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1 - 10 of 28 results for: GSBGEN

GSBGEN 202: Critical Analytical Thinking

The Critical Analytical Thinking (CAT) course provides a setting for students to further develop and hone the skills needed to analyze complex issues and make forceful and well-grounded arguments. In 16-18 person sections, you will analyze, write about, and debate a set of topics that encompass the types of problems managers must confront. In doing this CAT will enhance your ability to identify critical questions when exploring challenging business issues. The emphasis will be on developing reasoned positions and making sound and compelling arguments that support those positions.
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: Aut | Units: 2

GSBGEN 239: MSx: Executive Communication Strategies

Communication is crucial to the success of all leaders, but as you climb within an organization the ability to write and speak effectively is magnified. This course will explore how individuals can develop and execute effective communication strategies for a variety of business settings. nnnThis course introduces the essentials of communication strategy and persuasion at an executive level. We will study: 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 continuous feedback to improve your communication effectiveness. Through this highly interactive course, you will see why ideas, data and advocacy are combined for a professional, persuasive presentation. nnnThis practical course helps students at all levels of communication mastery develop confidence in their speaking and writing through weekly presentations and assignments, lectures and discussions, guest speakers, simulated activities, and filmed feedback. This section is specifically designed with the needs of a senior leader in mind and is only open to Sloan Students. Students who elect to take this course in the fall should not also take strategic communication in the winter or spring; the courses will have sufficient overlap in concepts and assignments.
Terms: Aut | 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, typically due at the end of the quarter in which the course is taken. Specific assignment details and deadline information will be communicated to enrolled students. Units earned for this course do not meet the requirements needed for graduation.
Terms: Aut, Win, Spr, Sum | Units: 1 | Repeatable 4 times (up to 8 units total)
Instructors: Rajan, M. (PI)

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

This lecture course will explore the U.S. financial crisis of 2008 and the European debt crisis of 2011-13.nnnWe will examine the causes of both crises, policies implemented during the crisis, and options for reform.nnnThis 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.nnnTopics we will examine include the following for the 2008 crisis:nn- Did a global savings glut, international savings flows, or Fed policy cause the credit bubble?nn- What caused the housing and mortgage bubbles?nn- How does a bad mortgage turn into a toxic financial asset?nn- Why and how did large financial institutions fail? What's the difference between a solvency crisis and a liquidity crisis?nn- What is Too Big To Fail? Is it real? Why was Bear Stearns bailed out but not Lehman?nn- Was the global financial system on the verge of meltdown in September 2008? How? Why?nn- What was the TARP? The TALF? The CPP? The stress tests?nn- What can we learn from comparing the US financial crisis with that in other major economies?nn- How effective were various policy tools during the crisis?nn- How have policies enacted and implemented since the crisis changed the outlook for the future?nnnFor the European debt crisis we will examine:nn- The fiscal and economic situations in various European countries;nn- The structures and history of the Eurozone;nn- Policy options to address problems in troubled European economies;nn- The interaction between European financial institutions and European governments; andnn- Options for longer-term reform of the Eurozone.nn nnThere will be no exams. Students will write two individual memos and a group memo.
Terms: Aut | Units: 4

