and banks. Because bank deposits are insured, consumers do not have to worry if their bank goes
    under. They will still get their money. That leads consumers to ignore bank risk when deciding where to
    deposit their money and instead focus on which bank offers the best interest rates. Banks can only offer
    higher interest rates if they are able to generate a higher return on their loans. That is, the riskier loans banks
    make, the more interest they earn, and the more interest they can pay to their customers to attract more
    deposits. Since banking regulators are well aware of these incentives, they attempt to regulate bank lending
    activity.

    When firms engage in risky activity but are bailed out when the risks do not work out, there is no incentive for
    the firms to change their behavior and engage in less risky behavior.

    Learning Activities (Nongraded)

    Nongraded Learning Activities are provided to aid students in their course of study. You do not have to submit
    them. If you have questions, contact your instructor for further guidance and information.

    In order to check your understanding of concepts
    covered in this unit, complete the Unit VII Check for
    Understanding activity.

    Unit VII Activity Alternate Format PDF

    NOTE: Be sure to maximize your internet browser
    so that no part of the presentation gets cut off.

    **## UnitVIIIStudyGuide.pdf**

    ECO 6301, Economics for Managers 1

    Course Learning Outcomes for Unit VIII

    At the end of this unit, you should be able to:

    1. Evaluate the ethical outcomes of free market outcomes using supply and demand models.

    2. Apply the different types of elasticity concepts to business scenarios.

    3. Analyze how price and output influence profit maximization under different market structures.

    4. Evaluate strategic pricing decisions.

    5. Apply game theory to pricing and to output decisions in an oligopoly market.

    6. Analyze the basis of trade.

    7. Explain the implications of uncertainty in managerial decision-making.
    7.4 Explain how incentives can affect various relationships in an organization.

    Required Unit Resources

    Chapter 4: Extent (How Much) Decisions (ULO 7.4)

    Chapter 21: Getting Employees to Work in the Firm’s Best Interests (ULO 7.4)

    Chapter 22: Getting Divisions to Work in the Firm’s Best Interests (ULO 7.4)

    Chapter 23: Managing Vertical Relationships (ULO 7.4)

    Unit Lesson

    Lesson: Organizational Design and Incentives (ULO 7.4)
    This lesson covers the topics introduced in this final unit.

    The last unit’s topic on asymmetric information included a section on shirking. Recall that shirking is when
    employees do not work hard because the managers are not able to monitor their performance (either because
    of ability or cost). Another way to look at the problem of shirking is through the principal-agent problem. In the
    principal-agent problem, the principal (typically a business owner) wants their agent (typically the employee)
    to act on the principal’s behalf. The problem is that the agent often has different goals than the principal.

    Incentives

    Incentives are one way to correct shirking and solve the principal-agent problem. Incentives can be tied
    directly to performance, such as commissions, as discussed in the last unit. Incentives can also be tied to
    specific actions or the overall performance of the company. Basing incentives on company performance can
    be dicey though. There are many factors outside the employees’ control that affect company performance.
    The less tied incentives are to employee performance, the less likely the incentives will be to promote the
    desired performance. Still, tying incentives to company performance does help align the goals of the principal
    and the agent.

    UNIT VIII STUDY GUIDE
    Organizational Design and Incentives

    ECO 6301, Economics for Managers 2

    UNIT x STUDY GUIDE
    Title

    As mentioned, employees may not have a lot of control over company performance, which can complicate
    attempts to align principal and agent goals. This can be because of large outside influences (demand for the
    product) or because of the nature of the job agents have. Perhaps agents have the information to promote the
    principal’s goals but lack the decision-making authority to realize them. In cases like this, it is important for
    principals to align decision-making power with those who have information.

    One model for aligning goals and addressing the principal-agent problem is the franchise model. In a
    franchise model, a parent company, or brand, franchises out the opportunity to open additional stores under
    the brand name for a percentage of sales. If a brand opened company-owned stores, they would have to rely
    on managers who may not be as motivated, or the job may attract unmotivated managers (recall the different
    explanation for similar problems with moral hazard and adverse selection). With a franchise model, however,
    the individual franchise owner is motivated to make the franchise a success, since that determines the profit.

    When companies grow, they are often divided into different divisions. Incentives can be tricky in ensuring the
    divisions are working toward the same goal. If the incentives are not structured correctly, the divisions may
    make decisions that are best for the division but not best for the company.

    Take for example a college admissions department and an academic department. The academic department
    might be interested in producing quality graduates that will earn the school a good reputation. The academic
    department can help realize those goals with stricter admissions standards. The admissions department,
    however, might be interested in reducing admissions standards in order to admit as many people as possible
    (or at least enough to meet departmental goals). Stricter admissions standards get in the way of admissions.
    Having too many, low quality students in a program can detract from the attention focused to turn the higher
    quality students into reputable graduates who will help build the department’s reputation. Sharing information
    and aligning the goals of the departments is key to getting both departments to act in the interest of the school
    as a whole.

    Sometimes there are exchanges between divisions in an organization. Tracking this and crediting each
    division is important. Transfer pricing is the price of an intermediate good, made in-house, and then “sold” to
    another division. Transfer pricing might be thought of most easily with manufacturing. When making a car, the
    engine is built and then put into the frame. Since it is just the car that is ultimately sold at a price, crediting the
    division that built the engine can be difficult. Obviously, the car would not be much good without the engine.
    Determining the price for the engine, however, is difficult and often controversial between the divisions. The
    engine division will want to be credited with a high price for the engine, but the division that built the frame will
    want to “pay” a low price for the engine. Each division wants to appear as profitable as possible. Giving one
    division an unfair price could hurt morale, and thus productivity, in that division. That would, obviously, hurt
    the company overall.

    Transfer pricing issues can be addressed by treating different divisions as profit centers or cost centers. Profit
    centers are evaluated based on profit or revenue. Cost centers are evaluated based on costs. Using these
    different centers and different goals, as long as the divisions are aligned to the proper center, their goals will
    align with helping the overall organization be more successful.

