The University of Texas Dallas - School of Management

Strategic and Organizational Issues in Technology Management

ENTP 6375
Spring 08 - Tuesdays 7- 9:45 p.m.

Instructor: Darius Mahdjoubi, Ph.D.

Classroom: SOM 2.904
Office: SOM 4.225
Email: darius@utdallas.edu
Phone (UTD office): 972-883-5817
Office Hours: Tuesdays. 2-3 PM, or by appointment

Official Description of the Course

This course addresses the strategic and organizational issues confronted by firms in technology-
intensive environments. The course reflects five broad themes: (1) managing firms in
technology- intensive industries; (2) linking technology and business strategies; (3) using
technology as a source of competitive advantage; (4) organizing firms to achieve these goals; and
(5) implementing new technologies in organizations. Students will analyze actual situations in
organizations and summarize their findings and recommendations in an in-depth term paper.
Case studies and class participation are stressed. Prerequisites: (a) AIM 6201 and OB 6301 or
consent of the instructor, or (b) ENTP 6360.

Course Description:

The course provides a structured context to expose the students to both conceptual (theoretical)
and practical aspects of strategic and organizational aspects of management of technology. In
this course, students will learn creative thinking and innovative solutions to the challenges facing
the organizational aspects of management of technology. Accordingly, the course pursues three
goals in a parallel format.

1) Multi-dimensional Visions (Maps) for Innovation and the role of organizational

aspects of technology, in this context.
2) The strategic and organizational aspects of management of technology.
3) Creative and Integrative Thinking :

Multi-dimensional Visions (Map) for Innovation: The course will describe the process of
innovation, and in that context the organizational and strategic aspects of management of
technology. In this regard the course provides an Area Map, rather than a Roadmap for
innovation and management of technology. Roadmaps are linear, simple to measure, but limited

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in alternatives and easily communicated. If all businesses use exactly the same way, however,
there will be no business advantage, and no one will reach the destination. Area maps are non
linear and difficult to measure but with almost unlimited alternatives.

The strategic and organizational aspects of management of technology: This goal is pursued
through the use of the innovation vision. The course demonstrates that in the process of
innovation, technology is just “a” factor rather than “the only” factor. Innovation, in the context
of enterprising, is classified into four main and interrelated groups: 1) Technological
innovation/development, 2) Customer/market development, 3) Human resources development
(learning and creativity) and 4) Organizational development (change and leadership).
Technology is often the most visible element of innovation, but it is not necessary the most
important one. The four groups of innovation, like the four continents of map, are puzzle into
each other.

Creative and Integrative Thinking : This goal is pursued by assisting students to self- learn the
process of thinking creatively and then to crystallize their ideas brilliantly to enable them to
share their ideas with others. It consists of four aspects: Creative, Integrative, Hands on, and
Relevance. 1) Creative: Learning is a creative process; learning is not just a series of activities to
memorize data. 2) Integrative: This course should be linked with other courses. 3) Hands-on:
Like riding a bicycle you are going to learn by yourself, the instructor’s job is to encourage you
and guide you, like a coach. 4) Relevance. I encourage you to find ways to enjoy the
assignments.

Course Objectives:

As a hands-on and practice-oriented course, the course emphasizes on:

• Developing an innovation vision, with an emphasis on the organizational and strategic

aspects of management of technology.
• Converting the vision into relevant models.
• Articulating the models into strategies.
• Implementing the strategies.

A main objective of this course is to balance between envisioning and modeling, on one hand,
and strategy and implementation, on the other hand. As part of this course the students are urged
to present their own ideas and visions in the shape of models and strategies and then use them as
practical basis to explore procedures to implement their ideas and visions.

After completing the readings, topic overviews, assignments, and cases, the students should be
able to:

• Explicate, analyze and synthesize the process of innovation with an emphasis on the
organizational and strategic aspects of management of technology.
• Understand, analyze and develop the models of relevant to the above goal.
• Evaluate, formulate, and implement strategies.

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A main objective of this course is to de- mystify “technology” as a “magic cure” for almost every
human and economic concern and look at technology as a set of practical tools for the benefit of
humans. Technology—which is almost as old as human beings—provides practical tools (both
artifacts and knowledge tools) which can be used to conduct tasks and to solve human needs and
challenges.

