Results for VPGE::Leadership

The excitement around social innovation and entrepreneurship has spawned numerous startups focused on tackling world problems, particularly in the fields of education and health. The best social ventures are launched with careful consideration paid to research, design, and efficacy. This course offers students insights into understanding how to effectively develop, evaluate, and scale social ventures. Using TeachAIDS (an award-winning nonprofit educational technology social venture used in 78 countries) as a primary case study, students will be given an in-depth look into how the entity was founded and scaled globally. Guest speakers will include world-class experts and entrepreneurs in Philanthropy, Medicine, Communications, Education, and Technology. Open to both undergraduate and graduate students.

Public and private sources of finance for large, complex, capital-intensive projects in developed and developing countries. Benefits and disadvantages, major participants, risk sharing, and challenges of project finance in emerging markets. Financial, economic, political, cultural, and technological elements that affect project structures, processes, and outcomes. Case studies. Limited enrollment.

Students learn to prepare for and conduct negotiations in a variety of arenas including getting a job, managing workplace conflict, negotiating transactions, and managing personal relationships. Interactive class. The internationally travelled instructor who has mediated cases in over 75 countries will require students to negotiate real life case studies and discuss their results in class. Application required before first day of class; see Coursework.

Class consists of eight interactive two-hour seminars with discussions, and will cover the evolution of the environmental consulting business, strategic choices and alternative business models for private and public firms, a review of the key operational issues in managing firm, organizational strategies, knowledge management and innovation, and ethical issues in providing professional services. Case studies will be used to illustrate key concepts. Selected reading materials drawn from the technical and business literature on the consulting business. Student groups will prepare and present an abbreviated business plan for an environmental based business. Enrollment limited to CEE MS and PHD students.

Open to seniors and graduate students interested in the creation of new ventures and entrepreneurship in engineering and science intensive industries such as chemical, energy, materials, bioengineering, environmental, clean-tech, pharmaceuticals, medical, and biotechnology. Exploration of the dynamics, complexity, and challenges that define creating new ventures, particularly in industries that require long development times, large investments, integration across a wide range of technical and non-technical disciplines, and the creation and protection of intellectual property. Covers business basics, opportunity viability, creating start-ups, entrepreneurial leadership, and entrepreneurship as a career. Teaching methods include lectures, case studies, guest speakers, and individual and team projects.

(Same as STRAMGT 356) The Startup Garage is an experiential lab course that focuses on the design, testing and launch of a new venture. Multidisciplinary student teams work through an iterative process of understanding user needs, creating a point of view statement, ideating and prototyping new product and services and their business models, and communicating the user need, product, service and business models to end-users, partners, and investors. In the autumn quarter, teams will: identify and validate a compelling user need and develop very preliminary prototypes for a new product or service and business models. Students form teams, conduct field work and iterate on the combination of business model -- product -- market. Teams will present their first prototypes (business model - product - market) at the end of the quarter to a panel of entrepreneurs, venture capitalists, angel investors and faculty.

(Same as STRAMGT 366) This is the second quarter of the two-quarter series. In this quarter, student teams expand the field work they started in the fall quarter. They get out of the building to talk to potential customers, partners, distributors, and investors to test and refine their business model, product/service and market. This quarter the teams will be expected to develop and test a minimally viable product, iterate, and focus on validated lessons on: the market opportunity, user need and behavior, user interactions with the product or service, business unit economics, sale and distribution models, partnerships, value proposition, and funding strategies. Teams will interact with customers, partners, distributors, investors and mentors with the end goal of developing and delivering a funding pitch to a panel of entrepreneurs, venture capitalists, angel investors and faculty.

The course is designed to be a one-class practical MBA equivalent for engineers that want to start startups. We'll try to cover everything younneed to know other than how to build a product. Topics include: having ideas, getting users, company culture, fundraising, hiring, operations,nmanagements, and more. The format of the class will be guest lectures from experts in each subject. The class will focus more on practical advice than theory, although many speakers will also tell personal stories.

Administrative Internship in Language Program Management. Experiences can include, but are not limited to, the following: Shadow faculty and staff in select areas of administration and supervision within the Language Center and DLCL; Placement testing and student advisement; Technology in teaching and learning; Processes for teacher observation and feedback; Procedures in staff supervision and Human Resources; Course scheduling, budgeting, staffing, and searches; Interface with external programs (e.g. BOSP, Bechtel, CTL).