    Organizations can be ordered based on a variety of plans. Organizations might be organized by function,
    such as production and sales. Organizations can also be organized by products or by geographic region. The
    best organizational structure will depend on the type of firm and how they approach the market.

    Vertical Relationships

    Firms can also find profit potential by expanding operations vertically through their supply chain. This strategy
    is known as a vertical relationship. For a simple example of this, consider a landlord, particularly one
    constrained by rent control laws. The landlord may find him- or herself constrained in what he or she can
    charge for rent. There are other services, however, that can be provided to tenants beyond just the living
    space. A landlord might, for example, furnish the apartment for an extra fee. Firms can even use exclusions,
    forcing buyers to purchase their additional product or service rather than purchasing from a competitor. A
    similar approach is taken with movie theaters or ballparks who sell the tickets to the event and then also
    require that if customers want to enjoy refreshments, they must do so at the concession stands operated by
    the event.

    ECO 6301, Economics for Managers 3

    UNIT x STUDY GUIDE
    Title

    Vertical relationships can also be used to manipulate realized profit. A firm may produce an early stage of a
    product in a high tax area but transfer the production to another location with lower taxes for finalization. The
    transfer can be done at a low price so that the high tax production does not produce much profit and then the
    product is sold by the low tax production area with a higher profit realized thanks to the low transfer/purchase
    price. The reverse can also be done where firms build in profit all along the production pipeline. This is known
    as double marginalization. Of course, if the markups are too much then the price of the product in the market
    will be too high.

    Sometimes the incentives between links in the supply chain, for example between manufacturers and
    retailers, come into conflict. Manufacturers might have an incentive to have the quality of their product
    maintained and displayed but the retailer many not have quite the same concern. Have you ever been in a
    store that sells high quality stereos and speakers? You might notice a special room set up to listen to the
    speakers. This is by the design of the stereo and speaker producer, not necessarily the store. The purpose is
    to provide an environment where you can really hear the quality of the higher priced stereos and speakers. In
    exchange for providing the fancy displays, the manufacturers put minimum prices on their products wherever
    they are sold. The purpose of these minimum prices is to prevent the fancy store from spending money on the
    display only to have consumers come in, listen to the stereos and speakers, decide what they want, and go to
    Walmart to buy it for a cheaper price.

    Similarly, you generally will not see retailers engage in too much advertising. Advertising is mostly handled by
    the producers of the product. A retailer advertising for a particular good may end up convincing consumers to
    buy the product but not necessarily from their location.

    Too much in the way of vertical relationships, however, can raise antitrust concerns. Strong vertical
    relationships can have a negative effect on market competition, so many countries have antitrust laws
    governing vertical relationships. In Europe, for example, Coke is prohibited from purchasing refrigerators in
    their retail locations. The fear is that Coke owning the refrigerators will lead to the exclusion of other soft drink
    producers being able to provide their product cold and ready to drink. So, vertical relationships can come with
    much potential for firms, but they can also come with risks firms should be aware of before pursuing them.

    A final word on vertical relationships—vertical relationships can be pursued through mergers. Simply merging
    with another organization in a business’s supply chain does not always work out. In a free market, where
    buyers and sellers are rational and have full information, the sellers would only accept a price equal to the
    discounted stream of future profits. That means, all else equal, the best the purchasing firm could expect to
    do is break even on the purchase. The potential for the merger to work out is based on some type of synergy
    to be realized that makes the purchased company/asset more valuable for being part of the purchasing
    company. Perhaps the smaller company will benefit from a larger distribution system already in place with the
    purchasing company.

    Suggested Unit Resources

    Article: An Evaluation of Alternative Market-Based Transfer Prices (Optional)
    This article further explores the topics covered in this unit.

    **## EconomicsforManagersECO6301UnitVIIIFinalProject.docx**

    2

    Economics for Managers ECO 6301

    **Unit VIII Final Project**

    This assignment measures your mastery of CLOs 1, 2, 3, 4, 5, and 6 and ULOs 7.3 and 7.4

    **A Case Analysis of AMC**

    **Assignment objective:** AMC is the largest movie theater operator in the world. AMC recently became a popular meme stock. Take a few minutes to learn more about
    AMC Theaters. https://www.amctheatres.com/

    **Length:** Your submission is required to be at least 5 pages in length and not more than 7 pages, not including the title page and references.

    **References:** A minimum of 3 peer-reviewed references are required, any additional resources used are required to be scholarly/academic in nature and found in the CSU Library. APA formatting is required to be used for citations and references. Use this definition to define the term in the instructions.

    **Definitions:** Scholarly journals are sometimes called academic journals. The terms are often used interchangeably to describe the same type of publication. These types of publications are published by universities, academic institutions, professional associations, and commercial enterprises and are compiled by scholars, academics, and other subject authorities.

    **Details:** In your paper, include the following:

    · Introduction

    · Analyze the market before the COVID-19 pandemic. Describe how the pandemic affected the movie theater industry.

    · Explain price discrimination in the movie theater market.

    · Movie theater employees are generally paid hourly. Design an incentive pay structure for AMC Theaters and explain how it would work.

    · Apply the concepts of economies of scale and economies of scope to AMC Theater's business model

    · Apply the concepts of game theory to short selling and meme stocks as it relates to AMC Theaters

    · Assess AMC Theater's potential for international expansion and potential trade policy issues.

    · Explain the asymmetric information issues that lead to short selling and meme stocks.

    · Apply the concepts of moral hazard to short selling and meme stocks, using AMC as an example.

    · Conclusion

    **## UnitVIIStudyGuide.pdf**

    ECO 6301, Economics for Managers 1

    Course Learning Outcomes for Unit VII

    At the end of this unit, you should be able to:

    7. Explain the implications of uncertainty in managerial decision-making.
    7.3 Compare moral hazard and adverse selection.

    Required Unit Resources

    Chapter 19: The Problem of Adverse Selection (ULO 7.3)

    Chapter 20: The Problem of Moral Hazard (ULO 7.3)

    Unit Lesson

    Lesson: Adverse Selection and Moral Hazard (ULO 7.3)
    This lesson introduces you to the topics covered in this unit: adverse selection and moral hazard.