GSBGEN 381: Strategic Philanthropy

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 nearly $300 billion in the year 2011. 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.
Terms: Aut | 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, Sum | Units: 1-8 | Repeatable 4 times (up to 8 units total)
Instructors: Aaker, J. (PI) ; Abbey, D. (PI) ; Admati, A. (PI) ; Athey, S. (PI) ; Bannick, M. (PI) ; Barnett, W. (PI) ; Barth, M. (PI) ; Bayati, M. (PI) ; Bendor, J. (PI) ; Benkard, L. (PI) ; Berk, J. (PI) ; Bernstein, S. (PI) ; Beyer, A. (PI) ; Bimpikis, K. (PI) ; Binsbergen, J. (PI) ; Blankespoor, E. (PI) ; Bowen, R. (PI) ; Bowman, K. (PI) ; Brady, D. (PI) ; Breon-Drish, B. (PI) ; Brest, P. (PI) ; Bulow, J. (PI) ; Burgelman, R. (PI) ; Callander, S. (PI) ; Carroll, G. (PI) ; Casey, K. (PI) ; Chess, R. (PI) ; Ciesinski, S. (PI) ; De Simone, L. (PI) ; DeMarzo, P. (PI) ; Di Tella, S. (PI) ; Dodson, D. (PI) ; Duffie, D. (PI) ; Ellis, J. (PI) ; Enthoven, A. (PI) ; Feinberg, Y. (PI) ; Ferguson, J. (PI) ; Finan, F. (PI) ; Flynn, F. (PI) ; Foster, G. (PI) ; Gardete, P. (PI) ; Gerardo Lietz, N. (PI) ; Goldberg, A. (PI) ; Greer, L. (PI) ; Grenadier, S. (PI) ; Gruenfeld, D. (PI) ; Guttentag, B. (PI) ; Halevy, N. (PI) ; Hannan, M. (PI) ; Hartmann, W. (PI) ; Hasan, S. (PI) ; Heath, C. (PI) ; Holloway, C. (PI) ; Huang, S. (PI) ; Hurley, J. (PI) ; Iancu, D. (PI) ; Imbens, G. (PI) ; Ishii, J. (PI) ; Jha, S. (PI) ; Johnson, F. (PI) ; Jones, C. (PI) ; Kasznik, R. (PI) ; Kessler, D. (PI) ; Khan, U. (PI) ; Korteweg, A. (PI) ; Koudijs, P. (PI) ; Kramer, R. (PI) ; Krehbiel, K. (PI) ; Kreps, D. (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) ; Levav, J. (PI) ; Levine, P. (PI) ; Linbeck, L. (PI) ; Lowery, B. (PI) ; Malhotra, N. (PI) ; March, J. (PI) ; Marinovic, I. (PI) ; Marks, M. (PI) ; McDonald, J. (PI) ; McNichols, M. (PI) ; McQuade, T. (PI) ; Meehan, B. (PI) ; Mendelson, H. (PI) ; Miller, D. (PI) ; Monin, B. (PI) ; Nair, H. (PI) ; Narayanan, S. (PI) ; Neale, M. (PI) ; O'Reilly, C. (PI) ; Oyer, P. (PI) ; Parker, G. (PI) ; Patell, J. (PI) ; Perez-Gonzalez, F. (PI) ; Pfeffer, J. (PI) ; Pfleiderer, P. (PI) ; Piotroski, J. (PI) ; Plambeck, E. (PI) ; Powers, J. (PI) ; Rajan, M. (PI) ; Rao, H. (PI) ; Rauh, J. (PI) ; Reguant-Rido, M. (PI) ; Reichelstein, S. (PI) ; Reicher, D. (PI) ; Reiss, P. (PI) ; Rice, C. (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) ; Siegelman, R. (PI) ; Simonson, I. (PI) ; Singleton, K. (PI) ; Skrzypacz, A. (PI) ; Sorensen, J. (PI) ; Soule, S. (PI) ; Strebulaev, I. (PI) ; Sugaya, T. (PI) ; Thurber, M. (PI) ; Tiedens, L. (PI) ; Tonetti, C. (PI) ; Tormala, Z. (PI) ; Wein, L. (PI) ; Whang, S. (PI) ; Wheeler, S. (PI) ; Zenios, S. (PI) ; Zwiebel, J. (PI) ; deHaan, E. (PI)

GSBGEN 512: Funding Social Impact: Methods and Measurement

The past decade has seen an increasing interest in impact investments, which seek to generate financial returns at the same time as they have social (or environmental) impact. But how does an investor actually achieve impact? We explore this question through a framework that requires that the investee enterprise itself has net positive impact and that the investor's financial or other contribution increases that impact. We consider the challenges of measuring an enterprise's impact, and then turn to assessing the value added by investors, fund managers, and other intermediaries. The course will be taught mainly through case studies that consider investments in different asset classes ranging from those that expect below-market returns to ones that expect risk-adjusted market returns or better. We will look at investments at various stages, from R&D to start-ups to mature enterprises and entire sectors, considering the role of subsidies (for better or worse) and how an enterprise's social mission can be protected upon exit, and also will examine social impact bonds. The course is taught by Paul Brest, http://www.law.stanford.edu/profile/paul-brest. With its focus on assessing impact, it has a different mission than Matt Bannick's winter quarter course, New Business Models in the Developing World, which examines enterprises serving the base of the pyramid, and David Chen's spring quarter course, Impact Investing: Strategies and Tools, which broadly examines the domain of impact investments with emphasis on those yielding market returns. Students will find only slight overlap among the three courses.
Terms: Aut | Units: 2
Instructors: Brest, P. (PI)

GSBGEN 515: Essentials of Strategic Communication

Successful leaders understand the power of authentic, memorable communication. nn nnThis 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. nn nnFocusing on oral communication and presentation, we introduce the essentials of communication strategy and persuasion: audience analysis, message construction, communicator credibility, and delivery. nn nnDeliverables 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. nn nnThis 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. nn nnIn this course you will learn to: nn-Recognize strategically effective communication nn-Implement the principles of strategic communication across different platforms nn-Develop clearly organized and effective presentations and documents nn-Diagnose and expand, your personal authentic communication style nn nnSelect the course format that will best meet your needs: autumn term offers a ten week course meeting once a week as well as a two-week immersive experience, in a compressed version of the course that focuses particularly on the three most vital elements of leadership communication and features in-class filming and review of student work in each session. These two formats are again offered in the winter, and in the spring the full term format is offered only. All versions of the course offer the same opportunities for individual and group presentations and feedback. As you make your super round selection, keep in mind that waitlists have been long for this course.
Terms: Aut, Win, Spr | Units: 2

GSBGEN 516: Using Neuroscience to Influence Human Behavior

Why is it so difficult to change human behavior? Why is it that more than 80% of individuals who sign up for fitness classes drop out within a few weeks, even a few days? Why is it that despite the dramatic increase in devices and apps that are geared for changing behaviors, people still struggle to adopt and maintain new behaviors? The issue is not about a desire to change--it is about using the right methods and techniques to bring about habit change. The primary goal of this seminar is to gain a rich understanding of changing behaviors through frameworks and concepts that are grounded in neuroscience. In this seminar, we will examine (1) ways of characterizing different domains of behavior change, each requiring different methods and techniques, (2) why methods that often work in one domain are often unsuccessful in others and (3) how companies create habits in users and how one can leverage the power of technology to bring about behavior change.
Terms: Aut | Units: 1
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