Students learn to prepare for and conduct negotiations in a variety of arenas including getting a job, managing workplace conflict, negotiating transactions, and managing personal relationships. Interactive class. The internationally travelled instructor who has mediated cases in over 75 countries will require students to negotiate real life case studies and discuss their results in class. Application required before first day of class; see Coursework.

Learning in interdisciplinary situations. Framing research questions. Developing research methods that benefit from interdisciplinary understanding. Writing for multiple audiences and effectively making interdisciplinary presentations. Discussions with interdisciplinary experts from across campus regarding interdisciplinary research projects.

This course focuses on the role of leaders in designing, supporting and sustaining excellent teaching. How do leaders create the organizational conditions to focus attention on the technical core of instruction, curriculum and assessment. Course goals: 1) explore a variety of educational leadership approaches, 2) investigate the theory of action underlying these approaches to leadership and consider the implications for instructional practice and 3) develop understanding of the relationship between the leadership approach and the learning environment.

The excitement around social innovation and entrepreneurship has spawned numerous startups focused on tackling world problems, particularly in the fields of education and health. The best social ventures are launched with careful consideration paid to research, design, and efficacy. This course offers students insights into understanding how to effectively develop, evaluate, and scale social ventures. Using TeachAIDS (an award-winning nonprofit educational technology social venture used in 78 countries) as a primary case study, students will be given an in-depth look into how the entity was founded and scaled globally. Guest speakers will include world-class experts and entrepreneurs in Philanthropy, Medicine, Communications, Education, and Technology. Open to both undergraduate and graduate students.

Cross-listed with Law (LAW 781), Political Science (POLISCI 334) and Sociology (SOC 374). Associated with the Center for Philanthropy and Civil Society (PACS). Year-long workshop for doctoral students and advanced undergraduates writing senior theses on the nature of civil society or philanthropy. Focus is on pursuit of progressive research and writing contributing to the current scholarly knowledge of the nonprofit sector and philanthropy. Accomplished in a large part through peer review. Readings include recent scholarship in aforementioned fields. May be repeated for credit for a maximum of 9 units.

(Also GSBGEN 381). Appropriate for any student driven to effect positive social change from either the for-profit or nonprofit sector, Strategic Philanthropy (GSBGEN 381/ EDUC 377C) will challenge students to expand their own strategic thinking about philanthropic aspiration and action. In recent decades, philanthropy has become an industry in itself - amounting to over $300 billion in the year 2012. Additionally, the last decade has seen unprecedented innovation in both philanthropy and social change. This course explores the key operational and strategic distinctions between traditional philanthropic entities, such as community foundations, private foundations, and corporate foundations; and innovative models, including funding intermediaries, open-source platforms, technology-driven philanthropies, and venture philanthropy partnerships. Course work will include readings and case discussions that encourage students to analyze both domestic and global philanthropic strategies as they relate to foundation mission, grant making, evaluation, financial management, infrastructure, knowledge management, policy change, and board governance. Guest speakers will consist of high profile philanthropists, foundation presidents, social entrepreneurs and Silicon Valley business leaders creating new philanthropic models. The course will culminate in an individual project in which students will complete a business plan for a $10 million private foundation.

Definitions of leadership and leadership roles within colleges and universities. Leadership models and organizational concepts. Case study analysis of the problems and challenges facing today's higher education administrators.

For graduate students with little or no business experience. Leading computer, high-tech, and Silicon Valley companies and their best practices. Tools and frameworks for analyzing decisions these companies face. Corporate strategy, new product development, marketing, sales, distribution, customer service, financial accounting, outsourcing, and human behavior in business organizations. Case studies. Prerequisite: graduate standing.

For advanced graduate students. Task-based practice of language appropriate for professional settings in industry and related teamwork. Simulation of the roles of manager, applicant, subordinate, and coworker. Prerequisite: EFSLANG 693A, or consent of instructor. Enrollment limited to 14.

This project-based d.school class combines Design Thinking Processes, Behavioral Sciences, and elements of Diffusion Theory. Tools and theories introduced in class will be used to structure large-scale transformations that simultaneously create value on environmental, societal, and economic fronts. We encourage students to use this class as a launching pad for real initiatives. Primarily meant for Graduate Students. (Especially qualified/motivated Seniors will be considered). Admission to the class is through an application process which ends on March 3.nPlease find instructions and applications at https://dschool.stanford.edu/groups/largetransformations/.

