Results for GSBGEN

College campuses have been the incubators for thousands of new business ventures. What makes the difference between a successful entrepreneur and an initial failure out of the gate? It's often not the quality of the idea, but rather the ability of the entrepreneurs to successfully communicate their vision to potential investors, employees, and customers. This seminar will explore successful and failed entrepreneurial communication. Students will learn the basics of persuasive oral and written communication, and then apply these principles to their own ideas.

GSB students are eligible to report on work experience that is relevant to their core studies under the direction of the Director of the PhD Program. Registration for this work must be approved by the Director of the PhD Program and is limited to students who present a project which in judgment of the Advisor may be undertaken to enhance the material learned in PhD courses. It is expected that this research be carried on by the student with a large degree of independence and the expected result is a written report, due at the end of the quarter in which the course is taken. Because this course runs through the summer, reports are due the 2nd week of October. Units earned for this course do not meet the requirements needed for graduation.

Critical Analytical Thinking (CAT) will address issues that transcend any single discipline or function of management. In 14-16 person sections, you will analyze, write about, and debate fundamental issues, questions, and phenomena that arise in many forms in management. You will explore these critical issues broadly, as well as hone your analytic and persuasive skills. CAT will enhance your ability to identify critical questions when exploring a new business issue, to parse issues, to develop reasoned positions, and to make compelling arguments.

The economies of the world are ever more closely linked. Record levels of international trade and investment are achieved every year. Cross-border mergers and acquisitions are booming. The foreign exchange markets handle trillions of dollars of volume daily. Offshore provision of services has grown immensely. Host governments and non-governmental organizations operating internationally affect how companies do business far from their home bases and close to home. Few businesses today can avoid being connected to the world economy, and it is quite likely that the process of globalization will continue apace. To succeed as a leader in your career, you will need to be able to think systematically about the challenges brought about by globalization.nnnThis course is designed to help you develop as a leader in this international environment. Our objectives are:nn1. To help you develop an analytic framework that you can use to understand, systematically, why it is that countries are different or similar in ways that matter to managers of organizations.nn2. To see how successful organizations leverage these differences and similarities to their advantage, sometimes becoming more 'global' in reach and other times taking advantage of their more 'local' advantages.nn3. To help you develop the insights needed to successfully lead organizations in different contexts worldwide.

In the winter quarter, you will take a course on ethical analysis. This course emphasizes frameworks for conducting ethical analysis (on what basis can you say that a course of action is or is not ethical), the analysis of ethical dilemmas (how do you think about situations in which different ethical precepts collide), and how to deal on a day-to-day basis with the practical issues of ethical behavior in organizations.

GSB students are eligible to report on work experience that is relevant to their core studies under the direction of the Director of the MBA Program. Registration for this work must be approved by the Associate Dean and Director of the MBA Program or the Associate Director of the MBA Program and is limited to students who present a project which in judgment of the Advisor may be undertaken to enhance the material learned in the first year core courses. It is expected that this research be carried on by the student with a large degree of independence and the expected result is a written report, due at the end of the quarter in which the course is taken. Because this course runs through the summer, reports are due the 2nd week of October. Units earned for this course do not meet the requirements needed for graduation.

The major objective of this course is to provide the student with a comprehensive understanding of the general fundamentals of real estate investment. Various aspects of real estate are covered, including economics, market analysis, finance, taxation, appraisal, investment analysis, investment vehicles, development, planning, merchandising and property management. Major land uses are discussed, including residential, retail, office, and industrial projects. This course is designed for both the investor and the general manager to better understand real estate as an asset class.

