21 - 30 of 58 results for: STRAMGT

This course seeks to provide a survey of the strategic, governance, and management issues facing a wide range of nonprofit organizations and their executive and board leaders, in the era of venture philanthropy and social entrepreneurship. The students will also be introduced to core managerial issues uniquely defined by this sector such as development/fundraising, investment management, performance management and nonprofit finance. The course also provides an overview of the sector, including its history and economics. Cases involve a range of nonprofits, from smaller, social entrepreneurial to larger, more traditional organizations, including education, social service, environment, health care, religion, NGO's and performing arts. In exploring these issues, this course reinforces the frameworks and concepts of strategic management introduced in the core first year courses. In addition to case discussions, the course employs role plays, study group exercises and many outsider speakers.

This course focuses on the strategic management of technology-based innovation in the firm. The purpose is to provide students with concepts, frameworks, and experiences that are useful for taking part in the management of innovation processes in the firm. The course examines how they can be managed effectively. Specific topics include: assessing the innovative capabilities of the firm, managing the Corporate R & D function, managing the interfaces between functional groups in the development function in the firm, understanding and managing technical entrepreneurs, building technology-based distinctive competencies and competitive advantages, technological leadership versus followership in competitive strategy, institutionalizing innovation, attracting and keeping corporate entrepreneurs.

Entrepreneurship can be an exhaustive experience. This course is structured to provide valuable skills and strategies aimed at enabling aspiring entrepreneurs to mitigate personal burnout while in pursuit of new ventures. In terms of this course, an entrepreneur is defined as a person who risks mobilizing resources to capitalize on a perceived opportunity of value-creation-change. A "social entrepreneur" creates social value, a "business entrepreneur" creates profit, and a 'hybrid entrepreneur' blends the two. This course will tailor student's class work to fit his or her entrepreneurial orientation. Students who opt to focus their coursework on social or environmental entrepreneurship may petition to have this course count toward the Certificate in Public Management and Social Innovation. nnResearch is showing that a significant career hazard of entrepreneurship is emotional burnout- exhaustion from raising capital, growing new teams, competing with established players, and more contributes to the challenges of entrepreneurship. The goal of this course is to teach students how to identify and develop an increased capacity in emotional resilience as a means of mitigating burnout in oneself and in the diverse "community of actors" one is attempting to mobilize into concerted action aimed at value-creation-change. Research is also showing that one of the key causes of chronic stress is leader-identity development: when men and women of diverse-identities - different from the dominant-identity, engage in value-creation-change within a given community of practice and context, chronic adversity is a given. The effort of diverse-identities to lead value-creation-change introduces a chronic re-evaluation and re-definition of 'leader' within the given culture. From a global perspective this chronic adversity dynamic is especially true for women leaders. For men and women of diverse-identity, this dynamic is a consequence of power inequity. Both the diverse-identity and dominant-identity leader need to strategically anticipate and proactively address this dynamic in order to sustain his or her role as an agent of value-creation-change.nnUsing the "critical-incident empathetic-inquiry" approach students will interview aspiring and practicing entrepreneurs on how they successfully recovered from, adapted to, and sustained perseverance in the face of situational and chronic adversity. These interviews will be recorded and analyzed from both a content and emotional decision-making perspective. Particular attention will be paid to how the practice of "empathetic-inquiry" in itself is a learnable micro-intervention with the potential of alleviating stress, supporting recovery, and sustaining effort. It is presented, taught, and practiced as a fundamental "emotional literacy" entrepreneur leadership skill.nnFrom a diversity perspective, students will also be exploring how unsupported leader-identity development within a given cultural context and community of practice can be a major cause of stress and burnout. Via the "critical-incident empathetic inquiry" process students will focus on interviewing and learning from "exemplars" with whom they identify, with the aim of learning from "exemplar's" personal leader-identity journey.nnThis course enables students to be practitioners of "empathetic inquiry" in entrepreneurial contexts in order to provide an added advantage to GSB students pursuing entrepreneurship after graduation and beyond.