    Problems of uncertainty and incomplete information can create a variety of problems for business decision-
    making. Two of those problems, adverse selection and moral hazard, will be the topics of this lesson. They
    are both types of information asymmetries, where one party to an interaction has more information than the
    other party.

    Adverse Selection

    Adverse selection occurs when one party is better informed about product quality than the other party. This
    information difference specifically leads people to self-select in or out of a particular group, leading to
    potentially problematic outcomes. To see these outcomes, consider the example of insurance.

    Insurance is intended to cover people when something unexpected happens. People pay into a pool of money
    (managed by an insurance company) and are then paid out if events covered by their insurance happen. You
    likely have experience with health insurance, car insurance, and life insurance. The model works if there are
    more people paying into the pool than drawing from the pool. People benefit from insurance if an unexpected
    event happens to them and people lose if an event does not happen to them; although, there is still benefit
    from security against risk even if the event does not happen. Ultimately, insurance works because people
    tend to be risk-averse.

    Recall the coin-flipping example from Unit VI. Since the expected value of the game is $0, a risk-neutral
    person is completely indifferent to playing the game because they will expect to win nothing and lose nothing.
    A risk-averse person would not want to participate in the coin-flipping activity because they have a greater
    fear of losing than hope of winning a dollar. A risk-seeking person puts more weight on the positive outcome
    from a risk so they would be more likely to engage in the coin-flipping activity.

    You might see the potential adverse selection problem with insurance. People with a low probability of the
    event happening to them are less likely to join the insurance pool while people with a high probability of the
    event happening to them are more likely to join the insurance pool. This happens when young, healthy people
    opt not to buy health insurance. It is why life insurance companies market to young people to buy insurance
    now (that is, buy it when they likely do not need it). A pool of people made up primarily of people likely to use
    insurance will put the insurance company out of business.

    UNIT VII STUDY GUIDE
    Adverse Selection and Moral Hazard

    ECO 6301, Economics for Managers 2

    UNIT x STUDY GUIDE
    Title

    Consider other types of insurance and how well they work. Who is likely to buy vision insurance? Most likely
    people who already need glasses. As a result, there is not a very good cost-benefit to the consumer for vision
    insurance. That is, the amount consumers pay in premiums is close to the maximum benefit they can get from
    their insurance each year.

    Protections Against Adverse Selection

    As a consumer, the best way to deal with adverse selection is to recognize when it will likely happen, which
    group you are likely to be in, and make your decisions accordingly. If you have perfect vision, for example,
    there is not a need to get vision insurance. Consumer perception of adverse selection can also be
    problematic for companies. In the market for used cars, consumers might believe that the only reason
    somebody would look to sell their used car is if something is wrong with it. That is, consumers view the
    market for used cars as an adverse selection problem. Given those assumptions, consumers would decrease
    the amount they are willing to pay for a used car. So how can companies overcome these consumer
    perceptions and consumer selection problems?

    One way companies can overcome adverse selection is by screening consumers. Life insurance companies
    screen prospective customers by asking for medical history. Car insurance companies consider past driving
    record, age, gender, and marital status in setting premiums (or even if they will offer insurance) for customers.
    Going back to the used car market, consumers can request a mechanic review of a car to screen bad cars
    (or, to overcome the problem on their end, the seller offers certification of the car passing an inspection).

    Another way to overcome the adverse selection problem is with signaling. Signaling occurs when one party
    attempts to reveal information about themselves that other parties cannot duplicate. Education, for example,
    is part signal. Getting a degree is a signal to potential employers of a certain level of competence and
    problem-solving ability. People without the same level of competence and problem solving would not, the
    thinking goes, be able to earn the degree. From the business perspective, advertising and branding can serve
    as signals. Businesses would not bother to spend the money on advertising unless their product was worth
    advertising. Similarly, established brand names send a signal to consumers that there is a reason the brand
    has been established. Whether the brand is for low cost or for high quality, consumers can feel comfortable
    knowing the brand will be as expected.

    Adverse selection can happen in areas other than insurance. It can be particularly important for data analysis.
    Imagine you need to figure out how much interest there is in a new product or service and you decide to
    survey people to get your data. You go to the mall and ask people if they would like to participate in your
    survey. Because you can only survey people who are willing to take your survey, you will only get responses
    from people who opt to give up some of their shopping time to take your survey. Who might this be? It might
    be mostly people who are just out for leisurely entertainment and do not have anything better to do. People
    who have a high value for their time naturally opt out of taking your survey, and your data will not include
    information on those types of people. That is, your survey will be biased.

    Moral Hazard

    Another type of asymmetry is moral hazard. One quick point on moral hazard is that it does not really have
    anything to do with morals. Students sometimes fixate on the word moral and assume it has to do with people
    acting immorally. It does not. Some may view the actions in a moral hazard as immoral, but moral hazard still
    refers to specific incentives and actions, not morality generally.

    Moral hazard occurs when one party does not bear the risks for the actions they take. Turning back to
    insurance, a person with health insurance might be more likely to engage in risky activity knowing they will not
    have to pay all of their medical bills. With car insurance, a driver might be less careful on the road knowing
    their car would be replaced by the insurance company if they got into an accident.

    Moral hazard and adverse selection can often explain similar events but the explanations are different.
    Adverse selection would suggest that risky drivers would be more likely to buy cars with airbags. Moral
    hazard would suggest that because a car has air bags, drivers are likely to take more risks when driving.
    Ultimately, the difference is that adverse selection is about hidden information while moral hazard is about
    hidden actions.

    ECO 6301, Economics for Managers 3

    UNIT x STUDY GUIDE
    Title

    Another type of moral hazard is when firms hire workers, but monitoring their behavior is either difficult or
    costly. Without monitoring, employees can shirk in their job duties without repercussions. Potential shirking is
    one reason to pay salespeople commission. Salespeople who shirk and do not make sales will not earn much
    income. Shirking costs both the firm and the employee money as firms have less desire to pay workers in fear
    they will shirk or have less money to pay workers because they have to pay for monitoring. Shirking leads into
    the principal-agent problem, which will be covered in Unit VIII.

