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Eisenhardt, Kathleen M. "Kathlenn M. Eisenhardt [entrevistada por Charles Kirschbaum]." GV-executivo 4, no. 4 (October 3, 2006): 10. http://dx.doi.org/10.12660/gvexec.v4n4.2006.34406.
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Kathleen M. Eisenhardt é professora de estratégia e organização na Stanford University, EUA. A professora Eisenhardt é mundialmente conhecida por seu trabalho sobre tomada de decisão estratégica e inovação em mercados hipercompetitivos. Formada em engenharia mecânica pela Brown University, obteve seu Ph.D. pela Stanford’s Graduate School of Business. Nesta entrevista exclusiva, ela fala sobre estratégias emergentes, tomada de decisão estratégica em ambientes turbulentos, gestão internacional e gestão de equipes multiculturais.
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Taylor, John B. "AN INTERVIEW WITH MILTON FRIEDMAN." Macroeconomic Dynamics 5, no. 1 (February 2001): 101–31. http://dx.doi.org/10.1017/s1365100501018053.
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“His views have had as much, if not more, impact on the way we think about monetary policy and many other important economic issues as those of any person in the last half of the twentieth century.” These words in praise of Milton Friedman are from economist and Federal Reserve Chair Alan Greenspan. They are spoken from a vantage point of experience and knowledge of what really matters for policy decisions in the real world. And they are no exaggeration. Many would say they do not go far enough.It is a rare monetary policy conference today in which Milton Friedman's ideas do not come up. It is a rare paper in macroeconomics in which some economic, mathematical, or statistical idea cannot be traced to Milton Friedman's early work. It is a rare student of macroeconomics who has not been impressed by reading Milton Friedman's crystal-clear expositions. It is a rare democrat from a formerly communist country who was not inspired by Milton Friedman's defense of a market economy written in the heydays of central planning. And it is a rare day that some popular newspaper or magazine around the world does not mention Milton Friedman as the originator of a seminal idea or point of view.Any one of his many contributions to macroeconomics (or rather to monetary theory, for he detests the term macroeconomics) would be an extraordinary achievement. Taken together they are daunting:[bull ] permanent income theory;[bull ] natural rate theory;[bull ] the case for floating exchange rates;[bull ] money growth rules;[bull ] the optimal quantity of money;[bull ] the monetary history of the United States, especially the Fed in the Great Depression, not to mention contributions to mathematical statistics on rank-order tests, sequential sampling, and risk aversion, and a host of novel government reform proposals from the negative income tax, to school vouchers, to the flat-rate tax, to the legalization of drugs.Milton Friedman is an economist's economist who laid out a specific methodology of positive economic research. Economic experts know that many current ideas and policies—from monetary policy rules to the earned-income tax credit—can be traced to his original proposals. He won the Nobel Prize in economics in 1976 for “his achievements in the field of consumption analysis, monetary history and theory and for his demonstration of the complexity of stabilization policy.” Preferring to stay away from formal policy-making jobs, he has been asked for his advice by presidents, prime ministers, and top economic officials for many years. It is in the nature of Milton Friedman's unequivocally stated views that many disagree with at least some of them, and he has engaged in heated debates since graduate school days at the University of Chicago. He is an awesome debater. He is also gracious and friendly.Born in 1912, he grew up in Rahway, New Jersey, where he attended local public schools. He graduated from Rutgers University in the midst of the Great Depression in 1932. He then went to study economics at the University of Chicago, where he met fellow graduate student Rose Director whom he later married. For nearly 10 years after he left Chicago, he worked at government agencies and research institutes (with one year visiting at the University of Wisconsin and one year at the University of Minnesota) before taking a faculty position at the University of Chicago in 1946. He remained at Chicago until he retired in 1977 at the age of 65, and he then moved to the Hoover Institution at Stanford University.I have always found Milton and Rose to be gregarious, energetic people, who genuinely enjoy interacting with others, and who enjoy life in all its dimensions, from walks near the Pacific Ocean to surfs on the World Wide Web. The day of this interview was no exception. It took place on May 2, 2000, in Milton's office in their San Francisco apartment. The interview lasted for two-and-a-half hours. A tape recorder and some economic charts were on the desk between us. Behind Milton was a floor-to-ceiling picture window with beautiful panoramic views of the San Francisco hills and skyline. Behind me were his bookcases stuffed with his books, papers, and mementos.The interview began in a rather unplanned way. When we walked into his office Milton started talking enthusiastically about the charts that were on his desk. The charts—which he had recently prepared from data he had downloaded from the Internet—raised questions about some remarks that I had given at a conference several weeks before—which he had read about on the Internet.As we began talking about the charts, I asked if I could turn on the tape recorder, since one of the topics for the interview was to be about how he formulated his ideas—and a conversation about the ideas he was formulating right then and there seemed like an excellent way to begin the interview. So I turned on the tape recorder, and the interview began. Soon we segued into the series of questions that I had planned in advance (but had not shown Milton in advance). We took one break for a very pleasant lunch and (unrecorded) conversation with his wife Rose before going back to “work.” After the interview, the tapes were transcribed and the transcript was edited by me and Milton. The questions and answers were rearranged slightly to fit into the following broad topic areas:[bull ] money growth, thermostats, and Alan Greenspan;[bull ] causes of the great inflation and its end;[bull ] early interest in economics;[bull ] graduate school and early “on-the-job” training;[bull ] permanent income theory;[bull ] return of monetary economics;[bull ] fiscal and monetary policy rules;[bull ] use of models in monetary economics;[bull ] use of time-series methods;[bull ] real business-cycle models, calibration, and detrending;[bull ] natural rate hypothesis;[bull ] role of debates in monetary economics;[bull ] capitalism and freedom today;[bull ] monetary unions and flexible exchange rates.