Learning in interdisciplinary situations. Framing research questions. Developing research methods that benefit from interdisciplinary understanding. Writing for multiple audiences and effectively making interdisciplinary presentations. Discussions with interdisciplinary experts from across campus regarding interdisciplinary research projects.

Designed for postdocs and advanced graduate students. Reviews management skills necessary for successfully assuming leadership roles in scientific research. Addresses some of the most difficult aspects of developing, directing, and managing people and projects and running a research group, especially issues that new faculty have traditionally learned by trial and error over a number of years. Topics include: the faculty job search process and strategies, key elements in starting a lab, basic principles regarding legal dimensions of scientific activity (intellectual property, royalties, links with industry), team science, research ethics, communication and negotiation skills, and writing and securing grants.

d.Leadership is a course that teaches the coaching and leadership skills needed to drive good design process in groups. d.leaders will work on real projects driving design projects within organizations, and gain real world skills as they experiment with their leadership style while coaching innovation projects. Take this course if you are inspired by past design classes and want skills to lead design projects beyond Stanford. Preference given to students who have taken other Design Group or d.school classes. Admission by application. See dschool.stanford.edu/classes for more information

Skills needed to market new technology-based products to customers around the world. Case method discussions. Cases include startups and global high tech firms. Course themes: marketing toolkit, targeting markets and customers, product marketing and management, partners and distribution, sales and negotiation, and outbound marketing. Team-based take-home final exam. Limited enrollment. Admission by application.

Open to graduate students interested in technology driven start-ups. Provides the experience of an early-stage entrepreneur seeking initial investment, including: team building, opportunity assessment, customer development, go-to-market strategy, and IP. Teaching team includes serial entrepreneurs and venture capitalists. Student teams validate the business model using R&D plans and financial projections, and define milestones for raising and using venture capital. Final exam is an investment pitch delivered to a panel of top tier VC partners. In addition to lectures, teams interact with mentors and teaching team weekly. Enrollment by application: http://www.stanford.edu/class/msande273. Recommended: 270, 271, or equivalent.

Primarily for graduate students. How entrepreneurial strategy focuses on creating structural change or responding to change induced externally. Grabber-holder dynamics as an analytical framework for developing entrepreneurial strategy to increase success in creating and shaping the diffusion of new technology or product innovation dynamics. Topics: First mover versus follower advantage in an emerging market; latecomer advantage and strategy in a mature market; strategy to break through stagnation; and strategy to turn danger into opportunity. Modeling, case studies, and term project.

For graduate students only, with a preference for engineering and science majors. Emphasis on managing high-growth, early-stage enterprises, especially those with innovation-based products and services. Students work in teams to develop skills and approaches necessary to becoming effective entrepreneurial leaders and managers. Topics include assessing risk, understanding business models, analyzing key operational metrics, modeling cash flow and capital requirements, evaluating sources of financing, structuring and negotiating investments, managing organizational culture and incentives, managing the interplay between ownership and growth, and handling adversity and failure. Limited enrollment. Admission by application. Recommended: basic accounting.

Experiential course explores factors that promote and inhibit creativity and innovation in individuals, teams, and organizations. Teaches creativity tools using workshops, case studies, field trips, expert guests, and team design challenges. Enrollment limited to 40. Admission by application. See http://dschool.stanford.edu/classes.

This seminar explores a wide range of topics related to entrepreneurial leadership through class discussions, case studies, field trips, and guest speakers. It is part of the DFJ Entrepreneurial Leaders Fellowship, which requires an application during Fall quarter. Details can be found at: http://stvp.stanford.edu/dfj/.

This seminar explores a wide range of topics related to entrepreneurial leadership through class discussions, case studies, field trips, and guest speakers. It is part of the DFJ Entrepreneurial Leaders Fellowship, which requires an application during Fall quarter. Details can be found at: http://stvp.stanford.edu/dfj/.

The personal, team-based and organizational skills needed to become a transformative leader. Case method discussions and lectures. Themes include: personal transformation; the inside-out effect, group transformation; cross-functional teams; re-engineering; rapid - non-profit and for profit - organizational transformation; and social transformation. Course includes a group project that is defined and approved during the first two weeks of class. Limited enrollment. Graduate students only. Admission by application. Prerequisite: 180 or 280.