    Moral hazard also played an important role in the 2008 financial crisis. Lending money already involves some
    moral hazard. Borrowers engage in riskier activity with someone else’s money than they are willing to engage
    in with their own money (the borrower, after all, is not risking their own money when they make a big
    purchase, they are only risking a future promise to pay the money; a promise they can break). In the financial
    crisis, however, banks were bailed out for their risky decisions in a variety of ways. First, their loans were
    often insured by Fannie Mae and Freddie Mac. Second, many mortgage companies would write the loan and
    then sell the loan so they were not the ones actually servicing the loan. The company would get paid for
    writing the loan but then not bear any risk for how the loan actually performed. Third, when the financial crisis
    started, the government bailed out banks and other financial institutions (and the automobile industry).

    Protections Against Moral Hazard

    Sometimes, governments attempt to regulate away risky behavior. This is the case with the federal deposit
    insurance and banks. Because bank deposits are insured, consumers do not have to worry if their bank goes
    under. They will still get their money. That leads consumers to ignore bank risk when deciding where to
    deposit their money and instead focus on which bank offers the best interest rates. Banks can only offer
    higher interest rates if they are able to generate a higher return on their loans. That is, the riskier loans banks
    make, the more interest they earn, and the more interest they can pay to their customers to attract more
    deposits. Since banking regulators are well aware of these incentives, they attempt to regulate bank lending
    activity.

    When firms engage in risky activity but are bailed out when the risks do not work out, there is no incentive for
    the firms to change their behavior and engage in less risky behavior.

    Learning Activities (Nongraded)

    Nongraded Learning Activities are provided to aid students in their course of study. You do not have to submit
    them. If you have questions, contact your instructor for further guidance and information.

    In order to check your understanding of concepts
    covered in this unit, complete the Unit VII Check for
    Understanding activity.

    Unit VII Activity Alternate Format PDF

    NOTE: Be sure to maximize your internet browser
    so that no part of the presentation gets cut off.

    **## UnitVIIIStudyGuide.pdf**

    ECO 6301, Economics for Managers 1

    Course Learning Outcomes for Unit VIII

    At the end of this unit, you should be able to:

    1. Evaluate the ethical outcomes of free market outcomes using supply and demand models.

    2. Apply the different types of elasticity concepts to business scenarios.

    3. Analyze how price and output influence profit maximization under different market structures.

    4. Evaluate strategic pricing decisions.

    5. Apply game theory to pricing and to output decisions in an oligopoly market.

    6. Analyze the basis of trade.

    7. Explain the implications of uncertainty in managerial decision-making.
    7.4 Explain how incentives can affect various relationships in an organization.

    Required Unit Resources

    Chapter 4: Extent (How Much) Decisions (ULO 7.4)

    Chapter 21: Getting Employees to Work in the Firm’s Best Interests (ULO 7.4)

    Chapter 22: Getting Divisions to Work in the Firm’s Best Interests (ULO 7.4)

    Chapter 23: Managing Vertical Relationships (ULO 7.4)

    Unit Lesson

    Lesson: Organizational Design and Incentives (ULO 7.4)
    This lesson covers the topics introduced in this final unit.

    The last unit’s topic on asymmetric information included a section on shirking. Recall that shirking is when
    employees do not work hard because the managers are not able to monitor their performance (either because
    of ability or cost). Another way to look at the problem of shirking is through the principal-agent problem. In the
    principal-agent problem, the principal (typically a business owner) wants their agent (typically the employee)
    to act on the principal’s behalf. The problem is that the agent often has different goals than the principal.

    Incentives

    Incentives are one way to correct shirking and solve the principal-agent problem. Incentives can be tied
    directly to performance, such as commissions, as discussed in the last unit. Incentives can also be tied to
    specific actions or the overall performance of the company. Basing incentives on company performance can
    be dicey though. There are many factors outside the employees’ control that affect company performance.
    The less tied incentives are to employee performance, the less likely the incentives will be to promote the
    desired performance. Still, tying incentives to company performance does help align the goals of the principal
    and the agent.

    UNIT VIII STUDY GUIDE
    Organizational Design and Incentives

    ECO 6301, Economics for Managers 2

    UNIT x STUDY GUIDE
    Title

    As mentioned, employees may not have a lot of control over company performance, which can complicate
    attempts to align principal and agent goals. This can be because of large outside influences (demand for the
    product) or because of the nature of the job agents have. Perhaps agents have the information to promote the
    principal’s goals but lack the decision-making authority to realize them. In cases like this, it is important for
    principals to align decision-making power with those who have information.

    One model for aligning goals and addressing the principal-agent problem is the franchise model. In a
    franchise model, a parent company, or brand, franchises out the opportunity to open additional stores under
    the brand name for a percentage of sales. If a brand opened company-owned stores, they would have to rely
    on managers who may not be as motivated, or the job may attract unmotivated managers (recall the different
    explanation for similar problems with moral hazard and adverse selection). With a franchise model, however,
    the individual franchise owner is motivated to make the franchise a success, since that determines the profit.

    When companies grow, they are often divided into different divisions. Incentives can be tricky in ensuring the
    divisions are working toward the same goal. If the incentives are not structured correctly, the divisions may
    make decisions that are best for the division but not best for the company.

    Take for example a college admissions department and an academic department. The academic department
    might be interested in producing quality graduates that will earn the school a good reputation. The academic
    department can help realize those goals with stricter admissions standards. The admissions department,
    however, might be interested in reducing admissions standards in order to admit as many people as possible
    (or at least enough to meet departmental goals). Stricter admissions standards get in the way of admissions.
    Having too many, low quality students in a program can detract from the attention focused to turn the higher
    quality students into reputable graduates who will help build the department’s reputation. Sharing information
    and aligning the goals of the departments is key to getting both departments to act in the interest of the school
    as a whole.