Business leaders have marketing strategies, expansion strategies, finance strategies, even exit strategies. Successful leaders, however, also have communication strategies. This course will explore how individuals and organizations can develop and execute effective communication strategies for a variety of business settings.nnnThis new course introduces the essentials of communication strategy and persuasion: audience analysis, communicator credibility, message construction and delivery. Deliverables will include written documents and oral presentations and you will present both individually and in a team. You will receive feedback to improve your communication effectiveness. In the final team presentation, your challenge is to craft an oral presentation that will persuade your audience to accept your strategic recommendations. By doing this, you will see why ideas, data and advocacy are combined for a professional, persuasive presentation. nnnThis practical course helps students develop confidence in their speaking and writing through weekly presentations and assignments, lectures and discussions, guest speakers, simulated activities, and videotaped feedback. In this course you will learn to:nnn- Create communication strategies at an individual and organizational levelnn- Develop clearly organized and effective presentations and documentsnn- Diagnose and expand your personal writing and oral delivery style nn- Adapt your delivery style to different material and audiences nn- Enhance oral delivery through effective visual aidsnnnStudents at all levels of comfort and expertise with public speaking and business writing will benefit from this course.

This two-quarter laboratory course designs and implements the Leadership Laboratory portion of the Strategic Leadership Course (SLC). In spring quarter, Leadership Fellows work together in teams developing the influence, presentation, facilitation, coaching and mentoring skills essential to run the Leadership lab effectively in the autumn (six teams of eight students). In Autumn Quarter, these Fellow teams are responsible for the learning experience of one section of first-year students and each Fellow is specifically assigned a group of 8 students. Interested students apply during Winter Quarter and undergo an extensive and highly competitive application process from which successful applicants are invited to take part in the program. Information meetings are held in December and early January. nnnIn Spring Quarter, Fellows participate in a two-day immersion weekend and nine, six-hour learning labs designed to improve their listening, feedback, coaching, mentoring, presentation, teambuilding, and process analysis skills. Fellows select two topical concentration areas to specialize in for the two quarters of the course (e.g. Conflict Management). These specialties meet weekly inside and outside of class to design and develop the topical laboratory sessions taught to first-year students. Finally, Fellows must learn to deliver the simulations, analyze behaviors, and provide feedback for all the topical laboratory sessions that the course teaches. Throughout the course, feedback is consistently collected and evaluated by Fellows in conjunction with their assigned Leadership Coaches. Through reflection assignments, behavioral assessments, coach and team meetings, Fellows are challenged to reflect on feedback and to make significant behavioral changes throughout the quarter. nnnIn Autumn Quarter, Fellows participate in twice-weekly 90-minute class sessions designed to improve their coaching, mentoring, and process analysis skills. Specialty teams continue to meet outside and inside class, however the focus shifts from content development to coaching and mentoring applications. Fellows provide two, one-hour coaching sessions to each of their first-year students (8). The feedback-intensive environment continues for Fellows as they are evaluated by Leadership coaches in each first-year laboratory session and in team meetings. Leadership coaches continue to work with Fellows via reflection assignments and coaching meetings to further enhance Fellows' interpersonal and leadership behaviors.

This two-quarter laboratory course designs and implements the Leadership Laboratory portion of the Strategic Leadership Course (SLC). In spring quarter, Leadership Fellows work together in teams developing the influence, presentation, facilitation, coaching and mentoring skills essential to run the Leadership lab effectively in the autumn (six teams of eight students). In autumn quarter, these Fellow teams are responsible for the learning experience of one section of first-year students and each Fellow is specifically assigned a group of 8 students. Interested students apply during winter quarter and undergo an extensive and highly competitive application process from which successful applicants are invited to take part in the program. Information meetings are held in December and early January. nnnIn the spring quarter, Fellows participate in a two-day immersion weekend and nine, six-hour learning labs designed to improve their listening, feedback, coaching, mentoring, presentation, teambuilding, and process analysis skills. Fellows select two topical concentration areas to specialize in for the two quarters of the course (e.g. Conflict Management). These specialties meet weekly inside and outside of class to design and develop the topical laboratory sessions taught to first-year students. Finally, Fellows must learn to deliver the simulations, analyze behaviors, and provide feedback for all the topical laboratory sessions that the course teaches. Throughout the course, feedback is consistently collected and evaluated by Fellows in conjunction with their assigned Leadership Coaches. Through reflection assignments, behavioral assessments, coach and team meetings, Fellows are challenged to reflect on feedback and to make significant behavioral changes throughout the quarter. nnnIn the autumn quarter, Fellows participate in twice-weekly 90-minute class sessions designed to improve their coaching, mentoring, and process analysis skills. Specialty teams continue to meet outside and inside class, however the focus shifts from content development to coaching and mentoring applications. Fellows provide two, one-hour coaching sessions to each of their first-year students (8). The feedback-intensive environment continues for Fellows as they are evaluated by Leadership coaches in each first-year laboratory session and in team meetings. Leadership coaches continue to work with Fellows via reflection assignments and coaching meetings to further enhance Fellows' interpersonal and leadership behaviors.

