Pokhara University’s BBA Semester I Behavioral Science course aims to investigate how people behave in social and organizational settings. It offers an interdisciplinary understanding by incorporating theoretical insights and real-world applications to promote both professional and personal growth, while drawing on concepts from psychology, sociology, and anthropology.
The course covers important subjects like stress management, organizational culture, diversity, interpersonal relationships, social psychology, emotional intelligence, understanding individual and group behavior, and ethics. Its objectives include teaching students how to evaluate and control behavior in a variety of contexts, value cultural diversity, and encourage moral decision-making in the workplace.
Using a range of instructional techniques, such as lectures, case studies, simulations, and hands-on activities, students will gain a comprehensive grasp of behavioral dynamics in business and beyond.
Table of Contents
New Syllabus – 2024
Syllabus of Behavioral Science (BBA Semester I)
Course code: BHS 110
Course title: Behavioral Science
Nature of the course: Theory & Practice
Year 1, Semester I
Level: Bachelor
Program: BBA/BBA (Finance)/BBA (TT)
Full marks: 100
Pass marks: 45
Credit hours: 3
Total hours: 48
1. Course Description
This undergraduate course in Behavioral Science has been designed to provide students with an important insight into understanding human behavior in the social environment from an interdisciplinary perspective. Basically, the course is divided into 6 different units that covers varied topics from concepts of Behavioral science, to understanding self, interpersonal behavior, social influence, managing diversity as well as behaviors. The course provides both theoretical principles as well as practical applications of Behavioral science in the context of organizations. Apart from using lectures and readings, other methods like experiential exercises, case studies and class simulations will be used to provide skills for the students. enduring careers.
2. General Objectives
The general objectives of this course are:
• To acquaint students with a broad understanding of the fundamental principles of Behavioral Science and its relations with Psychology, Sociology and Anthropology
• To make students knowledgeable about the importance of behavior in the workplace
• To develop students skills on analyzing behaviors at individual and group and structural levels in and outside the workplace
• To enable students to critically understand oneself in relation to others
• To equip students with competencies of being able to work independently as well as in collaboration with others
• To expose the students to cross-cultural diversity & enhance their respect for diversity.
• To make students aware of changes in behaviors with technology.
3. Contents in Detail
| Specific Objectives | Contents |
| • Define and explain the concept of Behavioral Science • Describe the importance and goals of Behavioral Science • Recognize Behavioral Science as a multi-disciplinary science. • Recognize the importance of Behavioral Science in the workplace. | Unit I: Introduction to Behavioral Science (7 Hours) 1.1 Meaning and definition of Behavioral Science 1.1.1 Differences between Behavioral Science and Social Science. 1.1.2 Disciplines comprising Behavioral Science (Psychology, Sociology, Anthropology) 1.1.3 Importance of Behavioral Science 1.1.4 Goals of Behavioral Science 1.2 The Behavioral Business 1.2.1 Importance of Behavioral Science for Business 1.2.2 Behavioral Science in the workplace |
| • Identify the essence of individual differences and the importance of self-concept • Compare the concept of self- concept and social identity as bases for behavior • Identify how stereotype affects behavior • Apply social-awareness tools to understand self • Explain how we attribute others’ behaviors through certain factors • Use self-fulfilling prophecy set people’s individual behaviors | Unit II: Understanding Individual Behavior (8 Hours) 2.1 Understanding self-concept: The ‘I’ in organization 2.1.1 Self-concept: The 3 Cs and 4 selves. 2.1.2 The Social-self 2.1.3 Social identity and stereotyping 2.2. Individual Behavior: Why individual differences are important, ASA Model 2.2.1 MARS model of individual behavior and performance 2.2.2 Techniques of self-awareness (Johari’s window) 2.2.3 Attribution Theory to understand behavior 2.2.4 Self-fulfilling prophecy |
| • Identify the inter-personal nature of organizations. • Outline the key strategies of transactional analysis for improving one’s interpersonal relationships • Relate the impression management tactics used by employees • Describe the psychological contract and the trust required in work relationships. • Identify the OCBs that go above and beyond formal job requirement. • Identify ways in which cooperation can be promoted and workplace deviance can be reduced. | Unit III: Understanding Interpersonal Relationships (8 Hours) 3.1 Improving interpersonal relationships through Transactional Analysis 3.1.1 Ego-states 3.1.2 Interpersonal transactions 3.2 Impression management and interpersonal process: Model of Impression management 3.3 Psychological contract: types, effects 3.4 Trust in working relationships: Types 3.5 Organizational citizenship behavior (OCB): forms of OCB 3.6 Cooperation: Cooperation between individuals, cooperation between organizations, social dilemmas 3.7 Deviant workplace behavior: Constructive and destructive workplace behavior (whistle-blowing, cyber-loafing, workplace aggression & violence, abusive supervision) |
