2019-2020 2020-2021 2021-2022 2022-2023 2023-2024
Browse
by subject...
    Schedule
view...
 

11 - 20 of 28 results for: GSBGEN ; Currently searching spring courses. You can expand your search to include all quarters

GSBGEN 373: Mission and Money in Education

Educational institutions are defined by their academic missions and their financial structures. When we refer to public/private or nonprofit/profit sectors, these are shorthand descriptions of the different capital structures that underlie educational organizations. Increasingly, these options - and novel variations on them - exist throughout the education enterprise: in K-12 schools, higher education, and ancillary service providers. In this course we will explore the relationships between academic goals and financial structures, with particular focus on management and decision making in educational organizations.
Terms: Spr | Units: 3

GSBGEN 390: Individual Research

Need approval from sponsoring faculty member and GSB Registrar. There is a limit on the number of units in courses of independent study that may be applied toward degree requirements.
Terms: Aut, Win, Spr | Units: 1-4 | Repeatable 4 times (up to 10 units total)
Instructors: Aaker, J. (PI) ; Abbey, D. (PI) ; Abrahams, M. (PI) ; Admati, A. (PI) ; Aka, A. (PI) ; Akbarpour, M. (PI) ; Allende Santa Cruz, C. (PI) ; Alper, B. (PI) ; Andrews, C. (PI) ; Antoni, F. (PI) ; Armstrong, C. (PI) ; Athey, S. (PI) ; Atwell, J. (PI) ; Bannick, M. (PI) ; Barnett, W. (PI) ; Bayati, M. (PI) ; Begenau, J. (PI) ; Belo-Osagie, H. (PI) ; Bendor, J. (PI) ; Benkard, L. (PI) ; Berg, J. (PI) ; Berk, J. (PI) ; Beyer, A. (PI) ; Bimpikis, K. (PI) ; Blattner, L. (PI) ; Brady, S. (PI) ; Brenninkmeijer, T. (PI) ; Brest, P. (PI) ; Buchak, G. (PI) ; Bulow, J. (PI) ; Burgelman, R. (PI) ; Callander, S. (PI) ; Camara, M. (PI) ; Carmel-Hurwitz, D. (PI) ; Carroll, G. (PI) ; Casey, K. (PI) ; Chess, R. (PI) ; Chin, L. (PI) ; Choi, J. (PI) ; Ciesinski, S. (PI) ; Clement, J. (PI) ; Coppola, A. (PI) ; Corney, A. (PI) ; Coulson, S. (PI) ; Davis, S. (PI) ; DeMarzo, P. (PI) ; Demarest, D. (PI) ; Di Tella, S. (PI) ; Diamond, R. (PI) ; Ding, Y. (PI) ; Dobbs, C. (PI) ; Dodson, D. (PI) ; Dodson, D. (PI) ; Donkor, K. (PI) ; Duffie, D. (PI) ; Eberhardt, J. (PI) ; Ellis, J. (PI) ; Epstein, J. (PI) ; Feinberg, Y. (PI) ; Flanagan, R. (PI) ; Flynn, F. (PI) ; Foarta, D. (PI) ; Foroughi, J. (PI) ; Foster, G. (PI) ; Francis, P. (PI) ; Frank, G. (PI) ; Frankel, R. (PI) ; Galen, D. (PI) ; Garfinkel, J. (PI) ; Gelfand, M. (PI) ; Gipper, B. (PI) ; Glickman, M. (PI) ; Goldberg, A. (PI) ; Grenadier, S. (PI) ; Grousbeck, H. (PI) ; Gruenfeld, D. (PI) ; Gur, Y. (PI) ; Guttentag, B. (PI) ; Halevy, N. (PI) ; Hall, A. (PI) ; Harmon, M. (PI) ; Harstad, B. (PI) ; Hartmann, W. (PI) ; Hebert, B. (PI) ; Hennessey, K. (PI) ; Hu, Y. (PI) ; Huang, S. (PI) ; Iancu, D. (PI) ; Imbens, G. (PI) ; Jha, S. (PI) ; Jones, C. (PI) ; Jones, P. (PI) ; Joss, R. (PI) ; Karaduman, O. (PI) ; Kasznik, R. (PI) ; Keelan, H. (PI) ; Kelly, P. (PI) ; Kepler, J. (PI) ; Kessler, D. (PI) ; Kim, J. (PI) ; Kim, Y. (PI) ; Kluger, A. (PI) ; Konrad, R. (PI) ; Kosinski, M. (PI) ; Kramon, G. (PI) ; Krishnamurthy, A. (PI) ; Krubert, C. (PI) ; Kupor, S. (PI) ; LaBlanc, G. (PI) ; Lam, L. (PI) ; Lattin, J. (PI) ; Lee, G. (PI) ; Lee, H. (PI) ; Lei, L. (PI) ; Lester, R. (PI) ; Levav, J. (PI) ; Levin, J. (PI) ; Lisbonne, B. (PI) ; Lowery, B. (PI) ; Lustig, H. (PI) ; Maggiori, M. (PI) ; Mahowald, C. (PI) ; Mak, K. (PI) ; Malhotra, N. (PI) ; Mandelbaum, F. (PI) ; Marinovic, I. (PI) ; Martin, A. (PI) ; Martin, G. (PI) ; McGonigal, K. (PI) ; McLennan, S. (PI) ; McNichols, M. (PI) ; Melnikoff, D. (PI) ; Mendelson, H. (PI) ; Miller, D. (PI) ; Miton, H. (PI) ; Monin, B. (PI) ; Most, H. (PI) ; Nair, H. (PI) ; Nakache, P. (PI) ; Narayanan, S. (PI) ; Noh, S. (PI) ; O'Reilly, C. (PI) ; Osborne, G. (PI) ; Ostrovsky, M. (PI) ; Oyer, P. (PI) ; Parker, G. (PI) ; Patel, H. (PI) ; Pfeffer, J. (PI) ; Pfleiderer, P. (PI) ; Piotroski, J. (PI) ; Plambeck, E. (PI) ; Rao, H. (PI) ; Rauh, J. (PI) ; Reichelstein, S. (PI) ; Reiss, P. (PI) ; Rice, C. (PI) ; Risk, G. (PI) ; Robles Garcia, C. (PI) ; Rogers, M. (PI) ; Saban, D. (PI) ; Sahni, N. (PI) ; Saloner, G. (PI) ; Sannikov, Y. (PI) ; Schifrin, D. (PI) ; Schulman, K. (PI) ; Seru, A. (PI) ; Sharabi Levine, Y. (PI) ; Shaw, K. (PI) ; Shiv, B. (PI) ; Shotts, K. (PI) ; Siegel, R. (PI) ; Siegelman, R. (PI) ; Singer, S. (PI) ; Singh, H. (PI) ; Skrzypacz, A. (PI) ; Smith, K. (PI) ; Somaini, P. (PI) ; Sorensen, J. (PI) ; Soule, S. (PI) ; Spiess, J. (PI) ; Sterling, A. (PI) ; Strebulaev, I. (PI) ; Suarez Serrato, J. (PI) ; Sugaya, T. (PI) ; Tonetti, C. (PI) ; Tormala, Z. (PI) ; Urstein, R. (PI) ; Vasserman, S. (PI) ; Vig, V. (PI) ; Voorsanger, M. (PI) ; Wager, S. (PI) ; Wallace, C. (PI) ; Wang, Y. (PI) ; Weaver, G. (PI) ; Wein, L. (PI) ; Weintraub, G. (PI) ; Wheeler, S. (PI) ; Williams Cosey, F. (PI) ; Wilson, R. (PI) ; Xu, C. (PI) ; Xu, J. (PI) ; Xu, K. (PI) ; Yurukoglu, A. (PI) ; Zenios, S. (PI) ; Zhong, W. (PI) ; Ziebelman, P. (PI) ; Zwiebel, J. (PI) ; deHaan, E. (PI)