This seminar provides the opportunity for students to study the structure and dynamics of the U.S. health care industry, and some of the ways it intersects with the global health care industry. The U.S. health care industry represents over 15 percent of the nation's GDP and is rapidly changing as a result of government regulatory reform enacted in 2010. The seminar's aim is to develop participants' ability to create strategically informed action plans that are imaginative, inspiring and workable in this highly dynamic environment. The seminar's pedagogy involves informed debate to evaluate and hone well-researched views by the participants and instructors, as well as the writing and presentation of position papers by small groups of seminar participants on the key dynamics of the industry. In the course of the seminar discussions, we aim to deepen our understanding of strategic dynamics and transformational change at the societal, industry and organizational levels of analysis. After developing a complete picture of the structure of the health care industry and the strategic relationships among the key players - the strategic landscape -, the seminar will focus on how health care reform and other external forces will affect the strategic opportunities and challenges of four types of players in the strategic landscape: (1) Incumbents (e.g., pharmaceutical companies, hospital companies, insurance companies); (2) entrepreneurial startups (e.g., home monitoring, genetic testing companies, information services); (3) cross-boundary disruptors (e.g., health clinics, Wal-Mart, Cisco, Google); and (4) international health care providers (e.g. in Mexico, India, Thailand) Four student teams will be formed to focus on one of the four types of players. Each team will prepare a research paper focused on determining how their type of player can take advantage of the regulatory, technological, social, cultural and demographic changes, and who will be the likely winners and why. During the first round of discussions (sessions 2-5) all participants will take part in examining the different parts of the competitive landscape. During the second round (sessions 6-9), the different teams will present their research findings and perspectives about the strategic opportunities and threats which exist. As part of the second set of sessions, the instructors will bring in domain experts to further augment the discussion.

This seminar provides students with practical solutions to some of the challenges faced in family business transitions.nnFamily businesses are by far the dominant form of commerce world-wide, albeit the majority are small "mom and pop shops." Some research shows that large businesses, whatever the form of ownership, have an average lifespan of around forty years, while small businesses (at least in Japan and Europe) average around twelve years. So, if businesses in general do not survive, then it is a wonder that any family business can survive from one generation to another, let alone two, three, four or more.nnThere are three essential requirements to succeed in a family business transition. First, it may seem obvious that the business must succeed, but it is less obvious what advantages a family business has over its non-family-owned counterparts. Second, the ownership structure must effectively maintain family cohesion and support the business. Finally, family members need to organize in thoughtful ways to work effectively with one another.nnThe beauty of a family business is that it can be more profitable than companies with non-family ownership. Two fundamentals, at least, provide this advantage - a strong value system and a long-term economic perspective. The operative word above, however, is "can"; it is by no means a foregone conclusion that a family business will be more successful. Families must thoughtfully develop their advantages, while at the same time avoiding the pitfalls that are inherent in any family business.nnAccordingly, this course is offered for students whose families own a family business or who are interested in the special challenges faced by family businesses. International students are encouraged to register as different cultural perspectives to family business will enrich the experience for everyone. Particular focus will be given to the transitions from one generation to another and the lessons learned that can be applied during the entire life of the business.

Improvisational acting (i.e., improv) requires fast, flexible, and creative thinking; intense listening and effective self-presentation; and the ability to act without fear of failure. These skills are also vital for being a successful entrepreneur. In this class, you will learn techniques of improvisational acting that can transform your thinking about business and your approach to life.

The primary objective of this course is to introduce students to the fundamentals of how to sell and to what selling is truly about. The course is appropriate for anyone who wants to understand and show proficiency with the skills required by different selling situations (e.g., direct sales of products and services, selling oneself in an interview, raising money for a new venture, running a company as CEO, etc.). The course looks at the entire selling process of lead generation, prospecting, qualifying, discovery, understanding and selling value, customizing presentations, objection handling, negotiation and closing, and demonstrates how curiosity plays a critical role in every stage of the process. This is not a typical GSB case-study-based course. Students who have taken the class describe it as a hands-on, skill-based class. As students in this class, you will work together in groups outside of class to complete team-based exercises designed to introduce you to selling fundamentals in each stage of the selling process. You will be practicing and utilizing newly learned skills in real life each week; there will be lots of repetition. You will then come together in class with the instructors to share and process the learning from these exercises.

This class will guide students through in-depth research projects focusing on specific case studies of digital businesses, where students select topics individually or in teams. The research projects must be framed using principles from economics and strategy. The course will review conceptual frameworks from the economics of platform markets, such as economies of scale, network effects, entry strategies for new businesses as well as defensive strategies by incumbents. Possible topics include financial technology, virtual currency, internet marketplaces, the sharing economy, online advertising and advertising technology, big data, and analytics.

This course focuses on actionable measurement in government agencies, non-profit organizations, and schools. Actionable means that the measurement is used by managers and other stakeholders to make decisions, influence behavior, and hold agents accountable. The course explores the intersection of several ideas that seem to be in some tension with each other. (1) You can't manage what you can't measure, (2) Measurement is expensive and its results are often ignored, (3) Not everything that counts can be counted and not everything that can be counted counts (apocryphally attributed to Einstein), (4) 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). Among other things, we will consider logic models, theories of change, strategic design, monitoring and evaluation, social impact measures, performance contracting, and techniques for improving the behavior and accountability of individuals and organizations. The classes will be taught mainly through case studies that place the students in the position of managers and stakeholders called upon to make decisions. We will examine the challenges of managing to outcomes in various contexts, including government agencies (e.g., police departments), nonprofit organizations, and schools. We will also look at innovative funding vehicles that depend on measuring outcomes, such conditional and unconditional cash transfers, pay for performance schemes, and social impact bonds.