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1 - 10 of 18 results for: STRAMGT

STRAMGT 258: MSx: Strategic Management

This course deals with the overall general management of the business enterprise. Extensive case studies of a variety of companies of differing size, industry, and current conditions provide the basis for the comprehensive analysis and establishment of a strategic management approach for the organization. Frameworks are presented for strategy identification and evaluation; assessing industry attractiveness; evaluating the firm's capabilities, resources, and position; determining the optimal horizontal and vertical scope of the firm; entering into strategic alliances and joint ventures; and formulating and implementing strategy in multi-business organizations.
Units: 4 | Grading: GSB Letter Graded
Instructors: Hartmann, W. (PI)

STRAMGT 322: Create a New Venture: From Idea to Launch II

This is an integrated lab course in Entrepreneurship designed to teach students the process of creating a new viable venture - from idea to launch. It is a dynamic and interactive course organized around projects undertaken by teams of 3 to 4 registered students from the MSx and MBA programs, together with other graduate students within Stanford who bring expertise of particular relevance to the idea being pursued. This course is designed not only for students with immediate entrepreneurial aspirations, but also for any student considering starting an entrepreneurial venture at some point in his or her career. The course is a two quarter class, with admission to the class by team and idea. In the winter quarter, teams will research, craft, and morph their idea into a viable business concept. In the spring quarter they will further refine their concept and develop a strategy and plan to attract financial, human and other resources. At the end of the spring quarter, teams will present their plan to a panel of experts and potential investors to simulate the funding process. The new course builds on a predecessor course S356 "Evaluating Entrepreneurial Opportunities" and encapsulates new and important research and findings as they relate to the process of new venture creation. The teaching method is primarily learning by doing (LBD) through a structured process and supported by relevant lectures. Learning is further enhanced through meetings with the instructor, coaching by experienced mentors and review by peers. Field research as well as prototype product development are integral to the course. Since admittance to S321/S322 is by team and the quality of their idea, team formation takes place during the autumn quarter. Informal student mixers and seminars will be held to facilitate team formation and idea generation. Each team of 3-4 students should preferably consist of 1 or more MSx students and graduate students from the MBA program or other Schools - Engineering, Medicine, Law, Science, Education - to bring diversity and depth to the team. The application-selection process is described on the S321/S322 website.
Units: 4 | Grading: GSB Letter Graded
Instructors: Rohan, D. (PI)

STRAMGT 325: Starting and Growing a Social Venture

This course is for students who may want to undertake an entrepreneurial career by starting and/or joining the senior management team of a social venture. It covers all phases of a venture - ideation and venture creation, resource acquisition, managing growth and harvest/exit. The instructors believe, for the most part, social ventures (which include both for-profit and non-profit structures) should be treated and managed like profit maximizing ventures, and many topics and themes encountered in this course will be similar to those covered in other entrepreneurial courses, such as Formation of New Ventures. Of course there are important differences related specifically to social ventures, some of which are critical to understand properly to effectively start and manage a social enterprise. We will highlight these differences throughout our sessions, so while that the lessons learned in this class can be generalized to all ventures, we do not advise you to take this class unless you really want to learn about social ventures. All the cases used in class and class discussions will be about early stage companies and organizations in the social venture space. Guests, both social entrepreneurs active in the field, and social impact investors, are heavily featured in class discussions and are an important part of the classroom experience.
Units: 4 | Grading: GSB Letter Graded

STRAMGT 353: Entrepreneurship: Formation of New Ventures

This course is offered for students who at some time may want to undertake an entrepreneurial career by pursuing opportunities leading to partial or full ownership and control of a business. The course deals with case situations from the point of view of the entrepreneur/manager rather than the passive investor. Many cases involve visitors, since the premise is that opportunity and action have large idiosyncratic components. Students must assess opportunity and action in light of the perceived capabilities of the individuals and the nature of the environments they face. The course is integrative and will allow students to apply many facets of their business school education. Each section will have a specific focus, please select the instructor(s) with your interests: Leslie, Rachleff - High tech ventures; Ellis, Chambers, Childs - Diverse types of ventures; Foster - Diverse types of ventures; Siegel, Brady - High tech emphasis, but diverse types of ventures; Reiss, Chess - Very early stage ventures.
Units: 4 | Grading: GSB Letter Graded