The course intends to support class me mbers (students) as they develop their own perspectives
on the topic discussed in the above. This will be accomplished by nurturing an understanding of
the process of technology development by using cases and personal experiences. The course
emphasizes on constructive learning and creative thinking.

The course learning objectives follow:

1) To explore individual ideas and views with regard to the topics of the course
2) To compare and contrast ideas and views articulately
3) To engage in effective dialogue/discussion with others, giving and receiving insight that
can contribute to the further development of individual ideas,
4) To develop appropriate action plans to implement one’s ideas

Course Reading Material and Information Resources:

1) Text books: Forbes Greatest Technology Stories (Young, Jeffrey, 1998)

2) Case Stories
3) Case Studies (like Harvard-type case studies)
4) Published Articles and Academic Research
5) Non-text sources, such as audio, video, multi- media resources, and movies
6) Class Discussions
7) Guest Speakers

A list of other reading materials will be provided as the course continues. Student interests will
be reflected in the reading material to the extent possible.

Session 1: Overview

1) Introduction of the members of the class.

2) Introduction to the course and its main contents:
a. What do we mean by technology?
b. What is technological innovation?
c. What is innovation?
d. What is strategy?
e. What is venture development and entrepreneurship

This course starts with a review of the concept of technology and its evolution. The goal of this
section is to shake up the common understandings—and to some extent the mysterious views—
about the “mythical” role of technology. While reviewing the definition of technology,

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innovation and strategy, we will explore how “venture” means the start up and development of a
new enterprise or business rather than automatically being connected to “venture capital.”

Reading Material and Information Resources for the Session:

• Comte, Fernand, 1991. Mythology. Chambers. Page 1-2: Introduction, Page 14-15: The
Function of Myths, Page 16-17: Modern Myths.
• Webster’s Third New International Dictionary. (199?). Definition of Myth. Page 1417
• Kubrik, Stanly. 1967. 2001-The Space Odyssey (Selected Sections)
• Secret of Technology A TLC/BBC program broadcasted in 1995 (Selected Sections)

Session 2: Introduction to the Learning Methods of the Course:

1) Memorizing and analyzing versus creative and integrative thinking.

2) A Brief review of the major styles and strategies for learning
3) Model making: A process for thinking creatively and presenting ideas brilliantly. Model
making allows us to articulate our mental models and to share them with others.
4) Model-Based Method of Learning.
5) Analytic versus Design Methodology
6) The Black Box model to the Gray Box model: A migration

Reading Material and Information Resources for the Session:

• Mahdjoubi, Darius. (2007). “Design Methodology as a Migration from Analytic

Methodology.”
• Gilbert, John and Carolyn Boutler. 1998. Learning Science through Models and
Modelling. In, “Fraser, B. and G. Tobin (Editors). International Handbook of Science
Education. Pages 53-66
• Martin, Roger. (2002). “Integrative Thinking.” Rotman Management. Fall 2002.
• Kolb, D. A. (1981) “Learning Styles Inventory.” The Modern American College. San
Francisco: Jossey-Bass.
• Wilson, Brain. (2001). Soft Systems Methodology. Conceptual Model Building and its
Contribution. New York: John Wiley.
o Preface (2 Pages)
o Preamble (5 Pages)
o Chapter 1: Models and Methodology (8 Pages)

Session 3: Guest Speakers rela ted to Learning Methods of the Course

• Guest speaker about Market Research

• Guest Speakers about Managing as Designing (http://design.case.edu/ )

Session 4: Technology Innovation/Development and Ideation

1) Review of knowledge
2) Innovation and the flow of knowledge

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 3) Innovation: beyond the linear models of technology development
4) The classification of innovation into four major groups: Technology Development
(Technological Innovation), Market/Customer Development, Human Resources
Development (Learning and Creativity) and Organizational Development (Organizational
Change).
5) Major existing models of technological innovation: A review

Reading Material and Information Resources for the Session:

• Kline, Stephene. 1991. “Style s of Innovation and Their Cultural Basis”. Chemtech.
August and September 1991.
• Mahdjoubi, Darius. (1996). “An Innovation Model for the Real World”
• Forrest, Janet. 1991. “Models of the Process of Technological Innovation.” Technology
Analysis & Strategic Management. Vol. 3, No. 4. Pp. 439-453.
• “Patents” (Page 118 to 127) in “Bringing New Technology to Market.”
• Movie “Pirates of Silicon Valley.”.
• The GEM Conceptual Model (GEM = Global Entrepreneurship Monitor).

