Syllabus

MANA3030 – ORGANIZATIONAL BEHAVIOR

Semester/Year: Spring 2025

Course Code: MANA3030
Class Location: E305
Class Meeting Time(s): Tues, 9am – 12pm
Course Readings:
 Textbook: Organizational Behavior by Stephen P. Robbins & Timothy A. Judge (19th
edition).
 Selected practitioner/research articles, and cases
Instructor and Teaching Assistant (T.A.) Information
Instructor Name: Thao Nguyen, Ph.D.
Office: Building I, Level 4
Office Hours: Tues, 2pm – 4pm
Email: [email protected]
T.A. Name: Vu Minh Hieu
Office: Building I, Level 4
Office Hours: Wed, 1pm – 3pm
Email: [email protected]
The TA and I work as a team for this course,
so please make sure to include both of us in your emails!

1. COURSE DESCRIPTION
Organizational behavior (OB) is about how members of organizations think, feel, and behave
both on the job and in interaction with others at the individual, team, and organizational levels.
OB is an applied field of study, meaning that the theories and concepts that you learn are directly
applicable to your own productivity and wellbeing, your teamwork, your understanding of
organizations, and ultimately your career success. Although we will focus primarily on work,
you will find that the course concepts have valuable applications to a variety of organizations
such as non-profits, student teams, social clubs, and religious and political groups.
Credits: 3
Required: This is a core requirement for all CBM students.
Prerequisite: None
Rationale: The study of OB is a fundamental component of any comprehensive business
education. It equips you with essential skills and knowledge that are crucial for effective
management and leadership in today's complex and dynamic work environments. It not only
prepares you to be effective managers and leaders but also contributes to the development of

1
ethical, adaptive, and socially responsible professionals who can drive organizational success in
a rapidly changing world.
2. COURSE LEARNING OBJECTIVES
2.1 Course Learning Goals:
By successfully completing the course, students will be able to:
1. Understand the impact of individual differences such as diversity, attitudes, job
satisfaction, emotions, moods, personality, and values on behavior in organizations.
2. Explain the foundations of group behavior and the dynamics of effective teamwork.
3. Assess how leadership, power, and politics influence group dynamics and organizational
outcomes.
4. Describe how organizational structure, culture, and human resource practices impact
individual, group, and organizational performance.
5. Integrate organizational behavior concepts and theories to diagnose organizational
problems and recommend evidence-based solutions.
2.2 Specific Course Learning Objectives:
By the end of this course, students will be able to:
1. Analyze organizational situations in diverse contexts using organizational behavior
concepts, theories, and frameworks. (mapped with PLO 3.1)
2. Apply relevant organizational behavior concepts, theories, and frameworks to solve
organizational problems. (mapped with PLO 3.1)
3. Develop effective communication strategies within teams and organizations. (mapped
with PLO 3.3)
4. Develop leadership, management, and collaboration skills. (mapped with PLO 3.3)
5. Manage appropriate attitudes and behavior in organizations. (mapped with PLO 3.3)
3. COURSE FORMAT, PROCEDURES & LOGISTICS
Teaching/Learning Methods: To accomplish the course objectives, we will use readings,
lectures, exercises, case studies, videos and class discussion. Reading assignments provide an
important foundation for class discussion and must be completed prior to each class session. The
due dates for all readings and other assignments are listed in the class schedule at the end of the
syllabus. Lectures will supplement information gained from the readings and help integrate
course material. Exercises, cases, videos, and class discussion will provide you with the
opportunity to learn from each other, clarify understanding of course information, and apply
what you have learned to real world issues and scenarios.
Course Logistics: Required textbook, Canvas, library, and various classroom teaching aids.