| • Explain the different types of social influence • Distinguish between prejudice and discrimination • Explain how people are prejudiced and how can prejudices be stopped. | Unit IV: Social Psychology (7 Hours) 4.1 Social Influence 4.1.1 Conformity: Meaning, Asch’s Classic study on conformity, groupthink 4.1.2 Compliance: Meaning, 4 common ways to gain the compliance to another (Foot-in-the door technique, Door-in-the face technique, Lowball technique, That’s-not-all technique) 4.1.3 Obedience: Meaning, Milgram’s shocking research 4.1.4 Social facilitation and social loafing 4.2 Prejudice and Discrimination: Meaning 4.2.1 Types of prejudice and discrimination 4.2.2 How people learn prejudice? Social identity theory, stereotype vulnerability 4.2.3 Overcoming prejudice: Equal status contact, The ‘Jigsaw classroom’ |
| • Explain how emotions and moods influence behavior in organizations • Discuss the importance of emotional intelligence in today’s organizations • Identify various causes and ways to reduce stress in the workplace | Unit V: Coping with Organizational Life (7 Hours) 5.1 Understanding Emotions and moods: meaning, properties of emotions 5.1.1 Role of emotions/moods in organizations 5.1.2 Affective events theory 5.1.3 Managing emotions in organizations (emotional labor, emotional dissonance) 5.1.4 Emotional Intelligence 5.2 Stress: Meaning and nature 5.2.1 Stressors in organizations 5.2.2 The cognitive appraisal process 5.2.3 Major causes of stress in workplace 5.2.4 Adverse effects of organizational stress 5.2.5 Reducing stress |
| • Explain the meaning, contributions and theories of organizational culture • Compare and contrast the strategies for merging organizational culture • Recognize the importance of incorporating diversity in business • Apply and promote ethical behavior in the workplace | Unit VI: Organizational culture, diversity and ethics in organizations (8 Hours) 6.1 Meaning of organizational culture, contribution of social sciences (Sociology, Social Psychology and Economics) 6.1.1 Theories of organizational culture: The Ouchi framework, The Peters and Waterman approach 6.1.2 Merging culture: bicultural audit, strategies for merging culture 6.2 Diversity 6.2.1 Cross cultural differences & similarities; managing across cultures 6.2.2 Diversity and business (dimensions of diversity; the value of diversity) 6.3 Ethical behavior in organizations: Meaning of ethics 6.3.1 Individual differences in cognitive moral development (Kohlberg’s theory of cognitive moral development) 6.3.2 Situational determinants of unethical behavior 6.3.3 Promoting ethical behavior |
4. Methods of Instruction
Lectures, readings, classroom discussions, experiential exercises, case analysis, simulations, group research and presentations.
5. Evaluation System and Students’ Responsibilities
5.1 Evaluation System
The performance of a student in a course is evaluated on the basis of internal evaluation and semester-end examination. Fifty percent weight is given to the internal evaluation and fifty percent weight to the Semester-end examination conducted by the Office of the Controller of Examinations, Pokhara University.
5.1.1 Internal Evaluation
The internal evaluation is based on continuous evaluation process. The internal evaluation components and their respective weights may vary according to the nature and objectives of the course. An evaluation plan should be prepared by the faculty and should share with the students in the beginning of the course.
The internal evaluation components may consist of any combination of written test, quizzes and oral test, workshop, assignments, term paper, project work, case study analysis and discussion, open book test, class participation and any other test deemed to be suitable by the faculty.
5.1.2 Semester End Examinations
There will be semester end examination at the end of the semester conducted by the Office of the Controller of Examinations, Pokhara University. It carries 50 percent weight of total evaluation.
5.2 Students’ Responsibilities
Each student must secure at least 45 percent marks in the internal evaluation with 80 percent attendance in the class to appear in the Semester End Examination. Failing to obtain such score will be given NOT QUALIFIED (NQ) and the student will not be eligible to appear in the Semester End Examination. Students are advised to attend all the classes and complete all the assignments within the specified time period. If a student does not attend the class(es), it is his/her sole responsibility to cover the topic(s) taught during the period. If a student fails to attend a formal exam, quiz, test, etc. and there is not any provision for a re- exam.
6. Prescribed Books and References Text Books
Chataway, R. The Behavior Business How to apply behavioral science for business success.
Harriman House Limited.
Ciccarelli, S. K., & Meyer, G. E. Psychology. Pearson.
McShane, S. L., Glinow, M. A. V., & Sharma, R. R. Organizational Behavior. McGraw Hill.
References
Greenberg, J. Behavior in Organizations. Pearson.
Griffin, R. W. & Moorhead, G. Organizational Behavior Managing People and Organizations.
Cengage Learning.
Khan, Z., & Newman, L. Building Behavioral Science in Organization. Action Design Network. Konopaske, R., Ivancevich, J. M., & Matteson, M. T. Organizational Behavior and Management. McGraw Hill.
Luharia, A., Kadam. S., Tilwani, M., & Vyas, P. Behavioural Sciences in Organizations.
Innovative Publication.
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