The potential of markets for solving environmental problems, and for environmental entrepreneurs to invent those solutions. How to apply business principles of finance, marketing, economics, operations, and accounting to the provision of environmental goods and services. Case studies include innovation in materials and energy, conservation of land and wildlife, environmental product differentiation and supply chain management, investing under regulatory risk, and partnership between nonprofit and for-profit organizations. Guest speakers include environmental entrepreneurs, venture capitalists, corporate executives, and nonprofit leaders. Students develop their own business plans in environmental entrepreneurship.

Topics: the worth of college and graduate degrees, and the utilization of highly educated graduates; faculty labor markets, careers, and workload; costs and pricing; discounting, merit aid, and access to higher education; sponsored research; academic medical centers; and technology and productivity. Emphasis is on theoretical frameworks, policy matters, and the concept of higher education as a public good. Stratification by gender, race, and social class.

The relationships between political analysis and policy formulation in education; focus is on alternative models of the political process, the nature of interest groups, political strategies, community power, the external environment of organizations, and the implementations of policy. Applications to policy analysis, implementation, and politics of reform. (APA)

This course examines health care businesses and how they use technology (primarily biotechnology, medical technology and information technology) to improve patient outcomes and manage costs. New technologies are commercialized by innovator companies (biotech and pharmaceutical companies, device manufacturers, diagnostics developers, and health IT companies). They are adopted by providers (hospitals, physicians) in patient care and paid for by third-party payers (commercial and government). We will use case studies to examine the following: nnnFor the innovators, nna) financing and managing new product developmentnnb) clinical trial management and gaining regulatory approval, nnc) marketing, communication and sales strategies (both physician and patient communication and sales) to drive product adoption and gain third party reimbursement.nnd) Business models to drive innovation.nnnFor the providers,nna) The clinical and business case for adopting a new technologynnb) The organizational changes new technology may necessitate especially when it generates new patient safety risks.nnnFor the payers, nna) the process and criteria they use to make reimbursement and coverage decisions and how these criteria affect innovators, nnb) selective provider network design to manage the added costs of these new technologies, nnand c) new it-intensive business models. nnnThrough these case studies, the students will not only gain an in depth understanding of how new technologies get developed and commercialized in health care but how the whole health care value chain adapts to these new technologies. Interviews, panel discussions, and guest lecturers from prominent industry leaders will supplement the case discussions. Speakers and panelsts in previous years included senior executives from Genentech, Gilead, Onyx Pharmaceuticals, Medtronic, Jazz Pharmaceuticals, United Health, DaVita, and Genomic Health; venture investors from Essex Woodland Health Ventures and Prospect Ventures; and heads of the health care/biotech practices at McKinsey and Goldman Sachs.

This seminar will examine the impact of the globalization of the wine industry on competitive strategies of wine producers. It builds on on-going field research on the role of organizational identity in creating sustainable advantage of niche producers in the Italian wine industry. This research concentrates on the contest between modernist and traditionalist identities and practices. This contest is being played out, to a greater or lesser degree, in most wine producing countries. Participants in the seminar will carry out research on the dynamics of the wine industry in one or a few countries. Collectively the seminar will attempt to provide an integrated account of industry dynamics in this industry over world regions.