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Shortliffe, Edward H. "Medical Informatics Training at Stanford University School of Medicine." Yearbook of Medical Informatics 04, no. 01 (August 1995): 105–9. http://dx.doi.org/10.1055/s-0038-1638025.
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Abstract:Stanford University School of Medicine has offered graduate degrees in medical informatics since 1982. Located approximately 50 kilometers south of San Francisco near the city of Palo Alto, the university offers both MS and PhD degrees, combining research training with formal course requirements in clinical information sciences, bioinformatics, computer science, decision science, basic biomedicine, health economics, and social and ethical issues. Requirements are adapted to the varying backgrounds of trainees. Graduates of the program work in a variety of capacities, although the majority have sought careers in academia or in industrial research settings.
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Claybaugh, Craig C., and Peter Haried. "Professional Social Network Participation of Business School Graduates." International Journal of Information Systems and Social Change 5, no. 1 (January 2014): 1–15. http://dx.doi.org/10.4018/ijissc.2014010101.
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Social networks are having a profound impact on how professionals communicate and connect with each other. Online professional social networks have become a significant resource for building and maintaining invaluable business connections. Recent university graduates are a particular population often in search of building social networks to further professional development. Participation in online social networks provides a valuable tool for recent university graduates to create and sustain their professional connections and business relationships. This paper seeks to gain a better understanding of the effect university (nationally ranked, large urban, and regional), gender and degree type (undergraduate and graduate) has on online professional social network participation. The authors' business school college graduate findings suggest that university, degree type, and gender were associated with the likelihood of joining the online professional social network LinkedIn. An analysis of the results and future research directions are presented.
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Colander, David, and Arjo Klamer. "The Making of an Economist." Journal of Economic Perspectives 1, no. 2 (November 1, 1987): 95–111. http://dx.doi.org/10.1257/jep.1.2.95.
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As economists, we have an interest in and individual knowledge of the initiation process that turns students into professional economists. However, other than anecdotal evidence, very little in the way of data exists. This paper is a step toward providing insight into that process. We obtained our data from questionnaires distributed to graduate students at six top-ranking graduate economic programs -- University of Chicago, Columbia University, Harvard University, Massachusetts Institute of Technology, Stanford University, and Yale University -- exploring who current graduate students are and what they think about economics, the economy, and graduate school. The 212 respondents were relatively equally divided by year of study. We followed up our survey with a series of interviews. Certain results seem unambiguous and worth repeating. Specifically, there is a significant variety of opinions among graduate economics students and among the schools in the survey, and there definitely seems to be a Chicago school of economics. There are also tensions between the emphasis on techniques and the desire to do policy-oriented work. Students believe that what leads to success in graduate school is techniques; that success has little to do with understanding the economy, nor does it have much to do with economic literature. We hope that this information leads to discussion within the profession of whether this focus is good or bad.
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Rojanadilok, Thanisorn, and Viroj Daraviroj. "The Effect of Content Marketing on Decision Making of Graduate School of Business Administration in Thailand." Journal of Education and Vocational Research 9, no. 2 (April 7, 2019): 27–30. http://dx.doi.org/10.22610/jevr.v9i2(v).2795.
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This study was an investigation of undergraduate student use content marketing to decision to study in the graduate school of business administration in Chonburi, Thailand. The graduate education prepares students for research in professional program.In2019, there is a lot of connection among people through the use of information and can leverage social media marketing to enhance their programs. The performance of the workplace offers the persons who graduate in graduate education level. The educators need content marketing to decision making to study in graduate school of business administration in Thailand. This study was qualitative research by In-depth interview of 30 bachelor degree’s people which three people from each district in Chonburi, Thailand. The research has significant in the website’s content, and facebook’s content of graduate school of business administration. The factors influence to apply to study in master and doctoral degree were the graduation programs, cost of attendance, graduation degree, location of the campus, university reputation, alumni, and current students opinion to graduate school.
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Huang, Peter H. "Adventures in Higher Education, Happiness, And Mindfulness." British Journal of American Legal Studies 7, no. 2 (December 31, 2018): 425–84. http://dx.doi.org/10.2478/bjals-2018-0008.
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Abstract This Article recounts my unique adventures in higher education, including being a Princeton University freshman mathematics major at age 14, Harvard University applied mathematics graduate student at age 17, economics and finance faculty at multiple schools, first-year law student at the University of Chicago, second- and third-year law student at Stanford University, and law faculty at multiple schools. This Article also candidly discusses my experiences as student and professor and openly shares how I achieved sustainable happiness by practicing mindfulness to reduce fears, rumination, and worry in facing adversity, disappointment, and setbacks. This Article analyzes why law schools should teach law students about happiness and mindfulness. This Article discusses how to teach law students about happiness and mindfulness. Finally, this Article provides brief concluding thoughts about how law students can sustain happiness and mindfulness once they graduate from law school.
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John, Kose, and Joshua Ronen. "Information Structures, Optimal Contracts and the Theory of the Firm." Journal of Accounting, Auditing & Finance 5, no. 1 (January 1990): 61–95. http://dx.doi.org/10.1177/0148558x9000500106.