Session 5: Time-Based Models for Business Development

This session reviews major time-based models for technology and business development and
their interactions with the different aspects of innovation.

1) The S model of business lifecycle

2) The Venture Development model

Each new business idea has a distinctive pattern of development form its inception (origin). The
seed of a business idea may come form many origins, and each origin impacts the whole process
of technology and business development.

Reading Material and Information Resources for the Session:

Developing New Business Ideas (By Bragg & Bragg, 2005) for Business Ideation:
Modeling Product Innovation Processes (by Jan Buijs, 2003 – Creativity and Innovation
Management, Vol. 12, No. 2
Providing Clarity and a Common Language to the Fuzzy Front End (by Peter Koen, et al. 2001 –
Research Technology Management, March 2001).

Session 6: Customer Innovation and Market Development

1) The role of customer/ market development in the process of innovation

2) Integration of market/customer developme nt and technology development (technological
innovation).
3) The Bell Curve models of technology- market diffusion
4) Beyond the S and Bell Curve models of technology- market diffusion
5) The Crossing the Chasm model

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 6) The Disruptive Technology model.
7) Paradigms of Innovation.

Reading Material and Information Resources for the Session:

• Marketing High Technology Chapter 12 of Bringing New Technology to Market

• Moore, Geoffrey. 2004. “Darwin and the Demon: Innovating Within Established
Enterprises”. Harvard Business Review. July-August, 2004.
• Movie “Triumph of the Nerds.”

Session 7: Organizational Development and Change

3) The role of organizational development and change in the process of innovation

4) Organizational development: the integrator of other aspects of innovation (technology,
market and human resources).
5) Organizational development, change and leadership

Reading Material and Information Resources for the Session:

• “Crisis in a Developing Organization”

• “How to Prevent Organizational Dry Rot”
• de Gues, Arie. (1988). “Planning as Learning”. Harvard Business Review. March-April:
70-74
• Nonaka, Ikujiro. (1991). “The Knowledge-Creating Company.” Harvard Business
Review, November-December 1991. Pages 96-104
• Huston, Larry and Nabil Sakkab. (2006). Harvard Business Review. “Connect and
Development”. March 2006

Session 8: Mid Term Exam: A Take home exam to be defined later.

Session 9: The Human Side of Venture Development

1) Human resource development, creativity and learning in

2) The role of human resources development in innovation
3) The major typologies of humans resources

Reading Material and Information Resources for the Session:

• “Managerial Developing in the Small Firm”

• Presentation by John Seely Brown in the following website:
http://hbsworkingknowledge.hbs.edu/pubitem.jhtml?id=2212&t=innovation&sid=2216&pid=0
In the bottom of the page, click "Video." This program takes about 1.5 hours.

Session 10: Strategy, Discovery, Innovation, and Exploration

1) Analogical comparison of exploration and innovation

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 2) Common aspects of exploration and innovation: discovery, adventuring and venturing
3) Strategy in military, exploration and business

Session 11: Decision Systems, Performance Metrics and Value Systems

1) A brief review of decision making for enterprise development

2) A review of the analytic reasoning and linear structures for decision making
3) Linear decision making (tree structures) and non- linear decision making (holistic) and the
Innovation Navigation model
4) Enterprise decision making, values and ethics
4) Linear enterprise performance measures (corporate longitude) and non- linear enterprise
performance measures (corporate longitude)

Reading Material and Information Resources for the Session:

• Navigateering®: An Outdoor Exercise

• Measurement in the Black Box and the Gray Box models.
• Selected readings form Corporate Longitude, (Edvinson, Leif: 2002)

Session 12: Entrepreneurship and Innovation

1) Linear paradigms in new venture development

2) Major factors affecting venture development: 1) Variable and 2) Structures, 3)
Unknowns.
3) Three dimensions of the variable factors
4) Aspects of the structural contexts: Industrial, regional, Social and Legal
5) Patterns of venture capital investment since 1997: A brief review

Reading Material and Information Resources for the Session:

• The Linear Paradigms of New Venture Development, and Beyond. (PPT Slides)
• Selected Readings from Mass High Tech on Bootstrapping.
• Funding the Technology Start-up, Chapter 9 of Bringing New Technology to Market.
2003
• Sources of Capital. Chapter 18 of Technology Ventures. 2005.