The goal of this seminar will be to investigate how social technology (e.g. blogs, websites, podcasts, widgets, community groups, social network feeds) can change attitudes and behaviors in ways that cultivate social change. During the course, students will do a deep dive into a socially-innovative organization (e.g., Facebook, YouTube, Current Media, Kiva.org, Google, Mozilla, Joost, Flickr, HopeLab) who have improved lives directly or indirectly (or have the potential to do so). Students will study the strategies and tactics used by companies and causes that have successfully catalyzed the social persuasion to occur. For the final project, you will work with in small self-selected teams to create (1) a new product or application, (2) a "viral" video, or (3) a "Marketing Playbook" The final projects are encouraged to be focused around health, broadly defined (e.g., finding a cure for a disease, finding a bone marrow match for a friend in need). For those who select their deliverable to be a new product or application, you will need to create a prototype. For those who select a viral video, you will make a video, post it on YouTube, measure its impact (increasing awareness, behavior change), and write up the results for a case. For those who select a "Marketing Playbook," you will create unique (not typical) powerpoint deck that could be disseminated among a larger population, to be good enough for publication and use in the classroom as a case. nnnStructure: During the first 2 weeks, we will select appropriate topics (e.g., organizations, individuals, causes) for the case studies; in the next 3 weeks we will complete the background research and interviewing in the organizations. Project-creation will take place in the following 3 weeks. Presentation of your projects (e.g., prototype of product, application, video, Marketing Playbook) over the last 2 weeks.

This course will examine the diverse management challenges facing the sports industry. The course will cover issues at the league level, the team level, the athlete/agent level, and the college level. The diverse constituencies with interests in sports issues (athletes, fans, media companies, advertisers, and legislators to name a few) will be discussed. Sports issues at a global level (the IOC) and both U.S. and outside U.S. will be covered. There will be coverage of evolving business ventures related to the sports industry (such as venture backed sports companies and sports networks). Valuation issues related to sports teams will also be covered.nnnA key focus is on how the sports industry is similar to and different from other industries. Key concepts underlying the course are: value creation/value sharing; revenue ecosystem; virtuous circles and vicious circles; disruptive technologies; growth facilitators and growth inhibitors; leveragable assets/inherited liabilities; and entrepreneurship/new product innovations. Over 80% of the sessions typically will include a guest co-lecturer from the sporting industry.

This course is for non-GSB students only. The focus of this course is to increase one's competencies in influencing and leading the building more effective interpersonal relationships. Learning is primarily through engaging in giving and receiving feedback with other group members. This course is very involving and, at times, can be quite emotional. However, this course is not a substitute for therapy; we deal more with inter-personal issues than with intra-personal ones. If you are in therapy, please talk this over with your therapist and get their advice before enrolling in this course. The 36 students of the class are divided into three 12-person T-groups (T-training groups) that meet for 3 hours every Wednesday evening starting the second class and continuing till the end of the term. In addition, the class goes away for a weekend at the end of the course. It is very important to note that when you decide to take this course you are making an explicit contract to be actively involved. You are expected to attend all class and t-group sessions because of the 1) highly interactive nature of this course and 2) this section's one day format- half of each 3 hour afternoon class will be t-group in addition to 3 hours of evening t-group. Wait listed students need to attend the first class to secure your place should an opening emerge. Class Notes: Note 1: Students must pre-qualify before bidding on this course. Qualification information can be found at <https://faculty-gsb.stanford.edu/OB_374_Qualification>.

This course examines the strategies that highly educated women and men use to combine work and family and the strategies that managers can bring into play to help others balance work and family. Topics include the pluses and minuses of becoming a stay-at-home mom or dad, the economic value of unpaid labor, the career trade-offs necessary to balance two high-powered careers and children, the economics of marriage, fertility, child care, and elder care, the gendered division of labor in the home, time-management and work/family conflicts, strategies for making change at the work place, and the role of public policy. The course provides a safe space for open discussion of difficult issues. Guest speakers discuss these issues with respect to their own careers and lives as well as the roles their organizations play and there are opportunities for lunch with all guest speakers.