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We are grateful for comments made by participants at the Symposium on the “Measurement of Profit and Productivity: Theory and Practice,” on December 16, 1988, in the University of Florida, cosponsored by the Vincent C. Ross Institute of Accounting Research, Leonard N. Stern School of Business, New York University, the Public Policy Research Center, Graduate School of Business, University of Florida, and The Kruger Center of Finance, Jerusalem School of Business Administration, Hebrew University; at workshops at the Leonard M. Stern School of Business, New York University; at the Accounting Research and Education Center of McMaster University; at the European Accounting Association meeting in Stuttgart, Germany; at workshops at Wharton School University of Pennsylvania; University of California at Berkeley; Northwestern University; French Finance Association Meeting.
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Pacheco Romero, José, and Oscar Alejandro Castillo Sayán. "In Memoriam. Emilio Marticorena y Carlos Battilana: un recuerdo de valiosos miembros del Comité Editorial de Anales." Anales de la Facultad de Medicina 76, no. 4 (January 9, 2016): 457. http://dx.doi.org/10.15381/anales.v76i4.11418.
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Dr. Emilio Pimentel Achilles Marticorena (1928-2007) was born 20 May 1928, in Villa de Arma in the province of Castrovirreyna, located 3700 m.s.n.m. His studies the school held at the Salesian College Huancayo and Alfonso College Ugarte in Lima. I study medicine at the National University San Marcos (San Marcos), obtaining Bachelor's degree in 1955 with the thesis entitled "Probable influence of great heights in determining the ductus arteriosus: Observations in 3000 school high "and subsequently received the title of Surgeon. He made graduate studies in the US. UU., cardiology at the University of Stanford (1961-1963), University Pennsylvania (1963 and 1964) and Center Presbyterian Medical in San Francisco, 1968; and later in the Institute Cardiology of the State of Sao Paulo, Brazil, in 1974.
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ECKELBARGER, KEVIN J. "Obituary Nathan Wendell Riser (1920–2006)." Zoosymposia 2, no. 1 (August 31, 2009): 21–23. http://dx.doi.org/10.11646/zoosymposia.2.1.5.
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Professor Nathan Wendell Riser died at his home in Swampscott, Massachusetts on Wednesday July 26, 2006 at the age of 86. He was known to his colleagues as “Pete” and to his graduate students as “Doc.” He was born in Salt Lake City, Utah, in 1920 where he completed secondary school in 1937. After attending the University of Utah for three years he transferred to the University of Illinois, Champagne, where he earned his B.S. degree in zoology in 1941. He enlisted in the military in 1942 and served as a Navy Corpsman in the Navy Medical Corp where he saw action in the Pacific Theater of WWII. He was discharged in 1945 and entered graduate school at Stanford University where he conducted research at the Hopkins Marine Station in Pacific Grove, California. He earned an M.S. degree in 1948 and a Ph.D. in 1949 on the biology of tetraphyllidean cestodes associated with sharks and rays (“The morphology and systematic position of some little known Tetraphyllideans”) under the direction of Prof. Tage Skogsberg.
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McDermott, Ray. "In Praise of Schoolchildren: A commencement address to the Stanford University Graduate School of Education on 17 June 2018." Mind, Culture, and Activity 25, no. 4 (October 2, 2018): 281–92. http://dx.doi.org/10.1080/10749039.2018.1544646.
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DeMicco, Frederick J., and John La Forgia. "Hospitality Bridging Healthcare: Career Opportunities for The Future Hotel School Graduate." Journal of Hospitality & Tourism Research 44, no. 7 (July 18, 2020): 1072–79. http://dx.doi.org/10.1177/1096348020940783.
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Hospitality Bridging Healthcare or H2H services can create a satisfying experience for the patient/guest, which can lead to long-lasting loyalty. Hospitality and health care services will play a critical role for success in the entirety of the process. University graduates of hotel and hospitality schools that focus on this intersection of H2H will be rewarded with challenging and lucrative careers. The path forward includes developing a core curriculum and courses for this promising new H2H career track. It will be an intersection of business management, health care administration, and hotel/hospitality business management theory and practice with an appropriate industry internship with hands-on learning in the hospitals, health care, and medical centers.
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Cattani, Kyle, and Goker Aydin. "An interview with Hau L. Lee: Thoma Professor of Operations, Information and Technology at the Stanford Graduate School of Business." Business Horizons 57, no. 4 (July 2014): 459–62. http://dx.doi.org/10.1016/j.bushor.2014.03.006.
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Zhou, Joanne, Walter Bortz, and Michael Fredericson. "Moving Toward a Better Balance." American Journal of Lifestyle Medicine 11, no. 1 (November 18, 2016): 36–38. http://dx.doi.org/10.1177/1559827616673339.
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Stanford Medical School has created a class in lifestyle medicine that any student in the university can attend for credit. It is based on the foundational principles of lifestyle medicine and also informs students about topics such as Chinese medicine, naturopathic medicine, and wearable devices. The popularity of the course at Stanford speaks to the growing interest in the field of lifestyle medicine for medical students, undergraduate students, business students, and even engineers.
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Marsh, Jeanne C., and Keith E. Brown. "Center for Health Administration Studies (CHAS) at the University of Chicago School of Social Service Administration." Research on Social Work Practice 29, no. 4 (January 13, 2019): 475–80. http://dx.doi.org/10.1177/1049731518819222.
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The Center For Health Administration Studies (CHAS) is an interdisciplinary health policy and services research center located at the University of Chicago School of Social Service Administration. Since its inception, CHAS has pursued the mission of conducting and promoting research and knowledge development to reduce health inequities and improve access. The move of CHAS to the School of Social Service Administration from the Graduate School of Business in 1991 resulted in innovative programming reflecting the changing landscape of health care, passage of the Affordable Care Act (ACA), Medicaid expansion, and the growing interest of social work researchers in social determinants of health, behavioral health and integrated health and social services. The success and distinction of CHAS over its eighty year history offers lessons to social work regarding the sustainability of a research center in a graduate school of social work.