STRAMGT 355: Managing Growing Enterprises

This course is offered for students who, in the near term, aspire to the management and full or partial ownership of a new or newly-acquired business. The seminar, which is limited to 40 students, has a strong implementation focus, and deals in some depth with certain selected, generic entrepreneurial issues, viewed from the perspective of the owner/manager. Broad utilization is made of case materials, background readings, visiting experts, and role playing. Throughout the course, emphasis is placed on the application of analytical tools to administrative practice.
Units: 4 | Grading: GSB Letter Graded

STRAMGT 537: Leading Change in Public Education

Public education in America is at a crossroads. Does our education system have what it takes to produce graduates who are prepared for college, career, and citizenship in our increasingly digital and pluralistic world? Will income and ethnic achievement gaps continue to be pervasive and persistent in our nation's largest urban cities? Will family zip code determine educational destiny for the next generation of students? How will technological advances that have disrupted so many other sectors affect American public education? Which strategies and reforms are truly demonstrating results and which are merely passing fads?nnAs in all large-scale enterprises undergoing rapid, transformative change, leadership matters greatly. Fortunately, over the last decade, the reform of American public education has been led by a number of innovative and results-oriented leaders at the state, district and charter levels. These leaders are bringing additional urgency, strategies, and ideas designed to prepare America's schools and her students for the century ahead. Some ideas are proving to be critical levers for change, others are facing significant political challenges, and others have not delivered on expected results. Many of them hold lessons for how future educational leaders can contribute to transforming public education for the next generation of K-12 students. nnThis course will focus on school system leadership for education reform. The course will provide an overview of the critical issues facing K-12 public education in America today, and what is going on across the U.S. during this transformative period of change. Once this context is set, students will study education leaders and systems change strategies from the last 10-15 years at the state, district and charter levels. We will focus on leaders across five domains: Leadership in crisis situations, strategic leadership, "china-breaking" leadership, sustaining leadership, and next generation leadership. We will also look at leadership examples from outside K-12 education to broaden our thinking about what leadership styles and strategies could be effective here. Students will debate the strategies and efficacy of how different leaders approached systems-level change and will form their own working hypotheses of what is needed to help transform the American education system. nnCase studies in school system leadership will form the primary basis for classroom assignments and discussion. We will examine what went right and what went wrong in each case, focusing particularly on the decisions that school system leaders faced and the implications of their decisions. Most cases will be supplemented with research publications, technical notes, news clips, and/or videos to deepen the students' understanding of the context or issues discussed in the cases. nnDan Katzir worked for Bain & Company, Teach for America and Sylvan Learning Systems before joining The Broad Foundation as its founding managing director. He is an experienced case study teacher and the editor of "The Redesign of Urban School Systems" (Harvard University Press, 2013). nnPlease note that for two of the nine weeks, this course will meet on Wednesday instead of Monday:n- Wednesday, May 20 (instead of Monday, May 18)n- Wednesday, May 27 (instead of Monday, May 25, which is Memorial Day)
Units: 2 | Grading: GSB Letter Graded
Instructors: Katzir, D. (PI)

STRAMGT 543: Entrepreneurial Acquisition

For aspiring entrepreneurs who don't have a burning idea or desire to start a company from scratch, acquiring a small business can provide a direct route to running and growing a business. This class will explore entrepreneurial acquisition (EA). As the course covers topics such as what makes a good industry, raising capital, how to source deals, dealing with investors, due diligence, and negotiation, the course is also applicable to those interested in private equity, venture capital, start-ups, and general management. The class relies heavily on the case method, and each class includes guests (often the case protagonists) who bring practical and current experience to the classroom. The two group projects are intended to be highly practical, simulating real-world situations. Professors Dodson and Kelly each have over 20 years of experience in the subject matter.
Units: 2 | Grading: GSB Letter Graded