    Sometimes there are exchanges between divisions in an organization. Tracking this and crediting each
    division is important. Transfer pricing is the price of an intermediate good, made in-house, and then “sold” to
    another division. Transfer pricing might be thought of most easily with manufacturing. When making a car, the
    engine is built and then put into the frame. Since it is just the car that is ultimately sold at a price, crediting the
    division that built the engine can be difficult. Obviously, the car would not be much good without the engine.
    Determining the price for the engine, however, is difficult and often controversial between the divisions. The
    engine division will want to be credited with a high price for the engine, but the division that built the frame will
    want to “pay” a low price for the engine. Each division wants to appear as profitable as possible. Giving one
    division an unfair price could hurt morale, and thus productivity, in that division. That would, obviously, hurt
    the company overall.

    Transfer pricing issues can be addressed by treating different divisions as profit centers or cost centers. Profit
    centers are evaluated based on profit or revenue. Cost centers are evaluated based on costs. Using these
    different centers and different goals, as long as the divisions are aligned to the proper center, their goals will
    align with helping the overall organization be more successful.

    Organizations can be ordered based on a variety of plans. Organizations might be organized by function,
    such as production and sales. Organizations can also be organized by products or by geographic region. The
    best organizational structure will depend on the type of firm and how they approach the market.

    Vertical Relationships

    Firms can also find profit potential by expanding operations vertically through their supply chain. This strategy
    is known as a vertical relationship. For a simple example of this, consider a landlord, particularly one
    constrained by rent control laws. The landlord may find him- or herself constrained in what he or she can
    charge for rent. There are other services, however, that can be provided to tenants beyond just the living
    space. A landlord might, for example, furnish the apartment for an extra fee. Firms can even use exclusions,
    forcing buyers to purchase their additional product or service rather than purchasing from a competitor. A
    similar approach is taken with movie theaters or ballparks who sell the tickets to the event and then also
    require that if customers want to enjoy refreshments, they must do so at the concession stands operated by
    the event.

    ECO 6301, Economics for Managers 3

    UNIT x STUDY GUIDE
    Title

    Vertical relationships can also be used to manipulate realized profit. A firm may produce an early stage of a
    product in a high tax area but transfer the production to another location with lower taxes for finalization. The
    transfer can be done at a low price so that the high tax production does not produce much profit and then the
    product is sold by the low tax production area with a higher profit realized thanks to the low transfer/purchase
    price. The reverse can also be done where firms build in profit all along the production pipeline. This is known
    as double marginalization. Of course, if the markups are too much then the price of the product in the market
    will be too high.

    Sometimes the incentives between links in the supply chain, for example between manufacturers and
    retailers, come into conflict. Manufacturers might have an incentive to have the quality of their product
    maintained and displayed but the retailer many not have quite the same concern. Have you ever been in a
    store that sells high quality stereos and speakers? You might notice a special room set up to listen to the
    speakers. This is by the design of the stereo and speaker producer, not necessarily the store. The purpose is
    to provide an environment where you can really hear the quality of the higher priced stereos and speakers. In
    exchange for providing the fancy displays, the manufacturers put minimum prices on their products wherever
    they are sold. The purpose of these minimum prices is to prevent the fancy store from spending money on the
    display only to have consumers come in, listen to the stereos and speakers, decide what they want, and go to
    Walmart to buy it for a cheaper price.

    Similarly, you generally will not see retailers engage in too much advertising. Advertising is mostly handled by
    the producers of the product. A retailer advertising for a particular good may end up convincing consumers to
    buy the product but not necessarily from their location.

    Too much in the way of vertical relationships, however, can raise antitrust concerns. Strong vertical
    relationships can have a negative effect on market competition, so many countries have antitrust laws
    governing vertical relationships. In Europe, for example, Coke is prohibited from purchasing refrigerators in
    their retail locations. The fear is that Coke owning the refrigerators will lead to the exclusion of other soft drink
    producers being able to provide their product cold and ready to drink. So, vertical relationships can come with
    much potential for firms, but they can also come with risks firms should be aware of before pursuing them.

    A final word on vertical relationships—vertical relationships can be pursued through mergers. Simply merging
    with another organization in a business’s supply chain does not always work out. In a free market, where
    buyers and sellers are rational and have full information, the sellers would only accept a price equal to the
    discounted stream of future profits. That means, all else equal, the best the purchasing firm could expect to
    do is break even on the purchase. The potential for the merger to work out is based on some type of synergy
    to be realized that makes the purchased company/asset more valuable for being part of the purchasing
    company. Perhaps the smaller company will benefit from a larger distribution system already in place with the
    purchasing company.

    Suggested Unit Resources

    Article: An Evaluation of Alternative Market-Based Transfer Prices (Optional)
    This article further explores the topics covered in this unit.

    – 1
    – 2
    – 3

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    – ## Week6Powerpointassignment.docx **## Week6Powerpointassignment.docx** Follow these guidelines when completing each component of the assignment. Contact your course faculty if you have questions. General Instructions Research healthcare issues that have been identified in your local community. No…

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    Assignment Prompt & Instructions

    – ## Week6Powerpointassignment.docx

    **## Week6Powerpointassignment.docx**

    Follow these guidelines when completing each component of the assignment. Contact your course faculty if you have questions.

    General Instructions

    Research healthcare issues that have been identified in your local community. Note: you may use the information you discussed in this week’s Collaboration Café. Create a PowerPoint Presentation and address the following requirements:

    Review Wilensky, S. E., & Teitelbaum, J. B. (2023). Essentials of health policy and law (5th ed.). Jones & Bartlett Learning. Chapter 14: The Art of Structuring and Writing a Health Policy Analysis

    Download the Week 6 Policy Analysis PowerPoint template Download Week 6 Policy Analysis PowerPoint templateOpen this document with ReadSpeaker docReader. Use of this template is required. If the template is not used, a 10% deduction will be applied. See the rubric. Save the template and include your name in the file name.

    Complete the required Week 6 Policy Analysis PowerPoint.