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Kallgren, Joyce K. "Only Hope: Coming of Age under China's One-Child Policy. By Vanessa L. Fong. [Stanford: Stanford University Press, 2004. 242 pp. £29.95. ISBN 0-8047-4961-2.]." China Quarterly 180 (December 2004): 1104–5. http://dx.doi.org/10.1017/s0305741004280766.
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This is an ethnographic study, conducted in Dalian between June 1997 and 2002, of a sample of singleton urban youths and their families. The author interviewed high school boys and girls and their families about their hopes for college and the elite jobs expected upon graduation. Given that Fong (now an assistant professor in the Harvard School of Education) was then a graduate student at Harvard, home of some of the most respected anthropology and sociology faculty whose careers began with survey projects such as this, there are understandingly high hopes for this book (the revised product of her dissertation). Although the footprint of the dissertation (in style and, to some extent, in theory) remains to distract the China specialist occasionally, the book is fascinating and, as book editors often say, “a good read.”Over the last 20 years, there have been a number of studies by Chinese and foreign scholars on the establishment, provision, effectiveness and consequences of the so-called single child family (SCF) policy. This controversial policy, subject to different interpretations and more effective in urban China than in rural areas, seems well established. The generation of young people now coming of age includes the so-called singletons. Fong has contributed to our understanding of their situation by her use of the term “only hope,” by which she means these children are the only hope for a growing number of aging, city-dwelling parents, who are without jobs or welfare protection, and thus facing a bleak future.
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Park, Jinsoo, and Minjung Choi. "The Seoul National University Business School: Managing Global Challenge and Cultural Change." Asian Case Research Journal 15, no. 01 (June 2011): 1–36. http://dx.doi.org/10.1142/s0218927511001459.
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The Seoul National University Business School (SNUBS) consists of two sub-organizations, the College of Business Administration (CBA) and the Graduate School of Business (GSB). The former, taking control of undergraduate, master, and doctorate programs, has been the main body of the SNU Business School. The latter, newly established at the dawn of Master of Business Administration (MBA) education in the country, is to manage the "Global MBA" program which is aimed at achieving global recognition in World's business school rankings. As Seoul National University has been administered by the government, faculty and staff were not accustomed to a different type of institution conforming to the North American standard, for example, getting evaluated by the class they taught. A few professors were negative about the new program. However, most of the faculty tried to be positive and proactive about creating new curricula, once they understood the rationale behind the need of MBA education in Seoul National University. As the Global MBA was about to be included in the rankings list, the global competition will be inevitable and ever challenging. If Seoul National University was aimed at reaching number 10 within ten years, the school had far more way to go despite its unique characteristics and strong advantages. To make matters more demanding, competitors from all over the world, particularly Asian institutes, were exerting themselves and going up the ladders rapidly. Considering these changes and challenges, what are the strategic issues and constraints faced by the SNUBS? What have they done in the past and what should they do in the future? What should be given strategic priority? The case will help readers to dive deep into these management questions and analysis.
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Crisostomo, Leonila C., Amelita L. de Guzman, and Marilou C. Asturias. "Evaluation of Graduating Students of the Impact of Graduate School Education and Services in Rizal Technological University." International Letters of Social and Humanistic Sciences 65 (December 2015): 96–102. http://dx.doi.org/10.18052/www.scipress.com/ilshs.65.96.
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The students are the reasons for the establishment of learning institutions which are the key factors to quality education. At present, the mission of the RTU-GS is to produce world-class professionals and leaders to meet the multifarious expectations and needs of society. Since 1977 up to presents, no one has ever conducted a research on graduate students‘ assessment of the Graduate School and its student services. It is in this end that the researchers brought about an exit interview to Graduate School graduating students.This study used the causal comparative design and had 80 respondents representing the RTU graduating students‘ population for school year 2012-2013. The respondents were described as to gender, age, GS course and number of year of degree completion.From the salient findings of the study, the researchers concluded that the GS graduating students are very satisfied with the personal impact of education, the development of their professional skill, and the personnel and various offices. The GS students suggest the fixed format on thesis writing, special lanes or windows for business transaction and the maintenance of good interpersonal relationship between school personnel and students. The overall rating of the GS students of the education is very satisfactory. Finally, there are significant differences in the assessment of GS students by personnel and offices.
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Beaghan, James. "Is There a Decline in Teaching Ethics in US Business Schools?" Journal of International Business and Economy 9, no. 2 (December 1, 2008): 13–21. http://dx.doi.org/10.51240/jibe.2008.2.2.
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With recent financial scandals at Global Crossing, Enron and WorldCom involving manipulation of company earnings and the collapse of shareholder values, there has been increased debate concerning ethical decision making among business leaders in America and abroad. This debate has been accompanied by an increased expectation that US business schools give more emphasis to ethics in their business curricula at both the undergraduate and graduate levels. With AACSB mandating the coverage of ethics in business school curricula for member schools, administrators and faculty have shown considerable latitude in the coverage of this topic. This paper looks at differences in the coverage of ethics in the business school curricula of two universities: one a public state university, one a private religious university, as well as trends in the coverage of ethics at several public and private universities cited in recent research articles.
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White, Cassandra. "Experiments in Cultural Anthropology Field School." Practicing Anthropology 32, no. 3 (June 26, 2010): 9–12. http://dx.doi.org/10.17730/praa.32.3.jw57848m80g4t712.