STRAMGT 583: The Challenges in/with China

To general objective of the course is to develop a solid grasp of the socio-economic and political situation in China (with its challenges both for China and for the rest of the world) in order to be able to define sustainable strategies for managing effectively in China and for handling the growing interdependence between China and the rest of the world. From looking at the performance of China - as perceived in US, Europe and emerging markets - students will get an insight in the current complex dynamics of China development (without the hype and with realism) and discuss alternative scenarios, with their business and socio-political consequences on the medium term. From this analysis and with a prospective perspective in mind, we will explore alternative strategic business approaches and management practices required to build, overtime, a mutually rewarding growing inter-dependence. More specifically, the course will initially identify the multi-causality behind China's achievements and discuss some of the dysfunctions associated, today, with such performance. The conditions of management effectiveness required to enter and succeed in the Chinese market will be identified while the challenges faced by the global expansion of Chinese firms overseas will be illustrated. Corporate governance issues, societal changes in China will be discussed in order to understand the context in which alternative scenarios for the future of China can be built. The course will rely upon different pedagogical methods; it will create conditions to share and leverage students' experience and it will make use of a number of recent cases and research results. Auditors will be admitted (pending space), but they will have to be present (and prepared) in all the sessions.
Units: 2 | Grading: GSB Student Option LTR/PF

STRAMGT 584: New Business Models in Emerging Markets

In recent years, we've seen an explosion of innovative business models blazing new trails in emerging markets. Many of these models are achieving commercial success while transforming the lives of low-income populations. Using nine cases of both early-stage, entrepreneur-led ventures and later-stage, public or large-cap firms, this course will examine best practices for scaling new enterprises in emerging markets. It will do so primarily through the lens of a potential investor. It will also explore what is required to spark, nurture and scale entire sectors that serve rapidly growing, often low-income markets. What does it mean to work in markets with limited infrastructure? What common mistakes are made - whether in business model design, in supply chains, or in dealing with government - and how can we avoid them? Which are the best business models to serve markets that corporations have traditionally ignored, and in which government has failed to deliver? Who might be threatened by the success of these new businesses? The seminar is a good match for Stanford students interested in working or investing in emerging markets. It will be taught by Matt Bannick, who leads Omidyar Network (a $744m impact investing fund) and is the former President of eBay International and of PayPal.
Units: 2 | Grading: GSB Letter Graded
Instructors: Bannick, M. (PI)

STRAMGT 323: Design Thinking in the Context of Global Scale Organizations

Driving innovation at large global organizations is extremely challenging. As organizations establish and become successful, the culture and processes calcify and resisting changes becomes the norm. As a result, organizations fail to reframe big problems, identify unmet needs and challenge the status quo. The goal of this course is to prepare students for design thinking in complex, globally distributed organizations. Specifically, the goal is to impart students with a personal sense of creative confidence but also (1) be confident in their ability to navigate global scale organizations that are multi-disciplinary and multi-cultural, (2) recognize patterns of resistant behavior, (3) create coalitions of support at different levels of the organization (and externally), (4) be willing to adapt, adjust and even drop what they have learned about design thinking for a particular situation, (5) be patient, gritty and have the tenacity to drive change and (6) leverage technology to come up with design solutions. Students in this course will work in interdisciplinary teams to work on projects that will be sponsored by external partners including for and non-profit businesses and government agencies. The projects will be on real world challenges that global scale organizations face and on finding solutions using design thinking principles and technology. This full immersion course provides the opportunity for students to get practical training in design thinking, solve big problems while also figuring out a way to leverage design thinking and technology to create a lasting and global impact.
Units: 4 | Grading: GSB Letter Graded
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