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1 - 10 of 22 results for: GSBGEN

GSBGEN 113N: The Economic Survival of the Performing Arts

Even the most artistically accomplished and well-managed performing arts organizations--symphony orchestras, operas, dance companies, and many theaters--tend to live on the edge financially. In fact, most performing arts groups are organized as nonprofit organizations, because they cannot make enough money to cover costs and survive as profit-seeking businesses. In this seminar we will explore the reasons for the tension between artistic excellence and economic security,drawing on the experience of performing arts organizations in the United States and in countries(whose governments have adopted quite different policies toward the arts). Using economic concepts and analysis that we develop in the seminar, you will first examine the fundamental reasons for the economic challenges faced by performing arts organizations. In later sessions, we will consider and evaluate alternative solutions to these challenges in the United States and other countries. The seminar may include meetings with managers and/or trustees of arts organizations.nnnBy the end of the seminar, you will be able to assess the economic condition of an arts organization, evaluate alternative strategies for its survival, and understand the consequences of alternative government policies toward the arts.nnnDuring the early part of the course, you will prepare two short papers on topics or questions that I will suggest. Later, you will prepare a longer paper applying concepts learned to one of the performing arts or a particular arts organization that interests you. You will submit that paper in stages, as you learn about concepts and issues that are relevant to your analysis. There will also be a final exam.
Units: 3 | UG Reqs: WAY-SI | Grading: Letter (ABCD/NP)
Instructors: Flanagan, R. (PI)

GSBGEN 208: Ethics in Management

With leadership comes responsibility. This course explores the numerous ethical duties faced by managers and organizations. It combines analytical frameworks with the latest findings on human behavior to inform a wide range of ethical decisions and strategies. Readings include case studies, insights from experimental psychology and economics, and excerpts from or about major works of moral philosophy. Through online and in-class exercises, discussions, and personal reflection, you will reveal and assess your ethical intuitions, compare them with more explicit modes of ethical thought, and learn how to use ethics in business settings. A diverse set of ethical viewpoints will be considered with an emphasis on not only their implications for ethical behavior but also on the social and cognitive pitfalls that undermine the ability of business leaders to fulfill their ethical duties.
Units: 2 | Grading: GSB Letter Graded

GSBGEN 322: Improving and Measuring Social Impact

This course focuses on strategy and actionable measurement in government, non-profit organizations, market-based social enterprises, philanthropy, and impact investing. "Actionable" means that measurement is used by managers, investors, and other stakeholders in improving outcomes. nn nThe course explores the intersection of several ideas that seem to be in some tension with each other. (1) "In preparing for battle I have always found that plans are useless, but planning is indispensable." (Dwight D. Eisenhower), (2) You can't manage what you can't measure, (3) Measurement is expensive and its results are often ignored, (4) "Not everything that counts can be counted and not everything that can be counted counts" (apocryphally attributed to Einstein), (5) "The more any quantitative social indicator is used for decision making, the more subject it will be to corruption pressures and the more apt it will be to distort and corrupt the social processes it is intended to monitor." (Campbell's Law). nnnSpecifically, the course will include: strategic planning, logic models, theories of change, monitoring, and evaluation; measuring the social impact of governments, non-governmental organizations, and market-based social enterprises, and asking how philanthropists and impact investors can assess their own impact; impact investing, performance contracting, and social impact bonds; and techniques for improving the behavior and accountability of individuals and organizations. These issues will be addressed mainly through business school case studies, which place the students in the position of CEOs, managers, and investors called upon to make major decisions. nnnWARNING: The course has a fair amount of reading - not more than is common in undergraduate and graduate courses, but more than is typical for MBA courses in the GSB.
Units: 3 | Grading: GSB Student Option LTR/PF
Instructors: Brest, P. (PI)

GSBGEN 332: Sustainable Energy: Business Opportunities and Public Policy

This course examines trends and opportunities in the sustainable energy sector with a particular focus on low carbon energy. We examine these trends in the context of technological change, emerging business opportunities and the parameters set by public policy. nSpecific topics to be examined include: (i) the impact of regulatory policies and tax subsidies on the energy mix (ii) the growing competitiveness of renewable energy, in particular solar PV and wind, (iii) sustainable transportation (iv) adaptation by fossil fuel energy sources, (v) innovative financing mechanisms for energy projects, (vi) the venture capital perspective (vii) the changing role of utilities in the energy landscape.
Units: 3 | Grading: GSB Student Option LTR/PF