2
4. INSTRUCTOR ASSUMPTIONS
Students are expected to spend at least six hours per week studying for this course. This time
should be allocated to reading, research, working on exercises and problems, and attending
classes. During periods of completing assignments or preparing for examinations, the workload
may increase.
Students are also expected to have completed the assigned readings thoroughly before the class
on the day indicated in the schedule at the end of the syllabus. We will not have time to discuss
everything covered in the readings during class, so be sure to email me/TA or ask questions
during office hours about anything you do not understand. You will be expected to know the key
points from all the course materials for class assignments and exams.
5. INSTITUTIONAL STATEMENT ON THE ETHICAL AND RESPONSIBLE USE OF
GENAI
VinUniversity supports the ethical and responsible integration of generative AI and other
innovations in teaching and learning. We encourage VinUniversity students, faculty, teaching
assistants, and staff to purposefully utilize generative AI through a critical lens to spark creativity
and deepen understanding. However, submitting largely AI-generated work as one's original
work without formal acknowledgement fundamentally violates the principles of academic
integrity. Generative AI has the potential to supplement and assist the learning process but must
not replace the invaluable role of original human thought, analysis, and expression which are the
core tenets of all academic endeavors. As an institution, VinUniversity is committed to
upholding the highest ethical standards of scholarly work while leveraging the potential of the
purposeful, discerning, and responsible application of generative AI to enhance learning. Each
faculty may have their own specific thresholds of acceptable generative AI use, so students
should carefully review and adhere to the policies set by their instructors for a more nuanced
understanding in each course. When in doubt, students should discuss with their instructor for
clarity and confirmation.
6. COURSE REQUIREMENTS
Students are required to attend and actively participate in all class meetings (15%), complete
case memos (15%), take mid-term and final exams (50%), deliver a team presentation (15%),
and submit a teamwork analysis following the team presentation (5%).
Class attendance is required for all CBM students in this course. You are only allowed to
miss a maximum of 20% of class hours. Exceeding this limit will result in students being
considered 'persistent absentees' and automatically failing the course unless there are exceptional
circumstances to be considered.
Absence procedure. In case of an absence exceeding the 20% limit, you must inform me and the
TA as soon as possible, providing the reason for the absence along with valid evidence or proof.
I will assess each request for an absence on a case-by-case basis, based on the evidence provided,
and make the final decision on granting authorization for the absence.

3
 Exceptional circumstances for absence. According to the university’s policies, students are
expected to attend at least 80% class hours of the course in which they are enrolled, except the
following circumstances:
 Where an absence from university class is recommended by a health professional as part
of a student’s rehabilitation from a medical or emotional issue.
 The death or terminal illness or funeral of a close relative, only if the instructor is
satisfied that the circumstances are truly exceptional.
 Out of curriculum programs such as field trips, student competitions, internship/job
interviews operating at a high standard of achievement, only if the instructor is satisfied
that the circumstances are truly exceptional.
Where there are exceptional and unforeseen circumstances that fall outside of the above, I will
consult with the Dean/Vice Dean prior to any authorization being given to the student.
Valid evidence/proof for absence. You must provide valid evidence/proof for your request of
absence. The evidence should be in written form for further investigation if necessary. For
example,
 Medical evidence in case of illness (e.g., doctor prescriptions, appointment cards, etc.)
 Certification of student attendance in extra-curriculum prog rams (e.g., field trip program
and certification of student participation, competition registration/invitation, interview
invitation, etc.)
NOTE: I may request the student to provide more written evidence with (possibly) certifications
of relevant parties.
7. GRADING SCHEME

Component Weight CLOs/ PLOs Letter Points Letter Points

Individual Work A 94 ≤ Pts C- 70 ≤ Pts < 74

Class Participation 15 CLO 4, 5; PLO 3.3 A- 90 ≤ Pts < 94 D+ 67 ≤ Pts < 70

Case Memos 15 CLO 1; PLO 3.1 B+ 87 ≤ Pts < 90 D 63 ≤ Pts < 67

Teamwork Analysis 5 CLO 3; PLO 3.3 B 84 ≤ Pts < 87 D- 60 ≤ Pts < 63

Mid-Term Exam 25 CLOs 1, 2; PLO B- 80 ≤ Pts < 84 F 0 ≤ Pts < 60

3.1

Final Exam 25 CLOs 1, 2; PLOs C+ 77 ≤ Pts < 80

3.1

4
Teamwork C 74 ≤ Pts < 77

Team Presentation 15 CLOs 1, 2, 3, 4, 5;

