Download the Syllabus

Managerial Economics 

MG 438 80    

Fall 2025 Syllabus

PROFESSOR: Latrelle Standifer, MBA

Office Location: Online

Office Hours: Via Zoom or Google Meet. Tuesday’s 1:30-3:30 PM (EST); Email for an appointment.

Phone: 336-297-7913

Email Address: standiferl@carolinau.edu 

 

Carolina University Mission Statement

 

We are a Christ-centered university committed to student success.

 

Course Information

 

Course Prerequisites

N/A

 

Course Description

This course introduces students to the application of microeconomic theory for the analysis of management problems in an economic framework. This course analyzes the successes and failures of market structures such as monopoly and oligopoly, the development and use of market power, and strategic interaction among firms.

 

Course Delivery and Methods

This is an online course. Students will watch the pre-recorded class lectures posted throughout the course on the Resources tab.

Objectives (Course Learning Outcomes)

Upon completion of this course, students will be able to:

 

1. Understand the conceptual framework of how a firm operates and makes decisions on output, input, and pricing.

2. Describe firm-level decision-making using conceptual tools.

3. Mathematically analyze costs and benefits of firm strategy in varying market conditions.

 

Course Resources

 

Required Texts: 

Managerial Economics, 14th Edition, By Christopher R. Thomas

ISBN: 9781264932139

 

Note: A great resource to rent this textbook affordably is http://Vitalsource.com.

 

Required Resources: 

Computer/Internet Access 

 

Note: Please make sure to read/watch the weekly materials that are posted @ e-learning > Resources before attempting assignments.

 

Recommended Resources: 

1- APA Manual, 7^th Edition:  ISBN 978-1433832161 and APA7.org  

2- Scholarly Writing Webinar: https://www.youtube.com/watch?v=rfNBaSNl-u4  

 

Course Requirements and Assignments

 

Final Grades are weighted. More information about each category is displayed below:

 

Knowledge Check Videos (20%) 

 

Each student will complete five Knowledge Check Video Recordings throughout the course based on the chapters discussed in the corresponding week. The requirements for these assignments are the following:

 

• Students must thoroughly and completely answer the prompt in their own words.

  • Only information from the book or personal experience can be utilized to answer these questions. (No outside sources)

  • These videos must clearly display that you have watched the lectures and read the chapters for the corresponding week.

• Must be 3 to 5 minutes in length. NO POWERPOINT SLIDES

• Must follow the following structure:

  • Introduction

  • Prompt Answers 

  • Conclusion

• Videos must be uploaded to YouTube, and the link must be submitted to the course page via Word document. (Make sure that the video is uploaded as “unlisted” or “public”)

• Clothing must be professional (No pajamas or athletic/leisure clothing).

• The area behind the student recording must be professional, such as recording in front of a blank wall or blurring the background. (Pro tip: Zoom does this easily)

• Audio must be clear and easily heard without background noise or distractions.

• While notes are allowed, students must make frequent eye contact with the camera and avoid relying on notes excessively.

 

Students who excessively rely on notes and/or fail to demonstrate an adequate understanding of the concepts from our textbook reflected by the prompt will receive lower grades.

 

Additionally, students who answer prompts with information from outside sources (i.e. ChatGPT/Google Search), that is not reflected in our textbook, will also receive an automatic zero for this assignment. The textbook is required to complete these assignments.

 

Discussion Board (10%) 

 

All students will contribute to Discussion Forum prompts weekly. Each Student must provide an initial post responding to the prompt (150-200 words), DUE every Thursday at 11:30 pm, and comment meaningfully on two of their classmates' posts (75-100 words), DUE every Sunday at 11:30 pm. 

 

• NO AI-generated submission will be considered. In the case of an A.I. violation, the submission will automatically be graded as a zero.

 

Participation: Lecture Notes (10%) 

 

Each student must watch the lectures and submit a photo of their written lecture notes (10 bullet-point complete sentences minimum) on the designated Coursework Section each week.

 

Note: Place the photo in a Word document and submit it to avoid technical issues. 