Open to all graduate students. An analytical framework for understanding the core concepts of the law; how lawyers analyze and structure their work. Foundational principles of law. Topics such as contracts, litigation, intellectual property, securities, and employment law.nnnStudents are required to attend one of the weekly discussion sessions. The following days/time are: Thurs. 3:15 - 4:15 pm, at the Law School; Thurs. 7 - 8 pm, at the Law School; or Fri., 8:45 - 9:45 am at the GSB.

Need approval from sponsoring faculty member and GSB Registrar.

We are excited to announce that the Last Lecture Series will be offered to the Class of 2009 and Sloans during the Spring Quarter.nnnThis 1-unit class will be held on the first five Wednesday afternoons of Spring Quarter. This class is an opportunity to hear a Last Lecture from some of the best that the GSB has to offer. Each session will present one or two luminaries. nnnTo get the 1 unit credit, students must commit to attend at least 8 out of the 10 talks. This is done on the honor system. If you enroll, you email Dean Kreps when/if you miss a day. (The dean is the instructor of record.) If you miss two or more days, you need to tell the dean, and you will receive a U. Otherwise, it is graded pass.nnnThe series is student organized (thanks to the student organizers) and administration approved.nnnNOTE: The April 29 session will meet at a later time: 5:30-7:30 p.m.

Business leaders have marketing strategies, expansion strategies, finance strategies, even exit strategies. Successful leaders, however, also have communication strategies. This course will explore how individuals and organizations can develop and execute effective communication strategies for a variety of business settings.nnnThis new course is an abbreviated version of the 4-unit Strategic Communication Course. We will introduce the essentials of communication strategy and persuasion: audience analysis, communicator credibility, message construction and delivery. Deliverables will include written documents and oral presentations and you will present both individually and in a team. You will receive feedback to improve your communication effectiveness. In the final team presentation, your challenge is to craft an oral presentation that will persuade your audience to accept your strategic recommendations. By doing this, you will see why ideas, data and advocacy are combined for a professional, persuasive presentation. nnnThis course will help you to develop confidence in your speaking and writing through weekly presentations and assignments, lectures and discussions, guest speakers, simulated activities, and videotaped feedback. In this course you will learn to:nn-Create communication strategies at an individual and organizational levelnn-Develop clearly organized and effective presentations and documentsnn-Diagnose and expand your personal writing and oral delivery style nn-Adapt your delivery style to different material and audiences nn-Enhance oral delivery through effective visual aids

The Sloan leadership seminar is focused on developing the leadership knowledge and capacities of Sloan Fellows. It is conducted throughout the year and covers a range of activities. These include formal sessions in which the tasks of leaders and leadership styles are explored. Sloan Fellows have the opportunity to complete a personal preference inventory instrument, which is coupled with team building exercises. Formal sessions are enhanced by presentations from distinguished Stanford faculty with a focus on issues of leadership, power and politics, and other topics of broad relevance. nnCEOs and Chairmen of major corporations are invited to meet with Sloan Fellows in Top Management Seminars, in which they discuss leadership issues in their own organizations. Sloan Fellows have the opportunity for an informal exchange of views with the speaker and further discussion over dinner. nnMeetings with leaders of business and government are the focus of the domestic and international field trips. These include meetings in Silicon Valley and Seattle, as well as New York and Washington. At the conclusion of the program, Sloan Fellows also participate in an international field trip where they meet with leaders in other countries.

The primary goals of this course are (1) to expose students to the startling and counter-intuitive insights being unraveled on the workings of the human brain and (2) then get to the "so what" of these findings for shaping business strategy, personal development, etc. In the process of accomplishing these goals, we will address several fundamental questions. For instance, when making decisions of considerable import (e.g., choosing between two equally attractive job offers), should one become completely rational and do what the economists would recommend, or follow the gut and decide instinctively? If you want to extract maximum pleasure from an experience (e.g., a massage, consuming chocolate), will you be better off paying attention to the experience or distracting yourself? Finally, if you had a $5000 windfall, would you be better off spending it on a 65 inch LCD HDTV or on a vacation say to Bora Bora?

