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1 - 10 of 35 results for: GSBGEN ; Currently searching autumn courses. You can expand your search to include all quarters

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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.
Units: 2 | Grading: GSB Letter Graded
Instructors: Berk, J. (PI) ; Hannan, M. (PI) ; Kennedy, D. (PI) ; Kessler, D. (PI) ; Lowery, B. (PI) ; Meehan, W. (PI) ; Miller, D. (PI) ; Parker, G. (PI) ; Pfleiderer, P. (PI) ; Robertson, C. (PI) ; Sheehan, J. (PI) ; Simonson, I. (PI) ; Sorensen, J. (PI) ; Urstein, R. (PI) ; Chang, P. (SI) ; Craig, R. (SI) ; Freedman, M. (SI) ; Jorasch, G. (SI) ; LaPlante, A. (SI) ; Matthys, K. (SI) ; Miracle, P. (SI) ; Parker, J. (SI) ; Reichelstein, M. (SI) ; Stenberg, P. (SI) ; Sutherland, M. (SI) ; Tayan, B. (SI)

GSBGEN 203: Managing in the Global Context

The economies of the world are ever more closely linked. Record levels of international trade and investment are achieved every year. Cross-border mergers and acquisitions are booming. The foreign exchange markets handle trillions of dollars of volume daily. Offshore provision of services has grown immensely. Host governments and non-governmental organizations operating internationally affect how companies do business far from their home bases and close to home. Nearly all businesses today are somehow connected to the world economy, and it is quite likely that the process of globalization will continue apace. To succeed as a leader in your career, you will need to be able to think systematically about the challenges and opportunities brought about by globalization. This course is designed to help you develop as a leader in this international environment. Our objectives are to help you: 1. To develop an analytic framework that you can use to understand how countries are different or similar in ways that matter to the globalization of business. 2. To understand how corporate strategies can deal with these differences and similarities, resulting in competitive advantage.
Units: 1 | Grading: GSB Letter Graded
Instructors: Barnett, W. (PI)

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.
Units: 2 | Grading: GSB Letter Graded
Instructors: Monin, B. (PI) ; Shotts, K. (PI)

GSBGEN 239: Sloan: 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. This 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. This 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.
Units: 2 | Grading: GSB Letter Graded
Instructors: Schramm, J. (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, due at the end of the quarter in which the course is taken. Because this course runs through the summer, reports are typically due in early October. Units earned for this course do not meet the requirements needed for graduation.
Units: 1 | Repeatable for credit | Grading: GSB Pass/Fail
Instructors: Rajan, M. (PI)

GSBGEN 313: Advanced Seminar on Social Entrepreneurship and Global Poverty

As an "advanced" seminar, this course is designed for students with strong backgrounds or interests in social entrepreneurship as a tool for solving social problems. The learning format is based on active engagement. For most of the classes, students will be required to lead off the class discussions. The ultimate goal of this course is to make students (and the instructor) smarter about the strengths and limits of social entrepreneurship as a tool for social change. To this end, we will focus on global poverty reduction as a testing ground. During this process we will explore different theories, concepts, frameworks, and guidelines for effective social entrepreneurship to see whether, when and how these help. The course is organized into three modules. The first focuses on how social entrepreneurship fits in a broader framework of social change and social innovation. The second module provides a brief overview of issues, debates, and theories about poverty and development. The third module focuses on specific entrepreneurial interventions aimed at addressing some of the conditions that keep people poor or make them poor. This course allows us to dig into the complexities and challenges of effective social entrepreneurship. It will be taught in a discussion style. The reading will be demanding. So if you are not prepared to dig into the reading or to engage in active discussion, or if you don't feel like you bring relevant knowledge to add to the mix of discussion, this is not the course for you. It is not meant to be an introduction to social entrepreneurship. If everyone contributes, we will all emerge from the course with new perspectives and frameworks for advancing practice in this field. Only take this course if you are ready for an intellectual adventure and ready to make the investment it requires. This course will be taught by Greg Dees, his bio can be found here: https://www.caseatduke.org/about/caseteam/#greg
Units: 3 | Grading: GSB Letter Graded
Instructors: Dees, J. (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 2011-12. We will examine the causes of both crises, policies implemented during the crisis, and options for reform. This 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. Topics we will examine include the following for the 2008 crisis: - Did a global savings glut, international savings flows, or Fed policy cause the credit bubble? - What caused the housing and mortgage bubbles? - How does a bad mortgage turn into a toxic financial asset? - Why and how did large financial institutions fail? What's the difference between a solvency crisis and a liquidity crisis? - What is Too Big To Fail? Is it real? Why was Bear Stearns bailed out but not Lehman? - Was the global financial system on the verge of meltdown in September 2008? How? Why? - What was the TARP? The TALF? The CPP? The stress tests? - What can we learn from comparing the US financial crisis with that in other major economies? - How effective were various policy tools during the crisis? - How have policies enacted and implemented since the crisis changed the outlook for the future? For the European debt crisis we will examine: - The fiscal and economic situations in various European countries; - The structures and history of the Eurozone; - Policy options to address problems in troubled European economies; - The interaction between European financial institutions and European governments; and - Options for longer-term reform of the Eurozone. There will be no exams. Students will write an individual memo and a group memo.
Units: 4 | Grading: GSB Student Option LTR/PF
Instructors: Hennessey, K. (PI)