 

Midterm (20%)

 

Each student will complete a final exam based on the chapters discussed in Weeks 1-3. The exam will comprise thirty (30) multiple-choice questions. You will have two (2) hours to complete the test, with only forward progress allowed. One retake is allowed for each student. Exams will not be reset under any circumstances once the two attempts are exhausted, so make sure you have a secure, reliable internet connection before attempting tests. 

 

Final Exam (25%) 

 

Each student will complete a final exam based on the chapters discussed in Weeks 4-7. The exam will comprise thirty (40) multiple-choice questions. You will have two (2) hours to complete the test, with only forward progress allowed. One retake is allowed for each student. Exams will not be reset under any circumstances once the two attempts are exhausted, so make sure you have a secure, reliable internet connection before attempting tests. 

Video Presentation – Economic Business Strategy (15%)

 

To demonstrate their understanding of the concepts taught in this course, students will complete a video presentation.

 

Presentation Expectations:

 

Students will present a hypothetical business strategy, focusing on the concepts taught in this course. Students will present as if giving a real-world business pitch. The requirements are as follows:

Video Structure Guide 

Slide 1: Business Setup

• You are starting a small company. Choose any business type, examples include:

  • Electric scooter company

  • Meal delivery subscription service

  • Online clothing store

  • Custom furniture workshop

  • Language learning mobile app

• Now answer:

  • What does your product/service do?

  • Who is your target customer?

  • What is your starting price per unit?

  • About how many units do you expect to sell monthly? Why?

Slide 2: Initial Cost Structure

• You estimate the following:

  • Your fixed monthly costs (e.g., rent, equipment) are high at first

  • Your variable costs per unit (e.g., materials, delivery, labor) are modest

• Answer:

  • What are your 2 biggest fixed costs?

  • What is one way you could reduce costs if needed?

  • Include a basic cost breakdown pie chart or list.

Slide 3: End of Year 1 – Sales Are Lower Than Expected

• You planned to sell 300 units/month at your set price. But demand was weaker — only 200 units/month are selling.

• Prompt:

  • What might have caused the lower demand?

  • What will you change next year to improve?
    (e.g., adjust price, increase advertising, change product)

  • Include a before/after chart or list of adjustments.

Slide 4: Year 2 – Time to Adjust

• You decide to change one of the following:

  • Lower the price to attract more buyers

  • Improve the product without changing the price

  • Advertise more aggressively

• Prompt:

  • Which do you choose and why?

  • What risk comes with your choice?

  • Explain your decision.

Slide 5: Unexpected Cost Increase

• Halfway through Year 2, a key input (materials, software, or labor) becomes more expensive due to inflation.

• Prompt:

  • What is one way to manage rising input costs?
    (e.g., find new supplier, raise price, shrink profit margin)

  • Will this affect your pricing?

  • Show your revised price or cost strategy in response.

Slide 6: End of Year 2 – Things Improve

• Your changes have helped. Sales are growing, but profits are still modest.

• Prompt:

  • Would you rather grow slowly with steady profits or expand quickly and take a risk?

  • What new action will you take in Year 3?
    (e.g., expand to new market, hire staff, invest in new product)

  •  Explain your choice and the tradeoffs.

Slide 7: Year 3 – Competition Enters

• A competitor similar to your business has entered the market and is offering lower prices. Your sales drop by 20%.

• Prompt:

  • What will you do in response? Choose one:

    • Lower your price to match

    • Add value (extra features, better service)

    • Differentiate your brand (target a niche group)

  • Why is your choice better than simply lowering price?

  • Present your strategy and expected outcome.

Slide 8: End of Year 3 – Results

• After adapting to competition and cost changes:

  • Sales have stabilized

  • You’re not the cheapest, but you have loyal customers

• Prompt:

  • How has your strategy evolved since Year 1?

  • What key decision had the biggest impact?

  • Include a simple “Before & After” comparison or timeline.

Presentations must be 10 to 15 minutes.

• A PowerPoint template will be provided in the resources section for students to use as a starting point. 