This course focuses on the bioscience industry (biotechnology, pharmaceutical, medical device, genomics, and vaccine) with an emphasis on the ethical and social challenges of running these companies. Additionally, it will introduce students to the processes and decision-making with regard to new biotechnology product development, clinical research (both in developed and developing countries), responsibilities to human research subjects, regulatory hurdles, market timing decisions, interactions with customer physicians, product safety, data publication, direct-to-consumer marketing of prescription drugs, and product litigation. Students in the class will be representative of those who work on this industry sector and, hence, will come from the schools of business, medicine (clinical and bench), bio-engineering, and chemical engineering. Law students are also invited to enroll, scheduling permitted. This is a 2 unit course that meets once a week.

This seminar will explore the nature and role of leadership in organizations. We will examine such questions as (1) What is leadership? (2) Why is it important? (3) What is it that leaders actually do? (4) How do they do it? (5) How are leaders developed? (6) Why do leaders succeed or fail? (7) What about your potential for leadership and your strategy for developing it?nnnOur primary objective in this seminar is to achieve a deeper understanding of the nature and role of leadership in organizations. Our approach will be to examine a small sample of the literature, together with the amazing story of Ernest Shackleton and his Endeavor crew, and then to probe several key questions through lively class discussion. The discussion, informed by the readings and also by our collective experiences, will seek to develop some general principles and observations about leadership--particularly about how you might better develop yourself as a leader.

This course is designed for individuals interested in improving their communication skills. As a leader, you will spend the majority of your time communicating with others' team members, subordinates, clients, and other constituents. Right now, you probably don't spend much time thinking about the way you communicate, nor are you likely, in the corporate setting, to get honest feedback on the messages you send. Yet the quality of your communications will have a large impact on your overall effectiveness. This class will help you appreciate the nature and complexity of communication and provide guidelines for both improving your communication style and recognizing the unique styles of others. nnnThe class is based on the assumption that organizations are fundamentally political entities, and interpersonal influence through communication is a key mechanism by which things get done. Effective leaders don't simply lead by fiat-they often must influence and persuade others to go along with their ideas. In each session, we'll consider a number of well-studied tactics of interpersonal communication. For each tactic, we'll talk about why it works, when it works best, and what its limitations might be. We'll discuss how you can put these approaches to work in order to support your attempts at persuasion and how to resist them as an unwilling target of persuasion.nnnAfter taking this course, you will be better able to: (1) identify strategies for crafting effective communication in the form of everyday conversation, written work, and public presentations, (2) develop techniques for building strong, long-term alliances with your colleagues, and (3) become more persuasive in advancing an agenda, acquiring resources, or eliciting compliance from others. These skills will be invaluable to you throughout your career.

Leadership Laboratories Condensed Spring course (Spring Labs) focuses on improving students abilities to build relationships, motivate others, and influence outcomes. Spring Labs provide students with structured time to practice these skills with role-playing and other interactive, experiential exercises in a learn-by-doing environment. Spring Labs concentration on interactive, skill-based programming is geared toward ensuring that students actually develop their leadership skills, rather than solely gain knowledge about leadership. nnnTo facilitate students' individual development, Leadership Laboratories create a feedback-intensive environment. Classes are conducted by specially trained GSB students who have been selected through a rigorous selection process during Winter Quarter to receive a Leadership Fellow position. Running interactive skill-based programming requires a small instructor-to-student ratio and by leveraging Leadership Fellows, we are able to offer that ratio. In preparation for running the Spring Labs, Leadership Fellows participate in an intensive immersion program conducted by faculty and executive coaches from the Center for Leadership Development and Research. In addition to mastering the material covered in the Spring Labs, Leadership Fellows also master the facilitation, coaching and mentoring skills essential for effective delivery of the program.