This practice-based experiential lab course is geared toward MS&E masters students. Students will master the concepts of organizational design, with an emphasis on applying them to modern challenges (technology, growth, globalization, and the modern workforce). Students will also gain mastery of skills necessary for success in today's workplace (working in teams, communicating verbally, presenting project work). Guest speakers from industry will present real-world challenges related to class concepts. Students will complete a quarter-long project designing and managing an actual online organization. Limited to 25. Admission by application.

Ethical theory, feasibility, and desirability of a social order in which coercion by individuals and government is minimized and people pursue ends on a voluntary basis. Topics: efficacy and ethics; use rights for property; contracts and torts; spontaneous order and free markets; crime and punishment based on restitution; guardian-ward theory for dealing with incompetents; the effects of state action-hypothesis of reverse results; applications to help the needy, armed intervention, victimless crimes, and environmental protection; transition strategies to a voluntary society.

Entrepreneurs, senior management consultants, and executives from Fortune 500 companies share real-world stories and insights from their experience in decision making.

A virtual consulting firm directed by professional decision analysts who offer advice and guidance as student teams help local organizations make a current business strategy or public policy decision. Projects for businesses, governments, or other institutions typically include start-up venture funding, R&D portfolio planning, new product or market entry, acquisition or partnering, cost reduction, program design, or regulatory policy decisions. Emphasis is on developing clarity of action and delivering insights to clients. Satisfies MS&E project course requirement. Prerequiste: 252. Recommended: 352.

Explores changes in the venture capital industry: rise of SiliconnValley and Sand Hill Road, investing in the dot-com bubble, incubatorsnand accelerators, equity crowd funding platform, and different modelsnof venture capital. Explores how companies are funded, grown, andnscale by meeting with individuals who have been at the forefront ofnthis change. See www.lensofvc.com.

d.Leadership is a course that teaches the coaching and leadership skills needed to drive good design process in groups. d.leaders will work on real projects driving design projects within organizations, and gain real world skills as they experiment with their leadership style while coaching innovation projects. Take this course if you are inspired by past design classes and want skills to lead design projects beyond Stanford. Preference given to students who have taken other Design Group or d.school classes. Admission by application. See dschool.stanford.edu/classes for more information

Focus is on developing and leading innovations that will improve the value of health care. Particular attention dedicated to examining how leaders have overcome barriers to change and other management challenges on the journey towards achieving higher value care. Seminar topics include large integrated healthcare delivery systems, cutting edge care delivery strategy and processes, the role of entrepreneurship and venture capital, impact of health care reform, design thinking, and personal leadership journeys. Faculty consist of nationally-recognized leaders from these fields. The course is open to any member of the Stanford community aspiring to lead, innovate, and achieve high value healthcare delivery including graduate students, undergraduates, and postdoctoral candidates, as well as medical center residents and clinical fellows. May be repeated for credit.

(Same as STRAMGT 366) This is the second quarter of the two-quarter series. In this quarter, student teams expand the field work they started in the fall quarter. They get out of the building to talk to potential customers, partners, distributors, and investors to test and refine their business model, product/service and market. This quarter the teams will be expected to develop and test a minimally viable product, iterate, and focus on validated lessons on: the market opportunity, user need and behavior, user interactions with the product or service, business unit economics, sale and distribution models, partnerships, value proposition, and funding strategies. Teams will interact with customers, partners, distributors, investors and mentors with the end goal of developing and delivering a funding pitch to a panel of entrepreneurs, venture capitalists, angel investors and faculty.

(Same as STRAMGT 356) The Startup Garage is an experiential lab course that focuses on the design, testing and launch of a new venture. Multidisciplinary student teams work through an iterative process of understanding user needs, creating a point of view statement, ideating and prototyping new product and services and their business models, and communicating the user need, product, service and business models to end-users, partners, and investors. In the autumn quarter, teams will: identify and validate a compelling user need and develop very preliminary prototypes for a new product or service and business models. Students form teams, conduct field work and iterate on the combination of business model -- product -- market. Teams will present their first prototypes (business model - product - market) at the end of the quarter to a panel of entrepreneurs, venture capitalists, angel investors and faculty.