Session 13: Strategy and Structures

Reading Material and Information Resources for the Session:

• Porter, Michael. 2000. “Location, Competition, and Economic Development.” Economic

Development Quarterly. Vol. 14, No. 1. February 2000, pp. 15-34.
• Brown, John Seely and Paul Duguid. “Mysteries of the Region: Knowledge Dynamics In
Silicon Valley.”
• Selected Reading from Only the Paranoid Can Survive.

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 • Read Chapter 15 of Bringing New Technology to Market. “Developing a Business Plan.”
Review the Models in this Chapter.
• The Concepts of Intellectual Property. Chapter 5 of Bringing New Technology to Market.
2003
• Legal Formation and Intellectual Property. Chapter 10 of Technology Ventures. 2005.

Session 14: Explicit Strategies versus Tacit Intentions

Reading Material and Information Resources for the Session:

• Crafting Strategy by Henry Mintzberg.

• Selected readings from The Road Ahead (Gates, Bill:1995)
• Selected parts of They Made America. A PBS serial, based on a book by Harold Evens.
• Select readings from The Body and Soul (by Anita Rodick)
• Selected reading from How I Lost My Virginity (By Richard Branson)
• Selected reading from Who Says Elephant Can Not Dance?

IV. ASSIGNMENTS AND ACADEMIC CALENDAR

Week Date Topic Readings/Assignment/Deliverables

1 Jan. 8 - Introduction &
Overview
Review of the topics related
to Technology
2 Jan. 15 Review of the learning
method of the course.
Role of model and model
making for learning and
investigation
3 Jan. 22 Guest Speakers: About
Market research
Guest Speakers about
Managing as Designing
4 Jan. 29 Technology
Innovation/Development
and Business Ideation
5 Feb. 5 Business Ideation and
Time-Based Frames for
Business Development
Read and review the chapters for this
session, as in the syllabus.
Read and review the chapters for this
session, as in the syllabus.
Read and review the chapters for this
session, as in the syllabus
Make a set of proposals for your
course project.
Read and review the chapters for this
session, as in the syllabus
Read Chapter 6 of text book
(Mechanics) and make your own
models based on this case story.
Read and review the chapters for this
session, as in the syllabus
Read Chapter 7 of text book
(Wireheads) and make models based
on this case story.

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 6 Feb. 12 Customer Innovation and Read and review the chapters for this
Market Development session, as in the syllabus
Read Chapter 8 of text book (PCs) and
make y0our own models based on this
case story.
7 Feb. 19 Organizational Read and review the chapters for this
Development and Change session, as in the syllabus
Read Chapter 9 of text book (Hare
Cores) and make y0our own models
based on this case story.
8 Feb. 26 - Mid term Exam .
-
9 March 4 The Human Side of Read and review the chapters for this
Venture Development session, as in the syllabus
Work on your individual project.
March 11 March Break
10 March 18 Exploration and Read and review the chapters for this
Innovation session, as in the syllabus
Work on your individual project.
11 March 25 Decision Systems: Read and review the chapters for this
Performance Metrics and session, as in the syllabus
Value Systems
Work on your individual project.
12 April 1 Entrepreneurship and Read and review the chapters for this
Innovation session, as in the syllabus
Work on your individual project.
13 April 8 Strategy and Structures Read and review the chapters for this
session, as in the syllabus
14 April 15 Explicit Strategies versus
Tacit Intentions
15 April 22 In-Class Presentations of
the project
Closing Lecture
Course review
16 29 Final Exam

This course schedule is not absolute. While every effort will be made to follow the schedule as
listed, changes may be made as needed. It is the student’s responsibility to track changes that are
announced.

V. GRADING, COURSE ASSIGNMENTS,

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 For Grading
Assignment m Weight
Weekly assignment and review of the reading 10%
material.
Model Making from the text book chapters and 15%
other sources
Midterm Exam 15%
Final Exam 30%
Class Participation 10%
Reflection Papers after the classes 10%
(collectively)
Reflection Papers after the class 10%
Total 100%

Reflection Papers : 2 to 4 days after the second session of each week, each students needs to
write a synopses of the learning of the week (session 1 and session 2). Writing the reflection
papers helps you to organize your learning of the session and act as a feed back to the session as
well. Your reflection paper should include the whole discussion of the class, including other
students’ comments that were interesting to you. At the end of semester, each student will write a
final reflection paper for the whole semester that contains their learning for the whole class
period.