GSBGEN 340: Financial Crises in the U.S. and Europe

This lecture course will explore the U.S.-centered financial crisis of 2008 and the ongoing European financial crisis.nnWe will examine the causes of both crises, policies implemented during the crisis, and options for reform.nnThis is an economic policy course rather than a pure economics course. It will focus on the practical intersection of economics, financial markets and institutions, policy, and politics.nnTopics we will examine include the following for the 2008 crisis:n- Did a global savings glut, international savings flows, or Fed policy cause the credit bubble?n- What caused the housing and mortgage bubbles?n- How does a bad mortgage turn into a toxic financial asset?n- Why and how did large financial institutions fail? What's the difference between a solvency crisis and a liquidity crisis?n- What is Too Big To Fail? Is it real? Why was Bear Stearns bailed out but not Lehman?n- Was the global financial system on the verge of meltdown in September 2008? How? Why?n- What was the TARP? The TALF? The CPP? The stress tests?n- What can we learn from comparing the US financial crisis with that in other major economies?n- How effective were various policy tools during the crisis?n- How have policies enacted and implemented since the crisis changed the outlook for the future?nnFor the European debt crisis we will examine:n- The fiscal and economic situations in various European countries;n- The structures and history of the Eurozone;n- Policy options to address problems in troubled European economies;n- The interaction between European financial institutions and European governments; andn- Options for longer-term reform of the Eurozone.n nThere will be no exams. Students will write two individual memos and a group memo.
Units: 4 | Grading: GSB Letter Graded

GSBGEN 350: International Internship

Units: 1-2 | Grading: GSB Pass/Fail
Instructors: Rajan, M. (PI)

GSBGEN 355: d.org: Designing Creative Organizations

Students will learn and apply several frameworks for organization design and human centered design. They'll also get a rare, in-person view into the fabric of industry-leading organizations during project work outside of class. They'll discover how company leaders inculcate the notion of user empathy into their DNA, to create compelling customer experiences and extraordinary work environments. Employing a human-centered approach, interdisciplinary teams will explore the partner companies and identify opportunities to design for positive organizational impact. After generating a range of initial ideas, teams will prototype focused interventions taking the form of novel roles, tools, spaces, rituals and more. Students will learn how design thinking applies to leading creative organizations. They will be exposed to and experiment with multiple organizational design models in a real-world environment. They will work in teams and learn from their peers' professional experience by participating in projects together.
Units: 3 | Grading: GSB Pass/Fail

GSBGEN 373: Investing in Alternative Assets

This course is intended for any student interested in a career in managing, developing, or investing in alternative assets such as hedge funds, private real estate funds, buy-out private equity (primarily large cap firms) and infrastructure. The first module of the course presents an overview of how investing in these alternative assets differs from investing in the public markets (e.g., publicly traded stocks and bonds). We spend time defining and discussing the risks involved when investing in non-transparent market sectors. We also focus on the perspectives of general partners and limited partners and how they each assess performance. Lastly, in this module we identify the attributes of successful private investment firms. The second module consists of analyses of individual transactions in real estate, mezzanine debt, large cap buyout transactions and infrastructure. Many of these investments can become significantly troubled and when they do, one must make decisions among a number of poor alternatives. Cases will be global.nnObjectives include: How to construct portfolios that include alternative assets; How to benchmark such portfolios; How to assess risks in transactions and portfolios; How to perform relative value analyses of differing investment opportunities; How to manage troubled investments (when to "hold 'em and when to fold 'em"); and How to manage a general partner firm. The course is divided into three modules with special emphasis on the financial analysis for transactions and portfolios. The first module focuses on portfolio construction issues and how to quantify whether the investor has been successful. The second module focuses on underwriting individual transactions and applying a relative value construct in determining the more attractive investments. The second module also focuses on the management of troubled investments, including deciding when to "double down" and how to protect investments already in place. The third module will address how general partners manage their firms.nnStudents will be expected to create an investment concept, draft an investment memorandum, create a pitch book and make presentations to a panel of experts.
Units: 3 | Grading: GSB Letter Graded

GSBGEN 381: Strategic Philanthropy

Appropriate for any student driven to effect positive social change from either the for-profit or nonprofit sector, Strategic Philanthropy 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 also provide students with real-world grantmaking experience in completing nonprofit organizational assessments and making grants to organizations totaling $20,000. The course will culminate in an individual project in which students will complete a business plan for a $10 million private foundation.
Units: 3 | Grading: GSB Letter Graded