    Follow APA rules for grammar, spelling, word usage, and punctuation consistent with formal, scholarly writing.

    Use PowerPoint's Notes Page view feature to include speaker notes. Speaker notes should be included for all slides except the title and reference slides. Use complete sentences.

    Include in-text citations in APA format when applicable.

    Submit the presentation as a .ppt or .pptx file to the Week 6 Dropbox. PDF files are not accepted, as speaker notes are not visible.

    Abide by Chamberlain University's academic integrity policy.

    Include the following sections (detailed criteria listed below and in the grading rubric):

    Title Slide (1 slide)

    Include your name and session.

    Introduction (1 slide)

    Identify the purpose of the presentation.

    Problem Statement (1 slide)

    Define the problem you will address in your analysis in a succinct, 1-2 sentence statement.

    Write the problem statement in the form of a question. You may reuse the problem you identified for this week’s collaboration café.

    Background (1-3 slides)

    Provide factual information to define the problem.

    Include general information about the topic.

    Describe why the topic is important.

    Explain why the topic needs to be addressed now.

    Provide in-text citations from a scholarly source.

    Landscape (1-3 slides)

    Identify relevant stakeholders.

    Explain stakeholder concerns related to the problem.

    Identify key factors that must be considered when analyzing the problem.

    Discuss the relevance of each key factor.

    Provide in-text citations from a scholarly source.

    Options (1-3 slides)

    Identify at least three evidence-based options to address the problem.

    Discuss the pros and cons of each option.

    Provide in-text citations from a scholarly source for each evidence-based option.

    Recommendation (1-3 slides)

    Identify the best option to address the problem.

    Explain why your recommendation is the best solution.

    Discuss mitigating strategies for any cons identified for the selected option.

    Provide in-text citations from a scholarly source.

    Conclusion (1 slide)

    Provide a summary of the presentation.

    References

    Provide complete reference in APA format, may use bullets. Hanging indents are not required.

    Presentation Format

    The presentation should total 7-15 slides (excluding title and reference slides).

    Color schemes, font style, and size are consistent on each slide.

    Graphics and images (if used) are professional and appropriate.

    Speaker notes are provided for each slide (except the title and reference slides).

    Information included in speaker notes is presented in complete sentences, supports slide contents, and has appropriate citations.

    Rubric

    NR582NP_W6_Policy Analysis Rubric

    NR582NP_W6_Policy Analysis Rubric

    Criteria Ratings Pts

    This criterion is linked to a Learning Outcome Introduction

    1 Required Criterion

    1. Identify the purpose of the presentation.

    10 pts

    Excellent

    All requirements met.

    0 pts

    Unsatisfactory

    No requirements met.

    10 pts

    This criterion is linked to a Learning Outcome Problem Statement

    2 Required Criteria

    1. Define the problem you will address in your analysis in a succinct, 1-2 sentence statement.

    2. Write the problem statement in the form of a question.

    25 pts

    Excellent

    All requirements met.

    13 pts

    Needs Improvement

    1 requirement met.

    0 pts

    Unsatisfactory

    No requirements met.

    25 pts

    This criterion is linked to a Learning Outcome Background

    5 Required Criteria

    1. Provide factual information to define the problem.

    2. Include general information about the topic.

    3. Describe why the topic is important.

    4. Explain why the topic needs to be addressed now.

    5. Provide in-text citations from a scholarly source.

    35 pts

    Excellent

    All requirements met.

    32 pts

    Very Good

    4 requirements met.

    29 pts

    Satisfactory

    3 requirements met.

    18 pts

    Needs Improvement

    1-2 requirements met.

    0 pts

    Unsatisfactory

    No requirements met.

    35 pts

    This criterion is linked to a Learning Outcome Landscape

    5 Required Criteria

    1. Identify relevant stakeholders.

    2. Explain stakeholder concerns related to the problem.

    3. Identify key factors that must be considered when analyzing the problem.

    4. Discuss the relevance of each key factor.

    5. Provide in-text citations from a scholarly source.

    35 pts

    Excellent

    All requirements met.

    32 pts

    Very Good

    4 requirements met.

    29 pts

    Satisfactory

    3 requirements met.

    18 pts

    Needs Improvement

    1-2 requirements met.

    0 pts

    Unsatisfactory

    No requirements met.

    35 pts

    This criterion is linked to a Learning Outcome Options

    7 Required Criteria

    1-3. Identify at least three options to address the problem.

    4. Discuss the pros and cons of each option.

    5-7. Provide in-text citations from a scholarly source for each evidence-based option.

    35 pts

    Excellent

    All requirements met.

    32 pts

    Very Good

    5-6 requirements met.

    29 pts

    Satisfactory

    3-4 requirements met.

    18 pts

    Needs Improvement

    1-2 requirements met.

    0 pts

    Unsatisfactory

    No requirements met.

    35 pts

    This criterion is linked to a Learning Outcome Recommendation

    4 Required Criteria

    1. Identify the best option to address the problem.

    2. Explain why your recommendation is the best choice.

    3. Discuss mitigating strategies for any cons identified for the selected option.

    4. Provide in-text citations from a scholarly source.

    35 pts

    Excellent

    All requirements met.

    32 pts

    Very Good

    3 requirements met.

    29 pts

    Satisfactory

    2 requirements met.

    18 pts

    Needs Improvement

    1 requirement met.

    0 pts

    Unsatisfactory

    No requirements met.

    35 pts

    This criterion is linked to a Learning Outcome Conclusion

    1 Required Criterion

    1. Summarize key points of the presentation

    10 pts

    Excellent

    All requirements met.

    0 pts

    Unsatisfactory

    No requirements met.

    10 pts

    This criterion is linked to a Learning Outcome Speaker Notes

    8 Required Criteria

    Include speaker notes for all content areas except title and reference slides:

    1. Introduction

    2. Problem Statement

    3. Background

    4. Landscape

    5. Options

    6. Recommendations

    7. Conclusion

    8. Information included in speaker notes is presented in complete sentences, supports slide contents, and has appropriate citations.