Course examines financing and investment issues that face a diverse set of participants in the sports industry. A key theme is using general financial concepts to better structure decision making in the sports industry. Specific topics illustrate the broad set of perspectives considered: Player Payroll Financial Dynamics ? Player Salary Management; Asset Appreciation Opportunities; Assessing the Value of Players (& General Managers); Investment Syndicates in Sports; Building a Startup League in Baseball; Financial Valuation of Sporting Clubs; Financial/Strategy Analysis for a Mixed Martial Arts (MMA) Venture; Financial/Strategy Analysis for a New Football (Gridiron) League; On-Line Sports Venture Evaluation.

This Sports Marketing course combines (a) a focus on key marketing themes (such as branding, customer attraction/retention, and celebrity power) and (b) an analysis of marketing in diverse areas of the sporting industry ? the league level, the team level, the player level, the network level, the advertiser level, the sponsor level, the fan level, and the media level. The nine sessions cover the following: Corporate Sponsorship; Online Marketing; Events as Brand Building Investments; Marketing to Youth; Sports/Entertainment Nexus; Club Marketing Strategies; Brand Revitalization & Strengthening; Motor Sports Marketing; Marketing in a Web 2.0/Social Networking World.

The 2008 US Presidential election looks to be both historic and fascinating. How candidates communicate has a great deal to do with their success in being elected. This course will explore the theory behind effective positioning and presentation and analyze how successfully the candidates communicate. In particular we will explore historic examples of US Presidential debates, from Nixon/Kennedy to Bush/Kerry and review the current candidates performance in the fall 2008 debates. Virtually every Presidential debate in the modern era has affected the outcome of the Presidential election. This highly interactive course is similar to offerings provided to MBA students in the September Session, but is spread out throughout the fall quarter so we can together watch the progress of candidates toward the November 4 general election. This course is co-taught by JD Schramm, Senior Lecturer at the GSB, and David Demarest, Vice President of Public Affairs for Stanford University. Schramm's teaching focus is in Management Communication and he has taught and coached thousands of students to present and write more effectively. Demarest has a diverse set of experiences in banking, education, and politics. In 1988 he served as Communications Director for Vice President George H. Bush's successful presidential campaign. He then served four years as an assistant to President Bush and senior member of the White House Staff.

This course will explore how markets can be used to broaden access for the least advantaged. The course will begin with arguments for broadening access by reviewing two, sometimes competing, frameworks: economic theory on inefficient markets and real world market failures, and the ethical notions of social justice and society's distribution preferences. Building upon these two frameworks, the course will then examine the different mechanisms that are used to direct capital to specific issues of access, with emphasis placed on innovations in the field. Next, the course applies the preceding frameworks to two specific issues of access, and real world experiments that attempt to address them. Finally, the course asks students to apply the framework they have learned to a new area of access of their choosing. In so doing, the students will be asked to identify the problem (i.e. market failures/barriers to access, the economic and ethical rationale for intervention), and then propose one or more market-based experiments or public-private solutions that may ameliorate the failure and expand access.

SAIL - Stanford And IIMB(Indian Institute of Management, Bangalore)Link - is a program for cross-cultural learning of business and management in U.S. and India. The program is limited to 20 Stanford Graduate School of Business students and 20 IIMB students. The program consists of four elements: (1) Joint collaboration on academic group projects of four students each (two students from each institution); (2) A sequential two-way exchange where the Stanford students will go to IIMB for a period of one week to engage in a variety of learning and integration activities and then IIMB students will visit Stanford for a similar experience. Visits will be organized along three core aspects -- academics, business, and social activities -- with the goal of providing cross-cultural learning opportunities for the exchange students; (3) Readings and presentations by group participants about the companies and individuals that the group will be meeting in U.S. and India; (4) Preparatory lectures delivered by faculty, business professionals, and individuals from the public sector.

This course covers various advanced quantitative methods with applications in marketing and economics. Topics include simulation-based estimation, Markov Chain Monte Carlo estimation of hierarchical Bayesian models, dynamic decision processes, and other advanced topics relating to empirical models of demand and supply. The course stresses the conceptual understanding and application of each technique. Students will learn to apply these techniques using Matlab or an equivalent language.