GSBGEN 350: International Internship

Units: 1-2 | Grading: GSB Pass/Fail
Instructors: Casey, K. (PI)

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.
Units: 3 | Grading: GSB Letter Graded
Instructors: Arrillaga, L. (PI)

GSBGEN 390: Individual Research

Need approval from sponsoring faculty member and GSB Registrar.
Units: 1-4 | Repeatable for credit | Grading: GSB Pass/Fail
Instructors: Aaker, J. (PI) ; Admati, A. (PI) ; Barnett, W. (PI) ; Barth, M. (PI) ; Bayati, M. (PI) ; Benkard, C. (PI) ; Berk, J. (PI) ; Bernstein, S. (PI) ; Beshears, J. (PI) ; Beyer, A. (PI) ; Bimpikis, K. (PI) ; Blankespoor, E. (PI) ; Brady, D. (PI) ; Breon-Drish, B. (PI) ; Bulow, J. (PI) ; Burgelman, R. (PI) ; Callander, S. (PI) ; Casey, K. (PI) ; Child, M. (PI) ; Ciesinski, S. (PI) ; Da Cruz Correia Gardete, P. (PI) ; DeMarzo, P. (PI) ; Duffie, J. (PI) ; Feinberg, Y. (PI) ; Ferguson, J. (PI) ; Flynn, F. (PI) ; Foster, G. (PI) ; Goldberg, A. (PI) ; Grenadier, S. (PI) ; Guttman, I. (PI) ; Hannan, M. (PI) ; Hartmann, W. (PI) ; Hasan, S. (PI) ; Hatfield, J. (PI) ; Heath, F. (PI) ; Iancu, D. (PI) ; Imbens, G. (PI) ; Ishii, J. (PI) ; Jenter, D. (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) ; Levav, J. (PI) ; Lowery, B. (PI) ; Lyn, T. (PI) ; Malhotra, N. (PI) ; Marinovic Vial, I. (PI) ; McDonald, J. (PI) ; McNichols, M. (PI) ; Mendelson, H. (PI) ; Miller, D. (PI) ; Monin, B. (PI) ; Mullen, E. (PI) ; Nagel, S. (PI) ; Nair, H. (PI) ; Narayanan, S. (PI) ; Neale, M. (PI) ; O'Reilly, C. (PI) ; Ostrovsky, M. (PI) ; Oyer, P. (PI) ; Patell, J. (PI) ; Perez-Gonzalez, F. (PI) ; Pfeffer, J. (PI) ; Pfleiderer, P. (PI) ; Phills, J. (PI) ; Piotroski, J. (PI) ; Plambeck, E. (PI) ; Rajan, M. (PI) ; Rao, H. (PI) ; Rauh, J. (PI) ; Reguant-Rido, M. (PI) ; Reichelstein, S. (PI) ; Reiss, P. (PI) ; Rice, C. (PI) ; Sahni, N. (PI) ; Seiler, S. (PI) ; Shaw, K. (PI) ; Shiv, B. (PI) ; Shotts, K. (PI) ; Simonson, I. (PI) ; Singleton, K. (PI) ; Skrzypacz, A. (PI) ; Sorensen, J. (PI) ; Soule, S. (PI) ; Strebulaev, I. (PI) ; Sugaya, T. (PI) ; Swinney, R. (PI) ; Tiedens, L. (PI) ; Tormala, Z. (PI) ; Wein, L. (PI) ; Whang, S. (PI) ; Wheeler, S. (PI) ; Yurukoglu, A. (PI) ; Zenios, S. (PI) ; Zwiebel, J. (PI) ; van Binsbergen, J. (PI)
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