PLOs 3.1, 3.3

7.1. Class Participation (15% of the Final Grade) – GenAI Use Level: Level 1 (see p.15 for
details)
You cannot participate if you don’t come to class, so in this sense, attendance is associated with
your participation grade. You will have two (2) “no-questions-asked” grace days during which
your absences will not affect your participation grade. However, beyond these two grace days,
you will lose 1 point from your final participation grade for each additional absence.
There are four prerequisites for successful participation:
 Be here on time. Showing up late and leaving early is disruptive. Since you already have
two grace days available for emergencies, each time you arrive late, return late from
breaks, or leave early, it will count as an absence.
 Be prepared. It is important that you have completed the assigned readings thoroughly
before class on the day shown in the schedule at the end of the syllabus. Being prepared
will help you understand the lecture material more easily and effectively. Plus, it will
enable you to ask insightful questions and share your thoughts during class discussions.
 Be brave. You will get the most out of this course if you ask questions, voice your
opinions, and express your thoughts to both your peers and the lecturer. Quality (the
thoughtfulness of your comments) counts more than quantity (how frequently you speak).
However, simply waiting to offer a few well-prepared comments throughout the course
while remaining silent otherwise will not earn you a very good participation grade.
Contributing meaningfully to discussions will be vital for your career success across
disciplines, so I urge you to use this semester as an opportunity to develop this important
skill.
 Be courteous. Successful participation includes treating your classmates in a respectful
and professional manner. It is perfectly acceptable for you to voice disagreement with an
opinion provided by another student; open debate often leads to the most thoughtful and
informative class discussions. However, please voice your disagreement in a kind and
considerate manner.
 Be engaged. Unless you have my permission, no electronic devices (e.g., computer,
tablet, or phone) are allowed in class, even for taking notes. This policy is based on
significant research which demonstrates that learning outcomes are superior without
electronic devices (e.g., see https://www.newyorker.com/tech/annals-of-technology/the-
case-for-banning-laptops-in-the-classroom). I will post slides on Canvas, usually after
class, to facilitate notetaking and to avoid having you write down what is on the slides. If
an in-class activity requires a laptop or tablet, I will notify you ahead of time. Students

5
 who use electronic devices without my permission may have their participation grade
deducted.
7.2. Case Memos (15% of the Final Grade) – GenAI Use Level: Level 1 (see p.15 for details)
For some class sessions, you will need to prepare a case in advance. During class, we will
discuss and work through the case together. These cases are crucial for our discussions and for
your learning. Submit your memos electronically on Canvas by 9:00 am on the day the case
will be discussed. Late submissions—no matter how soon after the deadline they are uploaded
—will NOT be accepted. Additionally, you must submit an Acknowledgement Statement and
Honor Code for AI Use (see p.16) along with your case memo. Case memo submissions that
do not include a valid Acknowledgement Statement and Honor Code will not be graded and
will receive zero (0) points.
You should use the readings for the week (or readings from earlier weeks) and any relevant
personal/professional experience to analyze the situation and advise the protagonist on specific
action steps. Write the memo from the perspective of a mentor external to the protagonist’s
organization, though you will have access to all the details of the case. As with any memo, it
should be clear and easy to digest. Feel free to use bullet points, bold text, and other formatting
tools to direct the reader’s attention. Your memos will be graded based on both their content and
writing style. Guiding questions for each memo are available on Canvas.
7.3. Exams (50% of the Final Grade) – GenAI Use Level: Level 1 (see p.15 for details)
Both the mid-term and final exams will involve a combination of multiple choice and short
answer questions and will be held in class.
These exams will cover information from course lectures, class activities, assigned readings, and
case studies. They are 'closed-book' and 'closed-everything.' Students are not allowed to discuss
the exam questions with anyone in any form, including electronic communication.
7.4. Team Presentation (15% of the Final Grade) – GenAI Use Level: Level 4 (see p.15 for
details)
Each team will deliver a 15–20-minute presentation during one of the last two classes of the
course (May 20 or May 27). The exact presentation date for each team is TBD.
Topic
Each team will provide consultation to an organization that is experiencing a problem with
organizational behavior (e.g., turnover, absenteeism, culture, etc.). Your team's objective is to
design effective solutions to the organization's problems using OB concepts.
By Mar 10, 5:00pm, a document that lists each team member’s first and last name needs to be
uploaded to Canvas. If you have not found a team to work with by this date, you will be assigned
a team. Late submissions will incur a 2-pt reduction in your team presentation grade.