Chapter Review: Prior to each session, you need to review the reading material for the session
and drop a digital copy of the chapter review in the WebCT. You need to bring a paper (hard)
copy of the chapter review to class to assist you in discussions that we have for each session.

GRADE SCALE
A = 89% OR GREATER
B = 80% TO 88%
C = 70% TO 79%
D = 60% TO 69%

VI. COURSE POLICIES and GUIDELINES

SELF INTRODUCTION
Each student should post a Self-Introduction in the Discussion area of WebCT prior to the first
class. Please include contact information, work experience, major, and special interests or
hobbies. This information will be used to set up my grade book and assist in the formation of
groups for the course.

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Template for Self-Introduction: This is a template for the self- introduction. Please use this
template to prepare a brief self- introduction that will be helpful for instructor and for your
classmates to get to know you.

Copy this template into a discussion board and then complete it there. Do not attach to the
posting as an attachment in your response to the thread.

NAME: Per the University Records.

PREFERRED NAME: What do you want to be called?
E-MAIL ADDRESS:
PHONE:
EDUCATION : 1) What, 2) What 3) Where
EMPLOYMENT: Current
PREVIOUS WORK EXPERIENCE: What did you do, Where, How Long
SPECIAL SKILLS/EXPERIENCES :
MOTIVATION : Why are you here? Why in this course?
EXPECTATIONS: What do you expect to learn in/gain from this course?
PERSONAL NOTES : Tell us a little about yourself.
ANY THING ELSE: Do you want to add some thing interesting/relevant to you that is not in the
above list?

LECTURE NOTES
You should be able to access to and use WebCT with your UTD ID and password. Call computer
services at (972) 883-2911 if you need assistance.

CLASS PARTICIPATION and PREPARATION

Ten percent (10%) of your grade will be based on attendance and active participation in class
discussions and exercises. From time to time, it may be necessary to miss a class due to illness or
personal matters. Please inform instructor of these absences. If participation becomes an issue,
or if more than 2 classes are missed, the student’s grade may be impacted. Attendance will be
tracked because attendance may impact team performance.

Each student is expected to have read all assigned materials prior to the start of class and be
prepared to discuss the ideas, concepts and issues they raise. If it is determined that students are
not prepared for class, pop quizzes may be instituted and factored into the individual’s grade.
These quizzes cannot be made up if missed.

GUIDELINES FOR ALL WRITTEN ASSIGNMENTS

Evaluation: Particular care should be taken to fully address the requirements for each paper
detailed in the assignment. An evaluation by the instructor of written assignments will include
multiple factors, including (a) how well instructions were followed, (b) how clear and
concise responses are to assignment parameters; (c) demonstrated ability to apply the course

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concepts and frameworks in written summaries; (d) the degree of professionalism and
effectiveness regarding structure, content and communication.

Identification of Assignments. All submitted assignments should be identified as follows. The

document should include the title of the assignment, and the name of the student. Each file should
include the course designation, the assignment number, and the names of all team members. For
example, “BA4308_WA#3_[last names].doc” would identify a team’s Written Assignment #3.

Format. Written assignments will be submitted in MS Word, MS Excel or MS Power-point

format (in office 2003). Do not send documents in Office 2007. All written assignments are to be
submitted via WebCT. Each paper submitted should be in professional form. The use of charts
and exhibits is encouraged, to the extent that they help you make your points. Cover pages,
charts or exhibits, and lists of references will not be included in the page count. Charts and
exhibits should be numbered and appropriately referenced in the body of the document. A list of
references should be attached as required. The written assignments should use 11-12 point type,
single-spaced, with 1” margins all around. Grades will be lowered for:
o Use of incomplete sentences, misspelled words, or poor grammar
o Missing required sections
o Failure to attach the full project on a disk in the finished plan

Assignment Submission, Due Dates and Late Paper Policy. The written assignments must be
submitted to the instructor via the WebCT prior to the beginning of class period, on the date they
are due. Due to the nature of the assignments and the discussion and presentations taking place
on the days assignments are due, late assignments will not be accepted. Please submit all the
assignments through WebCT. Team assignments are to be submitted only by the team leader.
The Team Leader will receive the grade results for the assignment and will be responsible for
sharing that feedback with the other members of the team.