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Undergraduate and graduate students in many areas of study (business, healthcare, education, law, and communications, for example) have multiple opportunities to receive firsthand experience in their discipline through internships. Within anthropology, "field schools" or study abroad programs often serve the purpose of internships in terms of providing the basic training students would need to learn how to do fieldwork. As an undergraduate and M.A. student at the University of Florida in the early 1990s, I attended three study abroad programs with an anthropology focus (in Mérida, Mexico; Brunnenburg, Italy; and Rio de Janeiro, Brazil); only one program (in Italy) was billed as a "field school," but all three provided excellent ethnographic training that would serve me well for future fieldwork.
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Hamburg, G. M. "Terence Emmons and Russian Historiography." Journal of Modern Russian History and Historiography 10, no. 1 (August 22, 2017): 71–111. http://dx.doi.org/10.1163/22102388-01000004.
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This article analyzes Terence Emmons’ contributions to Russian historiography. It discusses Emmons’ publications on the “golden age” of Russian historical writing and its links to Russian liberalism; his activity as instructor of graduate students at Stanford University from the 1960s to 2004, especially his seminars on the “new current” [novoe napravlenie] of the 1960s–1970s in Soviet historical writing; his editions of diaries by Iurii Vladimirovich Got’e, Frank Golder and Julia Dent Grant Cantacuzene; his articles on the “school” of Vasilii Osipovich Kliuchevskii and on Pavel Nikolaevich Miliukov as historian; his discovery of Boris Ivanovich Syromiatnikov’s unpublished monograph on Russian historiography; his analysis of Natan Iakovlevich Eidel’man’s “last book” on “revolution from above”; his editing of Martin Malia’s posthumous book, History’s Locomotives; his contemplated book on the Priiutino Brotherhood; his article on Vladimir Ivanovich Vernadskii and his son Georgii Vladimirovich (George) Vernadskii; and his links to Petr Andreevich Zaionchkovskii and to Zaionchkovskii’s “school” of historians.
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Allen, Dee, and Colin Simpson. "Inquiry Into Graduate Attributes: Reviewing the Formal and Informal Management Curricula." Journal of Management Education 43, no. 4 (March 22, 2019): 330–58. http://dx.doi.org/10.1177/1052562919839736.
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This article is aimed at any departmental faculty or head of school in charge of conducting curriculum review and presents a holistic approach based on Appreciative Inquiry and recently used by a University Business School in the Southwest of England. As a future-facing or strength-based approach, our Inquiry into Graduate Attributes brought together students, academics, employers, and employment consultants to agree on the most desirable generic attributes of business management graduates 5 years into the future, and to propose changes to course content, assessment, and cocurricular activities in line with these. The Inquiry into Graduate Attributes approach provides a methodological model for integrating the expectations of different stakeholder groups while acknowledging the various ways in which understandings of knowledge and outcomes are related to disciplinary epistemology. For researchers interested in the use of Action Research in the process of curriculum review, this article presents a relatively novel use of an applied Appreciative Inquiry technique, which we hope will initiate a broader conversation around the dynamics and reflective practices of curriculum design.
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Davies, Lois. "Practicing Anthropology in the Corporate World." Practicing Anthropology 19, no. 2 (April 1, 1997): 30–32. http://dx.doi.org/10.17730/praa.19.2.44g8037r0582x046.
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Two years ago, I graduated with my Master's degree from the University of Colorado at Denver and, as yet, have not decided whether to pursue my Ph.D. During these past two years, I have been teaching part time at Metropolitan State College in Denver, working on my resumé and doing a little archaeological field work. Just last year, I joined a network group consisting of some former friends and colleagues from graduate school, and a growing number of other graduate anthropologists. During my graduate work, I maintained my longstanding career in business. Since completion of that work, I have seen other graduates struggle with how to obtain rewarding positions in anthropological work. I went through a period of wondering just when I would be able to use my Master's degree professionally. Those questions and many doubts combined with my daily career in business have engendered a change in some of my attitudes about business and about "how to do anthropology." Based on my business experiences lately, I believe I have learned that corporate America needs to employ anthropologists!
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Boodhoo, Suvera, and Sanjana Brijball Parumasur. "Academics’ Perceptions of the Principles for Responsible Management Education (PRME) for Sustainable Development." Journal of Economics and Behavioral Studies 9, no. 2 (May 18, 2017): 174. http://dx.doi.org/10.22610/jebs.v9i2.1659.
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In light of business leaders’ failings, including corporate corruption, the financial crisis and various ecological system crises there is a growing expectation that management education institutions should be leading thought and action on issues related to corporate responsibility and sustainability. Therefore, there is a need to ascertain management education institutions’ ability to ensure responsible and sustainable management education. This paper seeks to assess academics’ perceptions of how the University of KwaZulu-Natal has adopted the United Nation (UN) supported initiative, Principles for Responsible Management Education (PRME), to ensure responsible and sustainable management education in South Africa. The sample was drawn using the probability sampling technique called cluster sampling. Permanent academic staff from the Graduate School of Business and Leadership and the School of Management, Information Technology and Governance who responded to the structured, self-administered questionnaire formed the sample. Questions asked related to fostering a sustainable culture, strategically adapting curriculum, creating learning environments, aligning research, fostering sustainable partnerships and encouraging constant dialogue with regards to PRME. In order to assess the implementation of the PRME for sustainable development, a quantitative research design was adopted. This is the first study, to the researcher’s knowledge, to examine the University of KwaZulu-Natal’s Graduate School of Business and Leadership and the School of Management, Information Technology and Governance’s motives, effects and challenges of engaging in PRME. The study has also explored key aspects such as the adaptation of teaching practices by the academic staff, the role of academics and diversification that influences the decision of the Graduate School of Business and Leadership and School of Management, Information Technology and Governance to participate in PRME. The results indicate that academic staff in both schools is engaging in activities that pursue the cause of sustainable development. There is evidence of addressing modern societal and environmental challenges by fostering change in design in curricula, fostering a sustainable culture and creating a learning environment. However, evidently more careful and deliberate attention needs to be given to fostering constant dialogue and aligning PRME and research to enhance economic, environmental and social development. This study provides a model/framework to present current practices and obstacles/setbacks experienced in adopting PRME and will present recommendations to facilitate the adoption of PRME by UKZN.