6
By Apr 1, 11:59pm, your team will submit the team's initial plan via Canvas. You should list
your team members, the organization you are studying, and a brief description of the issues you
wish to study. This will not be graded, but it should motivate you to move the project forward.
Only one person in each group needs to submit this. Late submissions will incur a 2-pt reduction
in your team presentation grade.
By May 19, 11:59pm, your team will submit the presentation deck via Canvas. Only one person
in each team needs to submit this, listing all group members' names. Late submissions will incur
a 4-pt reduction in your team presentation grade. Additionally, you must submit an
Acknowledgement Statement and Honor Code for AI Use (see p. 16) along with your
presentation deck. Submissions of the presentation deck that do not include the
Acknowledgement Statement and Honor Code will not be graded and will result in a 4-pt
reduction of the team presentation grade.
Team Formation & Process
Four to five member teams will be determined by self-selection. For this assignment, it is
recommended that you form a team with people who share an interest in studying a particular
organization and/or who have a schedule that is similar to your schedule.
A common problem with team projects is when a team member does not do their share of the
work. Everyone is expected to carry an equal share of the workload. I will not supervise the
process more closely than most managers would in similar circumstances. Instead, you are
expected to manage yourselves and the team. Keep in mind that teams often ignore problems,
hoping they will go away. Most often, they don't; instead, they get worse. Try to set up clear
processes for how the team's tasks will be completed, and address problems head-on before they
escalate. Take the approach that 'we can work it out.' You should try to resolve problems within
the group, but if you can't, let me know, and I will do my best to help.
Work Plan for the Team Presentation
You should begin thinking about potential organizations to study as soon as possible and begin
working on your project as soon as your group has formed. Specifically, you should do the
following:
 Select an organization to study: It can be private or public, for-profit or not-for-profit, and
of any size. Note that organizations can be defined very broadly to include not only
businesses but also non-business entities such as student clubs, sports teams, and
religious communities. An important criterion to consider when choosing your
organization is accessibility—you need to have a way to collect information about it. For
example, it might be more beneficial to select an organization where one of your group
members has interned, or where a family member or close friend works, rather than a
more well-known organization where you have limited or no access. A well-selected
organization can make the project fun and interesting; a poorly selected organization
can make the project far more difficult than necessary.