GSBGEN 392: Financial Management for Entrepreneurs

The course provides future CEOs, CFOs, and investors with the necessary tools for successfully managing financial aspects and investing in entrepreneurial ventures. We cover topics related to both fundraising and ongoing capital management in startups, ranging from early to late stages. We analyze the incentives of all parties in major financial transactions of startups and growing organizations: founders, employees, angels, VCs, corporate investors, and public markets. In addition, we will look at issues of financial management such as KPIs, dashboards, financial reporting, and forecasting.
Terms: Spr | Units: 3

GSBGEN 496: Leadership for Society: Leading in Challenging Times

This course asks you to consider how you will react to challenges that all future leaders are likely to face. Where are you likely to thrive? What will you find most testing? When the pressure is on, how will you balance competing priorities? The lessons you learn in answering these questions are designed to help prepare for and understand how you will behave in future leadership positions. To maximize your learning we will examine case studies, host leaders for Q&As and hold a weekend-long simulation that all students are required to attend. Enrollment is limited to MBA1 and MBA2 students.
Terms: Spr | Units: 3

GSBGEN 514: Creating and Scaling High Potential Ventures in Developing Economies (Cases)

GSBGEN 514 - Creating High Potential Ventures in Developing Economies (2 Units) This course addresses the distinctive challenges and opportunities of launching and growing high-potential new ventures in developing economies. Developing economies are attractive targets for entrepreneurs because many are just starting to move up the growth curve, and they offer low-cost operating environments that can be great development labs for potentially disruptive innovations. They increase in attractiveness when their political institutions stabilize and they become more market-friendly. At the same time, developing economies pose serious challenges. Pioneering entrepreneurs take on significant risks to gain early mover advantages. Specifically, entrepreneurs will not be able to count on the same kind of supportive operating environments that we take for granted in the developed world. They often face cumbersome permit and licensing processes, poorly developed financial and labor markets, problema more »
GSBGEN 514 - Creating High Potential Ventures in Developing Economies (2 Units) This course addresses the distinctive challenges and opportunities of launching and growing high-potential new ventures in developing economies. Developing economies are attractive targets for entrepreneurs because many are just starting to move up the growth curve, and they offer low-cost operating environments that can be great development labs for potentially disruptive innovations. They increase in attractiveness when their political institutions stabilize and they become more market-friendly. At the same time, developing economies pose serious challenges. Pioneering entrepreneurs take on significant risks to gain early mover advantages. Specifically, entrepreneurs will not be able to count on the same kind of supportive operating environments that we take for granted in the developed world. They often face cumbersome permit and licensing processes, poorly developed financial and labor markets, problematic import and export procedures, unreliable local supply chains, weak infrastructure, corruption, currency risks, limited investment capital, lack of financial exits and more. This course is designed to help would-be entrepreneurs - both founders and members of entrepreneurial teams - better understand and prepare for these issues as they pursue the opportunities and address the challenges to start, grow, and harvest their ventures in these environments. GSBGEN 514 is a seminar/discussion format in which students will read about and discuss the key challenges described above and potential solutions. Guests will describe their own startup and investing experiences in developing economies and answer questions. A framework based on the World Economic Forum (WEF) report on "Entrepreneurial Ecosystems Around the Globe and Company Growth Dynamics" will be used to structure the course. Each student will prepare a short write-up as a final assignment on a case chosen from a selection provided by the instructors. Note: Groups of students who want to work as a team to investigate a specific new venture idea in addition to participating in the seminar/discussion sessions should also consider enrolling in GSB534, offered in Spring term.
Terms: Spr | Units: 2

GSBGEN 515: Essentials of Strategic Communication

Successful leaders understand the power of authentic, memorable communication. This course uses the lens of oral communication and presentations, to introduce the essential elements of the strategic communication strategies that make authentic, memorable communication work. Focusing on oral communication and presentation, we introduce the essentials of communication strategy and persuasion: audience analysis, message construction, communicator credibility, and delivery. Deliverables include written documents, focusing on individual and team presentations, with students receiving continuous feedback to improve their communication effectiveness, and to sharpen their authentic leadership voice. This highly interactive, practical course, is focused on feedback to help students at all levels of communication mastery develop confidence in their speaking and writing. Course includes presentations, assignments, lectures, discussions, simulated activities, in-class feedback, and filmed feedback. In this course you will learn to:-Recognize strategically effective communication-Implement the principles of strategic communication across different platforms-Develop clearly organized and effective presentations and documents-Diagnose and expand, your personal authentic communication style.
Terms: Aut, Win, Spr | Units: 2