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Wilkins, Mira. "Chandler: A Retrospect." Enterprise and Society 9, no. 03 (September 2008): 411–14. http://dx.doi.org/10.1017/s1467222700007205.
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I met Al Chandler in late 1962 (or early 1963), when he visited the Graduate School of Business, Columbia University, as a guest of Associate Dean Clarence Walton. Chandler gave a seminar, based on his new book Strategy and Structure. I was then at Columbia Business School, completing my (and Frank Ernest Hill's) archive-based history of Ford Motor Company's international operations, which was my first book. As my next project, I was seeking to write an overall history of US business abroad. I wanted to figure out whether patterns I had found in my research on Ford abroad were typical (or atypical) of US corporations, in general, as the latter expanded worldwide.
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Pérez, Hector Eduardo, and Kent D. Kobayashi. "Graduate Student Professional Development: A Case Study." HortTechnology 14, no. 4 (January 2004): 625–27. http://dx.doi.org/10.21273/horttech.14.4.0625.
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Graduate students within the Tropical Plant and Soil Sciences Department at the University of Hawaii at Manoa developed a program that addressed their concerns regarding career enhancement and planned a Professional Development Seminar Series. Students identified topics related to enhancing their overall graduate experience and professional development, such as ethics in research, leadership in graduate school and beyond, interviewing skills, and writing critically for publications. Experts from the University of Hawaii and business communities presented 35- to 40-minute seminars on the various topics. Expectations of the students included participation in discussion sessions and completion of a critical thinking exercise after each presentation. Course evaluations revealed that the new seminar series was considered to be as effective as established courses within the department. On a scale from 1 = strongly disagree to 5 = strongly agree, students learned to value new viewpoints [4.2 ± 0.8 (mean ± SD)], related what they learned in class to their own experiences (4.5 ± 0.8), and felt the course was a valuable contribution to their education (4.4 ± 0.9). Students suggested offering the course during fall semesters to incoming students, reinforcing of the critical thinking exercise, and making the course mandatory for first-year graduate students.
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Boodhoo, Suvera, and Sanjana Brijball Parumasur. "Academics' Perceptions of the Principles for Responsible Management Education (PRME) for Sustainable Development." Journal of Economics and Behavioral Studies 9, no. 2(J) (May 18, 2017): 174–88. http://dx.doi.org/10.22610/jebs.v9i2(j).1659.
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In light of business leaders’ failings, including corporate corruption, the financial crisis and various ecological system crises there is a growing expectation that management education institutions should be leading thought and action on issues related to corporate responsibility and sustainability. Therefore, there is a need to ascertain management education institutions’ ability to ensure responsible and sustainable management education. This paper seeks to assess academics’ perceptions of how the University of KwaZulu-Natal has adopted the United Nation (UN) supported initiative, Principles for Responsible Management Education (PRME), to ensure responsible and sustainable management education in South Africa. The sample was drawn using the probability sampling technique called cluster sampling. Permanent academic staff from the Graduate School of Business and Leadership and the School of Management, Information Technology and Governance who responded to the structured, self-administered questionnaire formed the sample. Questions asked related to fostering a sustainable culture, strategically adapting curriculum, creating learning environments, aligning research, fostering sustainable partnerships and encouraging constant dialogue with regards to PRME. In order to assess the implementation of the PRME for sustainable development, a quantitative research design was adopted. This is the first study, to the researcher’s knowledge, to examine the University of KwaZulu-Natal’s Graduate School of Business and Leadership and the School of Management, Information Technology and Governance’s motives, effects and challenges of engaging in PRME. The study has also explored key aspects such as the adaptation of teaching practices by the academic staff, the role of academics and diversification that influences the decision of the Graduate School of Business and Leadership and School of Management, Information Technology and Governance to participate in PRME. The results indicate that academic staff in both schools is engaging in activities that pursue the cause of sustainable development. There is evidence of addressing modern societal and environmental challenges by fostering change in design in curricula, fostering a sustainable culture and creating a learning environment. However, evidently more careful and deliberate attention needs to be given to fostering constant dialogue and aligning PRME and research to enhance economic, environmental and social development. This study provides a model/framework to present current practices and obstacles/setbacks experienced in adopting PRME and will present recommendations to facilitate the adoption of PRME by UKZN.
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Cesarz, Joseph L., David A. Mott, and Eric D. Friestrom. "A framework for graduate and postgraduate specialty pharmacy training." American Journal of Health-System Pharmacy 78, no. 11 (March 10, 2021): 989–98. http://dx.doi.org/10.1093/ajhp/zxab086.