7
  Select a particular issue, problem, challenge, opportunity, threat, etc. to focus your
analysis: Choose specific topics from the course that you believe will help your group
situate its analysis. If you think you might be interested in a topic covered later in the
semester, read ahead to check it out.
 Gather relevant information: Truly familiarize yourself with the organization. If you
know someone who works at the organization, you may want to ask them for relevant
materials (e.g. organization charts, demographic information, annual reports, statements
of organizational goals). Web and library sources of information may also be useful. It
might be important to interview or survey other members of the organization who are
representative of the employees who are part of, or affected by, the organizational issue
you are studying. Use what you have learned from the course to guide what information
is “relevant” and what questions to ask given your focal question.
 Analyze your problem or issue: Given the information you have gathered about the
organization and/or your interview and/or survey analysis, try to draw some conclusions
about the issue you are studying. Draw on the management and organizational literature
relevant to your topic to help you analyze it. Your analysis should be clear, logical and
based on what you’ve learned from the class in addition to the data/research you have
gathered.
 Generate suggested solutions: Based on your analysis of the problem, generate key steps
the organization can take to address the problem and build on its strengths. Your
suggestions should involve actions the organization could realistically implement given
its constraints. It might be helpful to first outline all possible solutions, including ideal
ones in a world without constraints, and then select from those, trying to approximate the
ideal solutions. Whenever possible, base your suggestions on general and guiding
principles learned in this course.
Grading Rubric (A more detailed version of the rubric is available on Canvas).
Part 1 (9 pts): Organizational Overview and OB Issues
 Information about your organization (e.g., founder(s), leadership team, values, mission)
(2 pts)
 Detailed descriptions of your information collection method(s) (2 pts)
 The OB issue(s) that you decided to address. Explanations for your choice of such
issue(s) (2 pts)
 Use models/theories of organizational/human behavior to identify which OB-related
outcomes are of primary interest in your consultation (3 pts)
Part 2 (6 pts): Recommendations for Managers
 A list of 3-5 very specific prescriptions/recommendations for managers (2 pt)

8
  Detailed description of each recommendation, discussed in the context of the problem at
hand (2 pts)
 Provide a specific, detailed rationale for why each recommendation should address a
particular OB issue (you should rely primarily on concepts, theories, and frameworks
discussed in class/textbook) (2 pts)
Everyone on your team is expected to equally share the workload for the preparation and
presentation of this assignment. Everyone will receive the same grade unless the team raises an
issue with me through their individual teamwork analysis (see the ‘teamwork analysis’ section
below for more information). In such cases, I will use the average of the peer evaluations to
adjust the grade. How you are evaluated by your teammates will count toward 50% of your final
presentation grade.
If you do not participate in this team assignment, there are no make-up opportunities, and you
will receive zero (0) points. If you participate in the preparation of the presentation but do not
show up for the presentation, you will receive 50% of the points.
7.5. Teamwork Analysis (5% of the Final Grade) - GenAI Use Level: Level 1 (see p.15 for
details)
This assignment aims to help you reflect on the process of your team project, regardless of its
outcome. It also allows you to practice providing feedback to yourself and others. Be
constructive and civil when providing feedback.
In this assignment, I am looking for your ability to use course concepts and frameworks from the
assigned materials and lectures to inform your insights. Tie your analysis to the OB constructs
and theories you have studied. If your final product resembles something you could have written
without taking the course, you are missing the point.
Submit your report via Canvas by 5:00pm on May 30. Late submissions—no matter how soon
after the deadline they are uploaded—will incur a 25% grade reduction. Any submission made
more than 24 hours after the deadline will receive a score of zero (0) points for the
assignment.
Teams should coordinate to determine a way of sharing your team analysis and feedback with
each other, e.g., Zoom meeting, email, in-person meeting, phone call, etc. The communication
channel is up to you.
Teamwork Analysis (1 pt)
1. What did we do well as a group?
2. What should we do differently as a group?
Self-Reflection (1 pt)
1. What did I do well during our teamwork?
2. What will I do differently in the future?

