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1 - 10 of 50 results for: GSBGEN

GSBGEN 199: Curricular Practical Training for PhD Students

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.
Terms: Sum | Units: 3
Instructors: Bulow, J. (PI)

GSBGEN 202: Critical Analytical Thinking

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.
Terms: Aut | Units: 3

GSBGEN 203: The Global Context of Management

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.
Terms: Aut | Units: 2

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.
Terms: Win | Units: 2

GSBGEN 299: The Core Curriculum in the Workplace

GSB students are eligible to report on work experience that is relevant to their core studies under the direction of the Senior Associate Dean responsible for the MBA Program. Registration for this work must be approved by the 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 required 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 typically due in early October. Units earned for this course do not meet the requirements needed for graduation.
Terms: Spr, Sum | Units: 3
Instructors: Rajan, M. (PI)

GSBGEN 306: Real Estate Investment

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.
Terms: Spr | Units: 4
Instructors: Abbey, D. (PI)

GSBGEN 334: Family Business

Family-controlled private and public companies are the dominant form of enterprise worldwide. Despite their prominence, teaching and research have traditionally focused on analyzing the widely-held model of the firm. The family business management and valuation course explores the unique challenges and opportunities faced by family firms. The course is taught by Leo Linbeck III, Lecturer since 2005 at the GSB and President and CEO of Aquinas Companies, LLC. The course balances managerial perspectives with general frameworks. The course is intended for four main audiences: (1) Students whose family owns a business. (2) Students who are considering working for a family firm. (3) Students who are interested in acquiring a private firm either directly (search funds, minority investments, etc) or indirectly (private equity, etc). (4) Students who seek to consult or provide professional services to closely held firms or their owners (wealth management solutions, management consulting, etc). The main objectives of this course are three. First, to understand the unique challenges and characteristics of family firms. Second, to provide a coherent and consistent set of tools to evaluate the most relevant decisions faced by family firms. Third, to focus on decision-making. The course uses a combination of case studies, guest speakers, and student presentations to explore the central ideas of the course.
Terms: Win | Units: 4
Instructors: Linbeck, L. (PI)

GSBGEN 346: Comparing Institutional Forms: Public, Private, and Nonprofit (EDUC 377, PUBLPOL 317, SOC 377)

For students interested in the nonprofit sector, those in the joint Business and Education program, and for Public Policy MA students. The focus is on the missions, functions, and capabilities of nonprofit, public, and private organizations, and the managerial challenges inherent in the different sectors. 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.
Terms: Win | Units: 4

GSBGEN 348: The Economics of Higher Education

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.
Terms: Win | Units: 4

GSBGEN 349: Introduction to the Politics of Education

The relationships between political and economic analysis and policy formulation in education; focus is on alternative models of the political process, the nature of interest groups, political strategies, policy efficiency, the external environment of organizations, and the implementations of policy. Applications to policy analysis, implementation, and politics of reform. (APA)
Last offered: Spring 2010
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