Protocol for Writing and Sending Your Assignments.

1. All assignments must be sent to WebCT. Bring a hard copy of Chapter reviews in the
class for your note. If you send an unsolicited assignment by e- mail to me, the grade will
be automatically zero.
2. On top of the fist page of all assignments, write your name, and other information about
the assignment, such as course name, and the topic of assignment. If you forget this
information, then there will be one grade off your assignment, (e.g. from A to B, …).
3. In the first paragraph of the assignment write what is the content of this assignment. For
instance, “This is a review of chapter 6 of Entrepreneurship by xxxx.
4. Name your assignments according to the following format. {Course Number_ Your
Family Name_ Assignment Name. This is an example “ BA4308_Howeard_Refl8”
5. Save your assignments in Office 2003. Do NOT send your assignments in Office 2007
(in formats like DOCX, …).

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FIELD TRIP POLICIES: Off-campus Instruction and Course Activities

Off-campus, out-of-state, and foreign instruction and activities are subject to state law and University
policies and procedures regarding travel and risk -related activities. Information regarding these rules
and regulations may be found at the website address
http://www.utdallas.edu/BusinessAffairs/Travel_Risk_Activities.htm. Additional information is available
from the office of the school dean. Below is a description of any travel and/or risk-related activity
associated with this course.

STUDENT CONDUCT & DISCIPLINE

The University of Texas System and The University of Texas at Dallas have rules and regulations for the
orderly and efficient conduct of their business. It is the responsibility of each student and each student
organization to be knowledgeable about the rules and regulations which govern student conduct and
activities. General information on student conduct and discipline is contained in the UTD publication, A
to Z Guide, which is provided to all registered students each academic year.

The University of Texas at Dallas administers student discipline within the procedures of recognized and
established due process. Procedures are defined and described in the Rules and Regulations, Board of
Regents, The University of Texas System, Part 1, Chapter VI, Section 3, and in Title V, Rules on Student
Services and Activities of the university’s Handbook of Operating Procedures. Copies of these rules and
regulations are available to students in the Office of the Dean of Students, where staff members are
available to assist students in interpreting the rules and regulations (SU 1.602, 972/883-6391).

A student at the university neither loses the rights nor escapes the responsibilities of citizenship. He or
she is expected to obey federal, state, and local laws as well as the Regents’ Rules, university regulations,
and administrative rules. Students are subject to discipline for violating the standards of conduct whether
such conduct takes place on or off campus, or whether civil or criminal penalties are also imposed for
such conduct.

ACADEMIC INTEGRITY

The faculty expects from its students a high level of responsibility and academic honesty. Because the
value of an academic degree depends upon the absolute integrity of the work done by the student for that
degree, it is imperative that a student demonstrate a high standard of individual honor in his or her
scholastic work.

Scholastic dishonesty includes, but is not limited to, statements, acts or omissions related to applications
for enrollment or the award of a degree, and/or the submission as one’s own work or material that is not
one’s own. As a general rule, scholastic dishonesty involves one of the following acts: cheating,
plagiarism, collusion and/or falsifying academic records. Students suspected of academic dishonesty are
subject to disciplinary proceedings.

Plagiarism, especially from the web, from portions of papers for other classes, and from any other source
is unacceptable and will be dealt with under the university’s policy on plagiarism (see general catalog for
details). This course will use the resources of turnitin.com, which searches the web for possible
plagiarism and is over 90% effective.

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EMAIL USE

The University of Texas at Dallas recognizes the value and efficiency of communication between
faculty/staff and students through electronic mail. At the same time, email raises some issues concerning
security and the identity of each individual in an email exchange. The university encourages all official
student email correspondence be sent only to a student’s U.T. Dallas email address and that faculty and
staff consider email from students official only if it originates from a UTD student account. This allows
the university to maintain a high degree of confidence in the identity of all individual corresponding and
the security of the transmitted information. UTD furnishes each student with a free email account that is
to be used in all communication with university personnel. The Department of Information Resources at
U.T. Dallas provides a method for students to have their U.T. Dallas mail forwarded to other accounts.