    15 pts

    Excellent

    All requirements met.

    14 pts

    Very Good

    7 requirements met.

    12 pts

    Satisfactory

    5-6 requirements met.

    7.5 pts

    Needs Improvement

    1-4 requirements met.

    0 pts

    Unsatisfactory

    No requirements met.

    15 pts

    This criterion is linked to a Learning Outcome APA Format

    Citation and Reference Formation

    Use the current APA format to format citations and references and is free of errors.

    10 pts

    Excellent

    0-1 errors.

    9 pts

    Very Good

    2-3 errors.

    8 pts

    Satisfactory

    4-5 errors.

    5 pts

    Needs Improvement

    6-7 errors.

    0 pts

    Unsatisfactory

    More than 7 errors.

    10 pts

    This criterion is linked to a Learning Outcome Presentation Format

    3 Required Criteria

    1. There are a total of 7-15 slides (excluding title and reference slides).

    2. Color schemes, font style, and size are consistent on each slide.

    3. Graphics and images (if used) are professional and appropriate.

    10 pts

    Excellent

    All requirements met.

    8 pts

    Satisfactory

    2 requirements met.

    5 pts

    Needs Improvement

    1 requirement met.

    0 pts

    Unsatisfactory

    No requirements met.

    10 pts

    This criterion is linked to a Learning Outcome Writing Requirements

    Communicate with minimal errors in English grammar, spelling, syntax, and punctuation.

    5 pts

    Excellent

    0-1 errors.

    4 pts

    Very Good

    2-3 errors.

    3 pts

    Satisfactory

    4-5 errors.

    2 pts

    Needs Improvement

    6-7 errors.

    0 pts

    Unsatisfactory

    More than 7 errors.

    5 pts

    This criterion is linked to a Learning Outcome Template Used

    0 pts

    No Points Deducted

    Correct template used.

    0 pts

    Points Deducted

    22.5 points deducted (10%) for incorrect or no template used

    0 pts

    This criterion is linked to a Learning Outcome Late Penalty Deductions

    Students are expected to submit assignments by the time they are due. Assignments submitted after the due date and time will receive a deduction of 10% of the total points possible for that assignment for each day the assignment is late. Assignments will be accepted, with penalty as described, up to a maximum of three days late, after which point a zero will be recorded for the assignment. Quizzes and discussions are not considered assignments and are not part of the late assignment policy.

    0 pts

    No Points Deducted

    Assignment submitted on time. No points deducted.

    0 pts

    Points Deducted

    -10% points/day up to 3 days late

    0 pts

    Total Points: 225

    **## Week6Powerpointassignment.docx**

    Follow these guidelines when completing each component of the assignment. Contact your course faculty if you have questions.

    General Instructions

    Research healthcare issues that have been identified in your local community. Note: you may use the information you discussed in this week’s Collaboration Café. Create a PowerPoint Presentation and address the following requirements:

    Review Wilensky, S. E., & Teitelbaum, J. B. (2023). Essentials of health policy and law (5th ed.). Jones & Bartlett Learning. Chapter 14: The Art of Structuring and Writing a Health Policy Analysis

    Download the Week 6 Policy Analysis PowerPoint template Download Week 6 Policy Analysis PowerPoint templateOpen this document with ReadSpeaker docReader. Use of this template is required. If the template is not used, a 10% deduction will be applied. See the rubric. Save the template and include your name in the file name.

    Complete the required Week 6 Policy Analysis PowerPoint.

    Follow APA rules for grammar, spelling, word usage, and punctuation consistent with formal, scholarly writing.

    Use PowerPoint's Notes Page view feature to include speaker notes. Speaker notes should be included for all slides except the title and reference slides. Use complete sentences.

    Include in-text citations in APA format when applicable.

    Submit the presentation as a .ppt or .pptx file to the Week 6 Dropbox. PDF files are not accepted, as speaker notes are not visible.

    Abide by Chamberlain University's academic integrity policy.

    Include the following sections (detailed criteria listed below and in the grading rubric):

    Title Slide (1 slide)

    Include your name and session.

    Introduction (1 slide)

    Identify the purpose of the presentation.

    Problem Statement (1 slide)

    Define the problem you will address in your analysis in a succinct, 1-2 sentence statement.

    Write the problem statement in the form of a question. You may reuse the problem you identified for this week’s collaboration café.

    Background (1-3 slides)

    Provide factual information to define the problem.

    Include general information about the topic.

    Describe why the topic is important.

    Explain why the topic needs to be addressed now.

    Provide in-text citations from a scholarly source.

    Landscape (1-3 slides)

    Identify relevant stakeholders.

    Explain stakeholder concerns related to the problem.

    Identify key factors that must be considered when analyzing the problem.

    Discuss the relevance of each key factor.

    Provide in-text citations from a scholarly source.

    Options (1-3 slides)

    Identify at least three evidence-based options to address the problem.

    Discuss the pros and cons of each option.

    Provide in-text citations from a scholarly source for each evidence-based option.

    Recommendation (1-3 slides)

    Identify the best option to address the problem.

    Explain why your recommendation is the best solution.

    Discuss mitigating strategies for any cons identified for the selected option.

    Provide in-text citations from a scholarly source.

    Conclusion (1 slide)

    Provide a summary of the presentation.

    References

    Provide complete reference in APA format, may use bullets. Hanging indents are not required.

    Presentation Format

    The presentation should total 7-15 slides (excluding title and reference slides).

    Color schemes, font style, and size are consistent on each slide.

    Graphics and images (if used) are professional and appropriate.

    Speaker notes are provided for each slide (except the title and reference slides).

    Information included in speaker notes is presented in complete sentences, supports slide contents, and has appropriate citations.

    Rubric

    NR582NP_W6_Policy Analysis Rubric

    NR582NP_W6_Policy Analysis Rubric

    Criteria Ratings Pts

    This criterion is linked to a Learning Outcome Introduction

    1 Required Criterion

    1. Identify the purpose of the presentation.

    10 pts

    Excellent

    All requirements met.