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Abstract Purpose There is a growing need for specialty pharmacy leaders within integrated delivery networks (IDNs). Traditional training for students and residents has not met the demand for pharmacy leaders in this space. This article describes the partnership between UW Health (UWH) and the University of Wisconsin School of Pharmacy (UWSOP) in developing a specialty pharmacy elective course at UWSOP and in creating a postgraduate residency training program at UWH. Future directions for the partnership are discussed. Summary Members of the leaderships of UWH and UWSOP met to discuss expanding coursework related to specialty pharmacy business fundamentals at UWSOP. This meeting led to the development of a 2-credit elective course beginning in spring 2017. The course focused on marketplace economics, channel strategies, and specialty pharmacy practice development. Additionally, UWH identified the need to provide postgraduate training to meet the increasing demand across IDNs for specialty pharmacy leaders. The residency program was initiated in 2013 and received accreditation in 2016. The residency provides experience in specialty pharmacy leadership, managed care, finance, the revenue cycle, accreditation, and the supply chain. Future partnership opportunities include creation of a longitudinal student pharmacist track and joint project coordination between UWSOP students and UWH residents. Conclusion This partnership has provided a pathway for students to gain expertise in specialty pharmacy business fundamentals as well as postgraduate training opportunities for future specialty pharmacy leaders. IDN and school of pharmacy partnerships can expand educational opportunities for future specialty pharmacy leaders and help fulfill the market gap in specialty pharmacy leaders.
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Dudyrev, Fedor, Olga Romanova, and Pavel Travkin. "Student employment and school-to-work transition: the Russian case." Education + Training 62, no. 4 (April 14, 2020): 441–57. http://dx.doi.org/10.1108/et-07-2019-0158.
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PurposeThe paradigm of school-to-work transition is changing, with an increasing number of students combining work and study. Furthermore, there exists some mixed evidence for the impact of student employment on future earnings and employment likelihood. The purpose of the present paper is to examine additional evidence that would shed light on the pros and cons of student work as a function of its type (i.e. whether or not it matches the student's field of study). We also discuss practical implications for specialists who facilitate the transition of graduates to the job market.Design/methodology/approachThis is a quantitative study based on the National Statistical Survey of Graduate Employment (SGE) conducted by the Russian Federal State Statistic Service (Rosstat) in 2016. Statistical methods of data analysis were used (logistic regression, Mincer equations). The analysis is based on two dependent variables as follows: data on graduates' employment and their monthly earnings.FindingsWe show that student work is a predictor of higher employment chances for both university and vocational college graduates. Moreover, the highest employment chances are associated with student work that is well-matched to the field of study. As for earnings, the greatest returns are again associated with work related to education. Jobs unrelated to education significantly correlate with earnings only for university graduates.Research limitations/implicationsAn important limitation of the present research is that it estimates the effects of student employment over a rather short-term period by using data on employment just after graduation and only starting salaries. These findings evoke the need for further study of graduate competencies and the process of their acquisition.Practical implicationsOur findings suggest some directions for education development. The results can be used to analyze governmental and other stakeholders' initiatives in the field of vocational and higher education.Social implicationsThe research results can be used by a wide range of stakeholders interested in the employment of graduates as a source of data for designing measures for improving graduates' employability.Originality/valueOur study obtained data on the impact of student work on later employment. Tertiary graduates get returns from all work experience, while VET graduates earn more only if their student employment was consistent with their field of study.
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Fassakhova, Gusel R., Rosa V. Gataullina, Lilya R. Islamova, Lyubov G. Chumarova, and Rezida I. Mukhametzyanova. "Problems of training qualified personnel for agriculture." BIO Web of Conferences 17 (2020): 00091. http://dx.doi.org/10.1051/bioconf/20201700091.
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The authors of the article researched the problem of training high-qualified experts to agricultural business. It is analyzed the difficulties of training students at agricultural university of Tatarstan Republic. Tatarstan Republic takes the leader position in growing agricultural products in Russian Federation. It is very important to train modern experts for agricultural business who can use up-to-date technics to grow organic corns, who can work with advanced technologies not damaging environment. The authors researched the questionaries’ of the school graduates to find the answer to the question as to why young graduates do not want to work in agriculture; why it is very difficult to attract school graduate to agrarian university; what difficulties agrarian university graduates have in agricultural business. The conclusions of this article are based on some surveys done by the authors of this research. The authors found out that there are many reasons for decreasing the number of students to agricultural business as lack of social infrastructure, low income and hard work in rural areas what reduce the motivation of young people to work in agriculture. Understanding all these disadvantages, the faculty of Kazan State Agrarian University tries to improve the situation by modernizing educational process towards individualization of educational system.
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Joranson, Kate, and Eve Wider. "Librarians on the case: Helping students prepare for job interviews in an uncertain economy." College & Research Libraries News 70, no. 7 (July 1, 2009): 404–7. http://dx.doi.org/10.5860/crln.70.7.8219.
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In this time of economic uncertainty, once you land a job interview, it is more important than ever to outshine the competition. At the University of Pittsburgh Business Library, we have collaborated with Career Services staff at the Katz Graduate School of Business to offer workshops designed to prepare students to ace their interviews and land that all-important first job. Librarians often teach company and industry research methods, but by working closely with career services staff, we were able to present these research skills in the context of interview preparation, which raises the stakes for participants. Public libraries traditionally excel . . .
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Behr, Andreas, Marco Giese, Herve D. Teguim K, and Katja Theune. "Early Prediction of University Dropouts – A Random Forest Approach." Jahrbücher für Nationalökonomie und Statistik 240, no. 6 (February 11, 2020): 743–89. http://dx.doi.org/10.1515/jbnst-2019-0006.