GSBGEN 534: Creating a New Venture in a Developing Economy

This course addresses the distinctive challenges and opportunities of launching high-potential new ventures in developing economies. Developing economies are attractive targets for entrepreneurs because many are just starting to move up the growth curve, and they offer low-cost operating environments that can be great development labs for potentially disruptive innovations. They increase in attractiveness when their political institutions stabilize and they become more market-friendly. At the same time, developing economies pose serious challenges. Pioneering entrepreneurs take on significant risks to gain early mover advantages. Specifically, entrepreneurs will not be able to count on the same kind of supportive operating environments that we take for granted in the developed world. They often face cumbersome permit and licensing processes, poorly developed financial and labor markets, problematic import and export procedures, unreliable local supply chains, weak infrastructure, corru more »
This course addresses the distinctive challenges and opportunities of launching high-potential new ventures in developing economies. Developing economies are attractive targets for entrepreneurs because many are just starting to move up the growth curve, and they offer low-cost operating environments that can be great development labs for potentially disruptive innovations. They increase in attractiveness when their political institutions stabilize and they become more market-friendly. At the same time, developing economies pose serious challenges. Pioneering entrepreneurs take on significant risks to gain early mover advantages. Specifically, entrepreneurs will not be able to count on the same kind of supportive operating environments that we take for granted in the developed world. They often face cumbersome permit and licensing processes, poorly developed financial and labor markets, problematic import and export procedures, unreliable local supply chains, weak infrastructure, corruption, currency risks, limited investment capital, lack of financial exits and more. This course is designed to help would-be entrepreneurs - both founders and members of entrepreneurial teams - better understand and prepare for these issues as they pursue the opportunities and address the challenges to start, grow, and harvest their ventures in these environments. GSB534 uses a team-based project to learn about and develop solutions to the key challenges described above and potential solutions. A framework based on the recently published World Economic Forum (WEF) report on "Entrepreneurial Ecosystems Around the Globe and Company Growth Dynamics" will be used to structure the course along with a few lectures and guests who describe their own startup and investing experiences in developing economies and answer questions. The team-based projects are based on students' ideas; classmates will form teams of their choosing to explore a specific country and investigate an idea's viability. Students must come in willing to be team players and do the work necessary to complete this exercise over the full quarter. Teams of AT LEAST 3 STUDENTS EACH will be formed before the start of class or on the first day of class at the latest so students can decide if they want to enroll. The team will describe, in a final presentation, the challenges and opportunities in their country using the WEF framework. The final presentation will also include the team's thoughts on the viability of their proposed venture and how it capitalizes on their country's assets and addresses its challenges. A detailed business plan is not required; however, specific recommendations and plans for next steps that would be carried out during a 3 to 6-month field and market research study in the country will be part of the final presentation. Students who would prefer to learn more about this subject in a lecture/case discussion format should also enroll in GSB514, offered in Winter term.
Terms: Spr | Units: 2

GSBGEN 537: Sustainable Human Behavior

What is sustainability? It is not just about air travel, ocean health or reducing plastic waste. It is about rethinking our role as humans and leaders in this ever-changing world and developing a mindset that leads to positive habits and creates strong relationships to nurture our planet. In a world where success is frequently regarded as a stopping point rather than a stepping stone to future endeavors, this mindset is critical to leading a life of purpose and meaning. In this class we invite you to rethink: - a sustainable self, by moving away from focusing on the short-run win associated with attaining a goal to the longer-term benefits associated with continued improvement after the goal has been achieved thereby sustaining healthy habits. - sustainable connections, by helping people feel they are valued members of a winning team on an inspired mission.n- sustainable planet, in small ways that ripple out small communities and the planet; the hope is to create a culture of shared pr more »
What is sustainability? It is not just about air travel, ocean health or reducing plastic waste. It is about rethinking our role as humans and leaders in this ever-changing world and developing a mindset that leads to positive habits and creates strong relationships to nurture our planet. In a world where success is frequently regarded as a stopping point rather than a stepping stone to future endeavors, this mindset is critical to leading a life of purpose and meaning. In this class we invite you to rethink: - a sustainable self, by moving away from focusing on the short-run win associated with attaining a goal to the longer-term benefits associated with continued improvement after the goal has been achieved thereby sustaining healthy habits. - sustainable connections, by helping people feel they are valued members of a winning team on an inspired mission.n- sustainable planet, in small ways that ripple out small communities and the planet; the hope is to create a culture of shared prosperity. The goal of the class is to facilitate dialogue, knowledge exchange, and collaboration among students and guests to create a sustainable toolkit to cultivate positive habits for our future based on a sense of shared prosperity. Lastly, we'll map out how to use time in ways that will help build sustainable lives (calm mind and healthy body), impactful teams and a beautiful planet, so each of our lives will have meaningful, lasting impact in the world.
Terms: Spr | Units: 2