9
Individualized feedback to each of your team members (3 pts)
1. What did they do well during our teamwork?
2. Things that I learned from them, qualities in them that I admire, or their behaviors that I
really appreciated.
3. What should they try to do differently in the future?
8. ACADEMIC INTEGRRITY
Each student in this course is expected to follow the VinUniversity Code of Academic
Integrity. Students must submit their own work to receive academic credit in this course. In the
case of team assignments or projects, students must follow the instructions for co-operative work
provided by the instructor.
Students are encouraged to study together and to discuss information and concepts covered
in the lecture and the sections with other students. However, no student may copy all or part
of the work done by someone else. If copying occurs, both the student who copied work from
another student and the student who gave material to be copied will both automatically receive a
zero for the assignment. Students may also receive a failing grade for the course and face further
disciplinary action. Students may not copy information from online sources, books, articles, any
other public or private source, and submit it as your own work. When using someone else’s work
to support students’ work, students must cite the appropriate reference. If students use someone
else’s work without properly citing it, it is considered Plagiarism. All submitted materials
at VinUniversity are subject to Plagiarism check using Turnitin. The penalties for plagiarism are
the same as those for copying.
During examinations, students must do their own work. Talking or discussion is not permitted
during the examinations. Students may not compare papers or answers, copy from others, or
collaborate in any way. If students fail to follow these rules, students will receive an automatic
fail in the exam. Students may also receive a failing grade for the course and face further
disciplinary action.
9. GRADE APPEALS
The appeal of final exam grades should follow the procedure documented in VinUniversity
Academic Regulations for the Full-time Undergraduate Program.
Appeals for other assessment grades should be emailed to the course instructor and TA within
five (5) business days after the official grade announcement on Canvas for each assessment.
Grade appeals made after this period, without valid reasons (e.g., force majeure), will be
rejected.
If a student’s concern remains unresolved after discussing it with the instructor, they may appeal
the decision in writing to the program director or faculty head of the respective course within
two weeks after the grade has been posted. The written appeal must include reasons, relevant
facts, and supporting evidence.

10
The program/faculty head may choose to reject the appeal, facilitate a grade change with the
instructor, or request further review by the Academic Committee of the College. A final decision
must be reached within three weeks after grades have been posted.
Grade appeals may result in either grade increases or decreases.
10. ACCOMMODATION FOR STUDENTS WITH DISABILITIES
If you have a disability-related need for reasonable academic adjustments in this course, provide
your instructor, TA, and Course Coordinator with an accommodation letter from Student Affairs.
Students must declare the need for accommodation at least two weeks ahead of time or within
the first two class meetings.
11. INCLUSIVITY STATEMENT
VinUniversity supports an inclusive learning environment that acknowledges, seeks to
understand, and respects the differences among individuals, and welcomes diversity as a source
of our individual and collective strength. Students and instructors in this class are expected to
respect differences and demonstrate diligence in understanding how other peoples' perspectives
and behaviors may be different from their own.

***COURSE SCHEDULE ON THE FOLLOWING PAGE***

11
12. COURSE SCHEDULE (The schedule is tentative and subject to change.)
Session # Topic Read & Do Prior to Class Session Assignment/Exam
Textbook: What is organizational behavior
(Chapter 1); Diversity, equity, and inclusion in
Day 1 Syllabus Review & Course organizations (Chapter 2)
Introduction Canvas: Course syllabus
(Feb 18)
Diversity, Equity & Inclusion in Optional Read:
Organizations https://www.newyorker.com/tech/annals-of-
technology/the-case-for-banning-laptops-in-the-
classroom
Textbook: Job attitudes (Chapter 3); Personality &
Job Attitudes individual differences (Chapter 4)
Day 2
Personality & Individual Complete Big Five personality test: https://bigfive-
(Feb 25) Differences test.com/
Bring your Big Five scores to class
Textbook: Perception & individual decision making
(Chapter 6) By Mar 4, 9:00am:
Day 3 Perception & Individual
Canvas: Evidence-based management article Submit Case Memo 1 (Speed
(Mar 4) Decision Making
Complete gender-career IAT test Ventures) on Canvas
(https://implicit.harvard.edu/implicit/takeatest.html)
Day 4 Motivation: Concepts & Textbook: Motivation concepts (Chapter 7), By Mar 10, 5:00pm: Submit
Application Motivation – From concepts to applications team members’ full names on
(Mar 11)
(Chapter 8) Canvas
By Mar 11, 9:00am:

12
 Submit Case Memo 2 (Hausser
Food) on Canvas

Day 5 Textbook: Foundations of group behavior (Chapter

Teams
(Mar 18) 9), Communication (Chapter 11)

Textbook: Power & politics (Chapter 13) By Mar 25, 9:00am:

Day 6
Influence, Power, & Politics Canvas: Why you say yes to requests—even if you Submit Case Memo 3 (Thomas
(Mar 25)
shouldn’t article Green) on Canvas
By Apr 1, 11:59pm:
Day 7 Teamwork and Leadership Simulation
Influence & Choosing to Lead Submit your team’s initial plan
(Apr 1) Bring your laptops/tablets
on Canvas
Day 8 April 8 (10:30am – 12:00pm): Team presentation check-in
(April 8 &
April 12 (10:30am – 12:00pm): MIDTERM
12)
Day 9 Negotiations Textbook: Conflicts & Negotiations (Chapter 14)
(Apr 15) Canvas: The necessary art of persuasion article

Day 10
Conflicts Textbook: Conflicts & Negotiations (Chapter 14)
(Apr 22)
By Apr 29, 9:00am:
Day 11
Leadership Textbook: Leadership (Chapter 12) Submit Case Memo 4 (Coach
(Apr 29)
K & Coach Knight) on Canvas
Day 12 By May 6, 9:00am:
Organizational Structure Textbook: Organizational structure (Chapter 14)
(May 6) Submit Case Memo 5

13
 (Holacracy Decision) on
Canvas

Day 13 Textbook: Organizational culture (Chapter 15)

Organizational Culture
(May 13) Bring your laptops/tablets
By May 19, 11:59pm:
Day 14
Team Presentations Submit team presentation slides
(May 20)
on Canvas
By May 30, 5:00pm:
Day 15 Team Presentations
Submit teamwork analysis on
(May 27) Course Wrap-Up & Reflections
Canvas

FINAL EXAM

***DETAILS ON GENAI USE ON THE FOLLOWING PAGE***

14
AI Use Level Description Evidence/Documentation
The assessment is completed entirely without AI assistance in a controlled
environment, ensuring that students rely solely on their existing knowledge,
Class participation: In-class work without the use of
understanding, and skills.
Level 1: devices.
No AI Use Case memos: Submit an Acknowledgement Statement
You must not use AI at any point during the assessment. You must
and Honor Code (see next page) along with your
demonstrate your core skills and knowledge.
assignment.
Exams: Supervision under invigilated conditions.
For Case Memos ONLY: You may utilize AI for language-related purposes—
Teamwork analysis: No evidence/documentation
such as enhancing your understanding of the text or checking grammar.
requested.
However, you must disclose its use in your submission to ensure that your
work remains authentic and reflects your individual insights.
AI may be used to complete any elements of the task, with students directing
Level 4:
Full AI use AI to achieve the assessment goals. Assessments at this level may also
require engagement with AI to achieve goals and solve problems. Submit an Acknowledgement Statement and Honor
Code (see next page) along with your assignment. In
You may use AI extensively throughout your work as you wish, or as this document, explain the strategy used to direct AI,
specifically stated in your assessment. Focus on directing AI to detailing the decision-making processes involved.
achieve your goals while demonstrating critical thinking.

15
 Acknowledgement Statement and Honor Code
Honor Code
I, [full name], affirm that:
1. I fully understand and have adhered to the course policy on generative AI use for this specific
assignment.
2. I have not used generative AI in any manner that violates the stated policy for this assignment.
3. I have accurately and completely disclosed all instances of generative AI use in the
accompanying acknowledgment table.
4. I take full responsibility for the integrity and originality of the work I am submitting.
I understand that any violation of this honor code may result in disciplinary action as outlined in the
VinUniversity Academic Integrity Policy.

Signature: [type your full name here] Date: [type the date of submission here]

Acknowledgement Table (select one of the options)

q I have not used any AI tools in the creation or revision of this submission.
q I have used AI tools responsibly in this submission, in accordance with the course/assignment
guidelines, AI Assessment Scale, and VinUniversity Guidelines on Student use of Generative
Artificial Intelligence. I have summarized how I used them below (add/delete rows, if needed). I take
full responsibility for the final content of this submission.

Purpose for How you used/adapted the

Tool Prompt & follow-up prompt(s) input into the tool
using the tool output

16