• Videos must be uploaded to YouTube, and the link must be submitted to the course page via Word document. (Make sure that the video is uploaded as “unlisted” or “public.” If this is not done, I will not be able to view the video, which will result in a zero grade.)

• Clothing must be professional (No pajamas or athletic/leisure clothing).

• The camera must be on, and the area behind the student recording must be professional, such as in front of a blank wall or blurring the background. (Pro tip: Zoom does this easily)

• Audio must be clear and easily heard without background noise or distractions.

• While notes are allowed, students must make regular eye contact with the camera and avoid relying on notes excessively.

 

Each student must submit an outline paper in the designated Coursework Section in Week 2 explaining what has been chosen for the video presentation. This will be used for grading purposes. The presentation should reflect the concepts in our course textbook.

 

Have fun, and be creative!

Course Schedule

 

 

Course Grading

 

University Grading Scale

 

Grading of assignments and substantive feedback is to be done within 3 days of the due date for regular assignments and 7 days for larger assignments. 

 

Some assignments may require additional time to grade due to the length of the project and the directive to provide substantive feedback that will assist you throughout the learning process. 

 

In cases where the assignment is not returned with feedback within the stated period, refer to communication from your professor to facilitate expectations on subsequent assignments. Students are not expected to apply adjustments on subsequent assignments in advance of returned grading and feedback. 

 

Professional Interaction & Communication

 

• Please use email whenever possible. Only university email and related systems should be used for institutional communications. Do not use personal email or video conferencing accounts. 

• You should check email regularly, especially when enrolled in an active course.

  • Use subject lines appropriately. It is helpful to include the name of the course (including sections) whenever possible. Avoid using the subject line as the body of the email—include full details in the message itself to ensure clear communication. 

  • Refer to professors and CU employees by their last names with appropriate honorifics (e.g., “Dr.” or “Professor”).

  • University communications (including emails and discussion board posts, etc.) should not resemble text message, chat, or social media posts. Use complete sentences with correct capitalization, spelling, punctuation, and grammar.

• Throughout an active course, faculty should respond to all emails and voicemail messages within 24 hours. Faculty and staff are not obligated to respond to communications where these guidelines are not followed.

• When participating in classes or meetings, be on-time and mentally present. Dress according to the Student Handbook or classroom standards and conduct yourself in a professional manner. Do not introduce distractions into the class and be prepared to stay for the duration of the session per normal classroom behavior.

Course Attendance and Participation

 

All courses follow specific attendance policies found in the Academic Catalog for that course level and format. It is the student’s responsibility to be familiar with these policies and to keep track of their own attendance. Per the university attendance policy, accrued absences may contribute negatively toward a student’s final grade. Attendance and participation may be used by instructors to determine a portion of a student's grade for a particular course. Whereas attendance is typically defined by statuses identifying a student’s presence in a class, participation typically includes the assessment of activity within that course. In some cases, the methodology, subject matter, learning environment, or other factors may require attendance.

 

Physical, in-person class attendance will be recorded for hybrid courses, whereas attendance for online courses will be gauged by regular academic engagement. Students should refer to the course syllabus for the course’s grade weighting table and course-specific policies regarding the grade percentages attributable to each component in a course, which may include attendance and participation. It is the student’s responsibility to be familiar with these policies and to keep track of their own attendance and comply with the rules.

 

Hybrid course attendance must be entered weekly (daily for modules) and be accurate.

Course Specific Policies

 

No late work is accepted under any circumstances.

 

No extra credit will be given.

 

Use of Artificial Intelligence

The use of generative AI tools is permitted in this class for the following activities:

• Brainstorming and refining ideas

• Fine-tuning research questions

• Finding information on a topic

• Drafting an outline

• Checking grammar and style

• AI-specific assignments (per the provided instructions)

 

The use of generative AI tools is not permitted for the following activities:

• Impersonation in classroom context (e.g. composing discussion board posts)

• Completing group work

• Writing a draft of a writing assignment

• Writing entire sentences, paragraphs, or papers to complete class assignments

 

Disability Assistance

Carolina University welcomes students, faculty, staff and visitors with disabilities to our campus and to our programs. Our goal at CU is to ensure an accessible, inclusive welcoming learning and working environment for individuals with disabilities while complying with federal and state regulations.