GSBGEN 542: Engineering a Remarkable Life

The skills and attitudes learned as a graduate business student can (with a bit of coaching) be applied to managing one's life. This course will help students think through the 'brand' they want to have, how to modify a personal 'operating system,' how to set achievable goals, and how to: 1) Summarize one's non financial assets/liabilities, 2) Manage a professional career (or careers), 3) Extend themselves into service, political or educational opportunities, 4) Deal with difficult bosses, unresponsive people, job transitions, 5) Turn around an enterprise, 6) Build durable relationships (professional and personal), 7) Overcome challenges (personal and professional), 8) Manage litigation, conflicts, reversals, 9) Negotiate win-win outcomes, 10) Set MAD goals, establish habits, 11) Add value beyond business goods and services, 12) Help aging parents, siblings, 13) Plan for retirement (money, geography, location, activities), 14) Set up traditions, travel, continuing education, etc. 15) D more »
The skills and attitudes learned as a graduate business student can (with a bit of coaching) be applied to managing one's life. This course will help students think through the 'brand' they want to have, how to modify a personal 'operating system,' how to set achievable goals, and how to: 1) Summarize one's non financial assets/liabilities, 2) Manage a professional career (or careers), 3) Extend themselves into service, political or educational opportunities, 4) Deal with difficult bosses, unresponsive people, job transitions, 5) Turn around an enterprise, 6) Build durable relationships (professional and personal), 7) Overcome challenges (personal and professional), 8) Manage litigation, conflicts, reversals, 9) Negotiate win-win outcomes, 10) Set MAD goals, establish habits, 11) Add value beyond business goods and services, 12) Help aging parents, siblings, 13) Plan for retirement (money, geography, location, activities), 14) Set up traditions, travel, continuing education, etc. 15) Deal with wealth, gifts to children/others/charity, 16) Manage a non-profit (and any number of other challenges our grads face). The course will involve readings, faculty-led discussions, short papers, in-class exercises and role plays. In addition, GSB alums at various stages of life will return to campus to share their journeys and challenges. The final product will be a confidential 'Life Plan.' The course will be offered on a Pass-Fail basis.
Terms: Aut, Spr | Units: 2
Instructors: Peterson, J. (PI)

GSBGEN 543: Family Business

Believe it or not, the "Silicon Valley model" is irrelevant to most businesses. Most companies are not started by MBAs; most startups are not funded by VCs; most employees don't work for tech firms; and most firms don't sell out to other businesses or go public. Rather, the vast majority of companies world-wide are started, funded, owned, and governed by families, and these firms create most of the employment in the global economy. Despite the prominence of family firms, most MBA courses focus on the widely-held or Silicon Valley model of the firm. This course explores the challenges and opportunities faced by family businesses. It is co-taught by Leo Linbeck III, Lecturer since 2005 at the GSB and President and CEO of Aquinas Companies, LLC, and Thomas Brenninkmeijer, a leader in his family business of Cofra Holdings AG. This course is an outlier in a world obsessed with tech startups and venture capital; it is a "Minority Report" from the heart of Silicon Valley. The course is intend more »
Believe it or not, the "Silicon Valley model" is irrelevant to most businesses. Most companies are not started by MBAs; most startups are not funded by VCs; most employees don't work for tech firms; and most firms don't sell out to other businesses or go public. Rather, the vast majority of companies world-wide are started, funded, owned, and governed by families, and these firms create most of the employment in the global economy. Despite the prominence of family firms, most MBA courses focus on the widely-held or Silicon Valley model of the firm. This course explores the challenges and opportunities faced by family businesses. It is co-taught by Leo Linbeck III, Lecturer since 2005 at the GSB and President and CEO of Aquinas Companies, LLC, and Thomas Brenninkmeijer, a leader in his family business of Cofra Holdings AG. This course is an outlier in a world obsessed with tech startups and venture capital; it is a "Minority Report" from the heart of Silicon Valley. 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 or consulting with a private firm either directly (search funds, management consultants, etc) or indirectly (private equity, etc). (4) Students who are sick of only learning about cool, sexy startups and the geniuses who get rich from them. The course uses a combination of case studies, guest speakers, lectures, movies, projects, and reflections to explore the central ideas of the course, which are likely to appear irrelevant to everyone (save the instructors) but are intended to be informative and entertaining. This is a compressed version of GSBGEN 334.
Terms: Spr | Units: 2
Filter Results:
term offered
updating results...
teaching presence
updating results...
number of units
updating results...
time offered
updating results...
days
updating results...
UG Requirements (GERs)
updating results...
component
updating results...
career
updating results...
© Stanford University | Terms of Use | Copyright Complaints