Educators must be experts in their subject matter, but also effective scholarly communicators. This course will examine the theories for effective communication in the classroom and provide PhD candidates with the opportunity to practice course principles in simulated classroom settings and receive direct and video-taped feedback on their performance. Students will benefit from participating in observations of GSB classes (within and beyond their discipline), readings on current educational theory and practice, class discussion, and visits from top GSB professors.nnnLearning Objectives:nnnBy the end of this course students will:nn-Understand the fundamentals of business education including syllabus development, classroom instruction, case method teaching, assessment and grading.nn-Understand and practice the essential elements of effective presentations - the verbal, vocal, and visual of classroom presentationnn-Study a selection of relevant educational theory and be able to apply it to their own classroom teaching in the futurenn-Articulate essential distinctions of teaching undergraduate, graduate (including MBA), and executive education students, and how to adapt their approach for these audiencesnn-Demonstrate effectiveness in the classroom and growth in the ability to plan and present content in a simulated business classroom setting from benchmark to final mocknn-Apply course content to job talks, conference presentations, and other professional settings beyond the classroomnn-Evaluate peers and other educators on their ability to practice effective teaching and presentation delivery

This seminar examines research on the psychology of judgment and choice. Although the normative issue of how decisions should be made is relevant, the descriptive issue of how decisions are made is the main focus of the course. Topics of discussion include choice, judgment heuristics and biases, decision framing, prospect theory, mental accounting, context effects, task effects, regret, and other topics. The goal of the seminar is twofold: to foster a critical appreciation of existing knowledge in behavioral decision theory, to develop the students' skills in identifying and testing interesting research ideas, and to explore research opportunities for adding to that knowledge.

Doctoral Practicum in Teaching

Doctoral Practicum in Research

Seminar. For students interested in the nonprofit sector, and those in the joint Business and Education program. The missions, functions, and capabilities of nonprofit, public, and private organizations. Focus is on sectors with significant competition among institutional forms, including health care, social services, the arts, and education. Sources include scholarly articles, cases, and historical materials. Advanced undergraduates require consent of instructor.

Appropriate for any student driven to effect positive social change from either the for-profit or nonprofit sector, Strategic Issues in Philanthropy (GSBGEN 381/ EDUC 377C) will challenge students to expand their own strategic thinking about philanthropic giving and influence. In recent decades, philanthropy has become an industry in itself - amounting to $260.28 B in the year 2005 alone. This course will provide an overview of the key operational and strategic distinctions between traditional philanthropic entities, such as community foundations, private foundations, and corporate foundations; and contemporary models, such as funding intermediaries and venture philanthropy partnerships. Course work will include readings and case discussions that encourage students to analyze philanthropic strategies as they relate to foundation mission, grantmaking, evaluation, financial management, infrastructure, and board governance. Guest speakers will consist of high profile philanthropists and foundation presidents, as well as Silicon Valley business leaders striving to redefine philanthropic models. The course will culminate in a group project in which students will solicit a grant proposal from a local nonprofit organization and make a funding recommendation to a Silicon Valley-based foundation.

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.

For students in the joint degree program in Business and Education; open to others. Changing market mechanisms and emerging technologies creating opportunities in for-profit education and training organizations. Interaction of firms with public sectors. Roles of public administrators, educators, investors, and technology providers in defining opportunities, challenges, and constraints for education and training firms. Approaches to strategy formation, product development, and operations. Guest experts. (SSPEP/APA)

This course is open only to students participating in the Stanford-Tsinghua Exchange Program and is required of those students. Requirements include researching and reporting on companies to be visited, attending lectures in preparation for the China visit, attending lectures at Tsinghua, and carrying out and reporting on a project with one or more Tsinghua student. Offered Pass/No Pass only. 2 units. Winter quarter.

This course is offered for students requiring specialized training in an area not covered by existing courses. To register, a student must obtain permission from the faculty member who is willing to supervise the reading.

This course is elected as soon as a student is ready to begin research for the dissertation, usually shortly after admission to candidacy. To register, a student must obtain permission from the faculty member who is willing to supervise the research.