    0 pts

    Unsatisfactory

    No requirements met.

    10 pts

    This criterion is linked to a Learning Outcome Problem Statement

    2 Required Criteria

    1. Define the problem you will address in your analysis in a succinct, 1-2 sentence statement.

    2. Write the problem statement in the form of a question.

    25 pts

    Excellent

    All requirements met.

    13 pts

    Needs Improvement

    1 requirement met.

    0 pts

    Unsatisfactory

    No requirements met.

    25 pts

    This criterion is linked to a Learning Outcome Background

    5 Required Criteria

    1. Provide factual information to define the problem.

    2. Include general information about the topic.

    3. Describe why the topic is important.

    4. Explain why the topic needs to be addressed now.

    5. Provide in-text citations from a scholarly source.

    35 pts

    Excellent

    All requirements met.

    32 pts

    Very Good

    4 requirements met.

    29 pts

    Satisfactory

    3 requirements met.

    18 pts

    Needs Improvement

    1-2 requirements met.

    0 pts

    Unsatisfactory

    No requirements met.

    35 pts

    This criterion is linked to a Learning Outcome Landscape

    5 Required Criteria

    1. Identify relevant stakeholders.

    2. Explain stakeholder concerns related to the problem.

    3. Identify key factors that must be considered when analyzing the problem.

    4. Discuss the relevance of each key factor.

    5. Provide in-text citations from a scholarly source.

    35 pts

    Excellent

    All requirements met.

    32 pts

    Very Good

    4 requirements met.

    29 pts

    Satisfactory

    3 requirements met.

    18 pts

    Needs Improvement

    1-2 requirements met.

    0 pts

    Unsatisfactory

    No requirements met.

    35 pts

    This criterion is linked to a Learning Outcome Options

    7 Required Criteria

    1-3. Identify at least three options to address the problem.

    4. Discuss the pros and cons of each option.

    5-7. Provide in-text citations from a scholarly source for each evidence-based option.

    35 pts

    Excellent

    All requirements met.

    32 pts

    Very Good

    5-6 requirements met.

    29 pts

    Satisfactory

    3-4 requirements met.

    18 pts

    Needs Improvement

    1-2 requirements met.

    0 pts

    Unsatisfactory

    No requirements met.

    35 pts

    This criterion is linked to a Learning Outcome Recommendation

    4 Required Criteria

    1. Identify the best option to address the problem.

    2. Explain why your recommendation is the best choice.

    3. Discuss mitigating strategies for any cons identified for the selected option.

    4. Provide in-text citations from a scholarly source.

    35 pts

    Excellent

    All requirements met.

    32 pts

    Very Good

    3 requirements met.

    29 pts

    Satisfactory

    2 requirements met.

    18 pts

    Needs Improvement

    1 requirement met.

    0 pts

    Unsatisfactory

    No requirements met.

    35 pts

    This criterion is linked to a Learning Outcome Conclusion

    1 Required Criterion

    1. Summarize key points of the presentation

    10 pts

    Excellent

    All requirements met.

    0 pts

    Unsatisfactory

    No requirements met.

    10 pts

    This criterion is linked to a Learning Outcome Speaker Notes

    8 Required Criteria

    Include speaker notes for all content areas except title and reference slides:

    1. Introduction

    2. Problem Statement

    3. Background

    4. Landscape

    5. Options

    6. Recommendations

    7. Conclusion

    8. Information included in speaker notes is presented in complete sentences, supports slide contents, and has appropriate citations.

    15 pts

    Excellent

    All requirements met.

    14 pts

    Very Good

    7 requirements met.

    12 pts

    Satisfactory

    5-6 requirements met.

    7.5 pts

    Needs Improvement

    1-4 requirements met.

    0 pts

    Unsatisfactory

    No requirements met.

    15 pts

    This criterion is linked to a Learning Outcome APA Format

    Citation and Reference Formation

    Use the current APA format to format citations and references and is free of errors.

    10 pts

    Excellent

    0-1 errors.

    9 pts

    Very Good

    2-3 errors.

    8 pts

    Satisfactory

    4-5 errors.

    5 pts

    Needs Improvement

    6-7 errors.

    0 pts

    Unsatisfactory

    More than 7 errors.

    10 pts

    This criterion is linked to a Learning Outcome Presentation Format

    3 Required Criteria

    1. There are a total of 7-15 slides (excluding title and reference slides).

    2. Color schemes, font style, and size are consistent on each slide.

    3. Graphics and images (if used) are professional and appropriate.

    10 pts

    Excellent

    All requirements met.

    8 pts

    Satisfactory

    2 requirements met.

    5 pts

    Needs Improvement

    1 requirement met.

    0 pts

    Unsatisfactory

    No requirements met.

    10 pts

    This criterion is linked to a Learning Outcome Writing Requirements

    Communicate with minimal errors in English grammar, spelling, syntax, and punctuation.

    5 pts

    Excellent

    0-1 errors.

    4 pts

    Very Good

    2-3 errors.

    3 pts

    Satisfactory

    4-5 errors.

    2 pts

    Needs Improvement

    6-7 errors.

    0 pts

    Unsatisfactory

    More than 7 errors.

    5 pts

    This criterion is linked to a Learning Outcome Template Used

    0 pts

    No Points Deducted

    Correct template used.

    0 pts

    Points Deducted

    22.5 points deducted (10%) for incorrect or no template used

    0 pts

    This criterion is linked to a Learning Outcome Late Penalty Deductions

    Students are expected to submit assignments by the time they are due. Assignments submitted after the due date and time will receive a deduction of 10% of the total points possible for that assignment for each day the assignment is late. Assignments will be accepted, with penalty as described, up to a maximum of three days late, after which point a zero will be recorded for the assignment. Quizzes and discussions are not considered assignments and are not part of the late assignment policy.

    0 pts

    No Points Deducted

    Assignment submitted on time. No points deducted.

    0 pts

    Points Deducted

    -10% points/day up to 3 days late

    0 pts

    Total Points: 225

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