WITHDRAWAL FROM CLASS

The administration of this institution has set deadlines for withdrawal of any college-level courses. These
dates and times are published in that semester's course catalog. Administration procedures must be
followed. It is the student's responsibility to handle withdrawal requirements from any class. In other
words, I cannot drop or withdraw any student. You must do the proper paperwork to ensure that you will
not receive a final grade of "F" in a course if you choose not to attend the class once you are enrolled.

STUDENT GRIEVANCE PROCEDURES

Procedures for student grievances are found in Title V, Rules on Student Services and Activities, of the
university’s Handbook of Operating Procedures. In attempting to resolve any student grievance regarding
grades, evaluations, or other fulfillments of academic responsibility, it is the obligation of the student first
to make a serious effort to resolve the matter with the instructor, supervisor, administrator, or committee
with whom the grievance originates (hereafter called “the respondent”). Individual faculty members
retain primary responsibility for assigning grades and evaluations. If the matter cannot be resolved at that
level, the grievance must be submitted in writing to the respondent with a copy of the respondent’s
School Dean. If the matter is not resolved by the written response provided by the respondent, the student
may submit a written appeal to the School Dean. If the grievance is not resolved by the School Dean’s
decision, the student may make a written appeal to the Dean of Graduate or Undergraduate Education,
and the deal will appoint and convene an Academic Appeals Panel. The decision of the Academic
Appeals Panel is final. The results of the academic appeals process will be distributed to all involved
parties.

Copies of these rules and regulations are available to students in the Office of the Dean of Students,
where staff members are available to assist students in interpreting the rules and regulations.

INCOMPLETE GRADE POLICY

As per university policy, incomplete grades will be granted only for work unavoidably missed at the
semester’s end and only if 70% of the course work has been completed. An incomplete grade must be
resolved within eight (8) weeks from the first day of the subsequent long semester. If the required work
to complete the course and to remove the incomplete grade is not submitted by the specified deadline, the
incomplete grade is changed automatically to a grade of F.

DISABILITY SERVICES

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The goal of Disability Services is to provide students with disabilities educational opportunities equal to
those of their non-disabled peers. Disability Services is located in room 1.610 in the Student Union.
Office hours are Monday and Thursday, 8:30 a.m. to 6:30 p.m.; Tuesday and Wednesday, 8:30 a.m. to
7:30 p.m.; and Friday, 8:30 a.m. to 5:30 p.m.

The contact information for the Office of Disability Services is:

The University of Texas at Dallas, SU 22
PO Box 830688, Richardson, Texas 75083-0688
(972) 883-2098 (voice or TTY)

Essentially, the law requires that colleges and universities make those reasonable adjustments necessary
to eliminate discrimination on the basis of disability. For example, it may be necessary to remove
classroom prohibitions against tape recorders or animals (in the case of dog guides) for students who are
blind. Occasionally an assignment requirement may be substituted (for example, a research paper versus
an oral presentation for a student who is hearing impaired). Classes enrolled students with mobility
impairments may have to be rescheduled in accessible facilities. The college or university may need to
provide special services such as registration, note-taking, or mobility assistance.

It is the student’s responsibility to notify his or her professors of the need for such an accommodation.
Disability Services provides students with letters to present to faculty members to verify that the student
has a disability and needs accommodations. Individuals requiring special accommodation should contact
the professor after class or during office hours.

RELIGIOUS HOLY DAYS

The University of Texas at Dallas will excuse a student from class or other required activit ies for the
travel to and observance of a religious holy day for a religion whose places of worship are exempt from
property tax under Section 11.20, Tax Code, Texas Code Annotated.

The student is encouraged to notify the instructor or activity sponsor as soon as possible regarding the
absence, preferably in advance of the assignment. The student, so excused, will be allowed to take the
exam or complete the assignment within a reasonable time after the absence: a period equal to the length
of the absence, up to a maximum of one week. A student who notifies the instructor and completes any
missed exam or assignment may not be penalized for the absence. A student who fails to complete the
exam or assignment within the prescribed period may receive a failing grade for that exam or assignment.

If a student or an instructor disagrees about the nature of the absence [i.e., for the purpose of observing a
religious holy day] or if there is similar disagreement about whether the student has been given a
reasonable time to complete any missed assignments or examinations, either the student or the instructor
may request a ruling from the chief executive officer of the institution, or his or her designee. The chief
executive officer or designee must take into account the legislative intent of TEC 51.911(b), and the
student and instructor will abide by the decision of the chief executive officer or designee.

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