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

1 - 10 of 84 results for: GSBGEN

GSBGEN 10SC: Lives of Consequence

This course examines how exceptionally creative individuals from a variety of domains (including the arts, sciences, politics, technology, and society) found a sense of purpose in their lives and then successfully pursued that purpose. In the creative domain, for example, we examine the lives of filmmaker George Lucas, Apple CEO Steve Jobs, lifestyle designer Martha Stewart, and master chef Thomas Keller. In the political sphere, we examine the lives of Margaret Thatcher, Martin Luther King, and Robert F. Kennedy. We also explore the work of individuals engaged in philanthropic efforts around the globe, including Melinda Gates and Paul Farmer. We complement the study of these individuals, and others, with a variety of readings from the social science literature on happiness, meaning, and creativity. Students interested in psychology, philosophy, creativity, the arts and sciences, or business should find the course particularly useful and engaging. Students, working individually and in small groups, will have a chance to apply the course concepts to their own lives, using a series of reflective writing exercises. Students will complete an independent research project on a topic or person of interest to them. They will make a presentation to the class on the basis of their research. The course is designed to be highly discussion-oriented and interactive. Students may take this course for either a letter grade or on a pass/fail basis. Letter grades for the course will be based upon the quality of the independent library research and class presentation, along with the quality and consistency of class participation. Both components (research and class participation) are equally weighted.

GSBGEN 112Q: Leading Out Loud: an Exploration of Leadership Communication through an LGBT Lens

Students of all sexual orientations are invited to apply for this unique new seminar looking at the distinct challenge LGBT leaders have faced in communicating effectively. Through the years, many individuals have led the struggle for gay rights and inclusion through a variety of different communication strategies and tactics; some were successful while others were not. This seminar course will explore some of the key leaders in the LGBT community and how they chose to communicate. Together we will search through a variety of film clips, transcripts, news reports, and other historical elements to see how the message, media, and moments work together. A number of guest speakers will also share their perspective on what it means to "Lead Out Loud." Heterosexual identified students as well as LGBT students are encouraged to apply; in fact, we seek to have a true diversity of opinions in the room as we explore this topic. All students will benefit from this exploration of how to communicate about controversial, sensitive, and personal subjects with greater strength and purpose.
Terms: Spr | Units: 3 | UG Reqs: GER:EC-Gender
Instructors: Schramm, J. (PI)

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: 1 | Repeatable 5 times (up to 5 units total)
Instructors: Iancu, D. (PI)

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 259: MSx: Ethics

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: Sum | Units: 1
Instructors: Krehbiel, K. (PI)

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 306: Real Estate Investment

The major objective of this course is to provide the student with an understanding of the fundamentals of real estate investment. The course covers land economics, market analysis, finance, taxation, investment analysis, investment vehicles, real estate risk, development and urban design. Major land uses are discussed including apartments, retail, office, and industrial. The course is designed for students with limited or no background in real estate.
Terms: Win | Units: 4
Instructors: Abbey, D. (PI)

GSBGEN 314: Creating High Potential Ventures in Developing Economies

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 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. The core of the course is a team-based exercise involving the development of a deep understanding of the team's chosen country of focus with respect to the opportunities and challenges for starting a new business. Interested students must come in willing to be team players and do the work necessary to complete this exercise over the full quarter. Each team member's contributions will be assessed by fellow teammates. Students will submit country preferences before the quarter begins and teams will be formed on the first day. The teams will identify what they think would be a high potential opportunity for innovative entrepreneurship in their country that they will evaluate using the country-specific knowledge they've developed. The team will describe, in a final written paper and presentation, the challenges and opportunities in their country using a framework from the recently published World Economic Forum report on "Entrepreneurial Ecosystems Around the Globe and Company Growth Dynamics." The final materials 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. In effect, the team will answer the questions: Why do they think this new proposed venture is viable in the specific developing economy given the country's specific opportunities and challenges?; and, What would the group do "in country" to confirm the viability and complete the plans to actually start and grow the business? Based on feedback from instructors and students in the inaugural class last year, some revisions have been incorporated, - more interaction with instructors; fewer case studies; expert guest speakers more focused on a specific topic to share their relevant experiences; a shortened reading list including new notes written on key topics to replace existing readings; and some "flipped" class sessions allowing time for teams to work in class on their projects. Since the course is still evolving, we particularly want to attract students who would enjoy helping further develop the course since this is an arena that begs for new approaches and material. This course will relate to the work being done in SEED, under the theory that healthy entrepreneurship and innovation will improve the overall economy and reduce poverty. Most countries that have successfully grown out of poverty did not do it by focusing only on Bottom of Pyramid (BoP) businesses, but by promoting healthy business growth overall. Helping entrepreneurs build successful new ventures in a developing economy is an essential element of an overall strategy for moving a country out of poverty. BoP businesses have tended to grow slowly, and struggle to raise capital, often being forced to pay low wages, etc. Without complementing these businesses with strong, high-potential, high-growth, profit-making businesses, none of these developing economies are likely to progress economically or eliminate poverty. A prosperous business with a solid plan will help the country, the economy, and ultimately the poor.
Terms: Win | Units: 3
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