Students with disabilities are encouraged to reach out to University Accessibility Services (UAS) as soon as possible to explore possible accommodations. UAS serves as a central resource on disability-related information, procedures and services for the university community and partners will work with the student and any other campus partners to identify barriers and implement plans for access. More information about UAS can be found at https://carolinau.edu/university-accessibility-services

Academic Integrity and Misconduct

 

The Student Handbook has a detailed list of different ways students show a lack of academic integrity, including academic technology misuse, cheating, complicity, fabrication or invention, falsification, forgery, multiple submissions, plagiarism, and sabotage. 

 

Academic integrity is the honest and responsible conduct of studies, scholarship, research, information collection, and presentation. The university expects students to submit assignments that are original to them and to properly cite and reference other peoples’ ideas using the prescribed style guide. The very foundation of a good university education is academic integrity. Learning how to express original ideas, cite sources, work independently, and report results accurately and honestly are skills that carry students beyond their academic careers. If a student is uncertain about an issue of academic honesty, they should consult the faculty member to resolve questions in any situation prior to the submission of the academic exercise.

 

Maintaining your academic integrity involves:

• Creating and expressing your own ideas in course work.

• Acknowledging all sources of information including verbal, written, digital, and graphic.

• Completing assignments independently or acknowledging collaboration.

• Attending classes, exams, and required academic events.

• Accurately reporting results when conducting your own research.

• Honesty during examinations.

• Not tampering with or misusing technology.

• Not aiding or abetting other students in violating any academic rules or policies.

 

Courses at Carolina University will utilize proctoring for select exams to ensure exam integrity. Per Carolina University directives, all exams that represent 25% or more of a course grade are required to be proctored. Instances of cheating or inappropriate behavior will be considered violations of the Academic Integrity policy and will result in disciplinary action.

 

Plagiarism is the use of another person’s distinctive ideas or words without acknowledgment. All researchers are expected to acknowledge the use of another author’s words by the use of quotation marks around those words in the text of a paper and by appropriate citations. Plagiarism can occur in an oral, written, or media project submitted for academic credit or for some other benefit. Examples of plagiarism include (but are not limited to), the following:

• Word-for-word copying of another person’s ideas or words;

• Mosaic (interspersing of one’s own words here and there while, in essence, copying another’s work);

• Paraphrasing without citation (the rewriting of another’s work, yet still using their fundamental idea or theory);

• Submission of another’s work as one’s own;

• Having another person write a paper;

• Buying or procuring a ready-made paper from a research paper “service” on the Internet or from another such service;

• Neglecting quotation marks on material that is otherwise acknowledged;

• Fabrication of references (inventing or counterfeiting sources)

 

Appeals & Complaints

 

Informal Resolution

Carolina University seeks to provide an excellent educational experience for all students. If a student wishes to make a complaint of an academic nature, in the first instance, they should seek to resolve the matter by informal discussion with the faculty member.

 

If the discussion is in person, it is recommended that the student follow up with an email summarizing the discussion (complaint and resolution if one is reached).

 

If the discussion with the faculty member does not resolve the issue, the student may also contact your school dean. If your professor is the dean, the next step is to begin the formal resolution process.

 

Formal Resolution

If informal discussions do not resolve the matter, students have the right to file a formal complaint. The university’s academic catalog includes a detailed description of processes for submitting grade appeals or academic complaints that range from teaching, learning, assessment, grading, or student performance in a course. While these processes differ, both are time-sensitive and begin with timely communication with the faculty member. 

 

Grade appeals must be initiated with the faculty member within 5 days of the awarding of the grade or status. Both grade appeals and academic complaints must be filed within 7 days of the awarding of grade or status or after the events that are alleged to have caused the complaint. In either case, supporting evidence will be required. The processes are fully outlined in the academic catalog and include links to the appropriate forms.

 

 

 

BIBLIOGRAPHY

Thomas, C. (2020). Managerial Economics (14th ed.). McGraw Hill.