GSBGEN 390: Individual Research

Need approval from sponsoring faculty member and GSB Registrar.
Units: 1-4 | Repeatable for credit | Grading: GSB Pass/Fail
Instructors: Aaker, J. (PI) ; Abbey, D. (PI) ; Admati, A. (PI) ; Anderson-Macdonald, S. (PI) ; Antoni, F. (PI) ; Athey, S. (PI) ; Barnett, W. (PI) ; Barth, M. (PI) ; Bayati, M. (PI) ; Bendor, J. (PI) ; Benkard, L. (PI) ; Berg, J. (PI) ; Berk, J. (PI) ; Bernstein, S. (PI) ; Beyer, A. (PI) ; Bimpikis, K. (PI) ; Blankespoor, E. (PI) ; Bowen, R. (PI) ; Bowman, K. (PI) ; Brady, S. (PI) ; Breon-Drish, B. (PI) ; Brest, P. (PI) ; Bristol, S. (PI) ; Broockman, D. (PI) ; Bryzgalova, S. (PI) ; Bulow, J. (PI) ; Burgelman, R. (PI) ; Callander, S. (PI) ; Carroll, G. (PI) ; Casey, K. (PI) ; Ciesinski, S. (PI) ; De Simone, L. (PI) ; DeMarzo, P. (PI) ; Di Tella, S. (PI) ; Diamond, R. (PI) ; Dodson, D. (PI) ; Duffie, D. (PI) ; Feinberg, Y. (PI) ; Ferguson, J. (PI) ; Flynn, F. (PI) ; Foarta, D. (PI) ; Foster, G. (PI) ; Francis, P. (PI) ; Galen, D. (PI) ; Gardete, P. (PI) ; Gerardo Lietz, N. (PI) ; Glickman, M. (PI) ; Glynn, J. (PI) ; Goldberg, A. (PI) ; Greer, L. (PI) ; Grenadier, S. (PI) ; Grimes, A. (PI) ; Gruenfeld, D. (PI) ; Gur, Y. (PI) ; Guttentag, B. (PI) ; Halevy, N. (PI) ; Hartmann, W. (PI) ; Hasan, S. (PI) ; Hattendorf, L. (PI) ; Heath, C. (PI) ; Huang, S. (PI) ; Iancu, D. (PI) ; Imbens, G. (PI) ; Jenter, D. (PI) ; Jha, S. (PI) ; Jones, C. (PI) ; Kasznik, R. (PI) ; Keelan, H. (PI) ; Kelly, P. (PI) ; Kessler, D. (PI) ; Khan, U. (PI) ; Kosinski, M. (PI) ; Koudijs, P. (PI) ; Kramer, R. (PI) ; Kramon, G. (PI) ; Krehbiel, K. (PI) ; Kreps, D. (PI) ; Krishnamurthy, A. (PI) ; Lambert, N. (PI) ; Larcker, D. (PI) ; Lattin, J. (PI) ; Laurin, K. (PI) ; Lazear, E. (PI) ; Lee, C. (PI) ; Lee, H. (PI) ; Leslie, M. (PI) ; Lester, R. (PI) ; Levav, J. (PI) ; Levine, P. (PI) ; Lowery, B. (PI) ; Lustig, H. (PI) ; Mahowald, C. (PI) ; Malhotra, N. (PI) ; Marinovic, I. (PI) ; McDonald, J. (PI) ; McNichols, M. (PI) ; McQuade, T. (PI) ; Meehan, B. (PI) ; Mendelson, H. (PI) ; Mendonca, L. (PI) ; Miller, D. (PI) ; Monin, B. (PI) ; Nair, H. (PI) ; Narayanan, S. (PI) ; Neale, M. (PI) ; O'Reilly, C. (PI) ; Ostrovsky, M. (PI) ; Oyer, P. (PI) ; Parker, G. (PI) ; Pearl, R. (PI) ; Pfeffer, J. (PI) ; Pfleiderer, P. (PI) ; Piotroski, J. (PI) ; Plambeck, E. (PI) ; Rajan, M. (PI) ; Ranganathan, A. (PI) ; Rao, H. (PI) ; Rapp, A. (PI) ; Rappaport, A. (PI) ; Rauh, J. (PI) ; Reichelstein, S. (PI) ; Reiss, P. (PI) ; Rice, C. (PI) ; Risk, G. (PI) ; Robin, C. (PI) ; Saban, D. (PI) ; Sahni, N. (PI) ; Scholes, M. (PI) ; Schramm, J. (PI) ; Seiler, S. (PI) ; Shaw, K. (PI) ; Shiv, B. (PI) ; Shotts, K. (PI) ; Siegel, R. (PI) ; Simonson, I. (PI) ; Singleton, K. (PI) ; Skrzypacz, A. (PI) ; Somaini, P. (PI) ; Sorensen, J. (PI) ; Soule, S. (PI) ; Sterling, A. (PI) ; Strebulaev, I. (PI) ; Sugaya, T. (PI) ; Tiedens, L. (PI) ; Tonetti, C. (PI) ; Tormala, Z. (PI) ; Vanasco, V. (PI) ; Weaver, G. (PI) ; Wein, L. (PI) ; Weinstein, L. (PI) ; Weiss, L. (PI) ; Whang, S. (PI) ; Wheeler, S. (PI) ; Xu, K. (PI) ; Yurukoglu, A. (PI) ; Zenios, S. (PI) ; Zwiebel, J. (PI) ; deHaan, E. (PI)
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