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AbstractWe predict university dropout using random forests based on conditional inference trees and on a broad German data set covering a wide range of aspects of student life and study courses. We model the dropout decision as a binary classification (graduate or dropout) and focus on very early prediction of student dropout by stepwise modeling students’ transition from school (pre-study) over the study-decision phase (decision phase) to the first semesters at university (early study phase). We evaluate how predictive performance changes over the three models, and observe a substantially increased performance when including variables from the first study experiences, resulting in an AUC (area under the curve) of 0.86. Important predictors are the final grade at secondary school, and also determinants associated with student satisfaction and their subjective academic self-concept and self-assessment. A direct outcome of this research is the provision of information to universities wishing to implement early warning systems and more personalized counseling services to support students at risk of dropping out during an early stage of study.
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Zoffer, Jerry. "Pitt Creates New IC4CR Center to Utilize AHP in Resolving International Conflicts." International Journal of the Analytic Hierarchy Process 11, no. 1 (April 25, 2019): 151. http://dx.doi.org/10.13033/ijahp.v11i1.654.
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The current failure to resolve conflicts worldwide highlights the need for a different approach to conflict resolution. A proposal by University of Pittsburgh professors Luis Vargas and Jerry Zoffer to create a new International Center for Conflict Resolution (IC4CR) was funded by University of Pittsburgh Chancellor Patrick Gallagher and will be housed in the Katz Graduate School of Business. The mission of IC4CR is to provide decision makers with an in-depth understanding of the negotiating positions of all parties and recommend implementation guidelines, based on preferences and priorities, to facilitate resolution of otherwise intractable conflicts.
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Owusu-Manu, D., S. K. Afrane, E. Badu, D. J. Edwards, and M. Brown. "Redefining Entrepreneurial Learning Paradigms in Developing Countries." Industry and Higher Education 27, no. 2 (April 2013): 105–16. http://dx.doi.org/10.5367/ihe.2013.0146.
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In a rapidly changing world of knowledge exchange, innovation and technological advancements, entrepreneurship continues to fuel economic growth in both developed and developing countries. In the developed world, an increased influx of graduate entrepreneurs sustains economic growth whilst, in contrast, developing countries continue to suffer from a dearth of entrepreneurial learning mechanisms. To remedy this situation in Ghana a collaborative and interdisciplinary venture, involving the Business School of the Kwame Nkrumah University of Science and Technology and an international panel of experts, has developed the Kite Vision Actualization Laboratory (KVAL). The raison d'être of the KVAL is to support and nurture talent, develop and implement business solutions and innovations, encourage the development of entrepreneurial undergraduate and postgraduate programmes and stimulate graduate business start-ups. The KVAL integrates four development stages of entrepreneurial learning: knowledge transfer and exchange; innovations and inventions; technology and enterprise development; and panel review, assessment and final approval protocols. The innovative KVAL framework mirrors demand-led transformation and self-actualization processes that represent a departure from traditional offerings in entrepreneurship education.
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Thomas, Melonie. "GCSEs to BSc -- where to begin?" Biochemist 28, no. 5 (October 1, 2006): 57–58. http://dx.doi.org/10.1042/bio02805057.
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Melonie Thomas, a newly qualified Biomedical Science graduate from Southampton University, was the youngest delegate presenting at BioScience2006. Throughout school and university, students face hefty decisions as they pick their options. Many will probably have some doubt about what to study, why they want to study it or where it will take them. Not everyone has a long-term plan, especially at the age of 17, and it's important to point out that (sometimes) this is okay. Melonie claims not to have enjoyed science at school. She didn't even know about Biochemistry when she selected her AS options of Maths, French, English Literature, Business Studies and General Studies, along with a Spanish GCSE. Not a promising choice of interviewee for The Biochemist you might think, but all will become clear… as it did to Melonie.
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Goldrick-Rab, Sara, and David Labaree. "Policy Dialogue: The Problems and Promises of Higher Education in the United States." History of Education Quarterly 61, no. 3 (August 2021): 341–50. http://dx.doi.org/10.1017/heq.2021.27.
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AbstractNearly 70 percent of American students enroll in postsecondary education immediately after graduating high school. Yet college and university completion rates remain highly disparate across social and economic groups. White students in the US are 20 percent more likely than Black and Latino students to graduate, and students from high-income backgrounds are roughly five times more likely to graduate than their lower-income peers. As a result, many students leave higher education without a degree, bearing debt that cannot be discharged through bankruptcy. The upshot is that much of the $1.7 trillion in student loan obligations today is held by those who cannot afford to repay it—an immediate crisis for millions of individuals and a looming threat to the US economy. How did we arrive at this juncture? And what should we do from here?For this Policy Dialogue, the HEQ editors asked Sara Goldrick-Rab and David Labaree to explore the past, present, and future of pressing issues facing American higher education. Goldrick-Rab is professor of sociology and medicine at Temple University as well as President and Founder of the Hope Center for College, Community, and Justice in Philadelphia. She is also the chief strategy officer for emergency aid at Edquity, a student financial success and emergency aid company, and founder of Believe in Students, a nonprofit distributing emergency aid. Labaree is a past president of the History of Education Society and the Lee L. Jacks Professor Emeritus at Stanford University. Their dialogue takes readers on a quick and heady jaunt across time, across the country, and across almost all institutional types in higher education.HEQ Policy Dialogues are, by design, intended to promote an informal, free exchange of ideas between scholars. At the end of the exchange, we offer a list of references for readers who wish to follow up on sources relevant to the discussion.
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Isoda, Yuzuru, Satoru Masuda, and Shin-Ichi Nishiyama. "Effects of Post-Disaster Aid Measures to Firms: Evidence from Tohoku University Earthquake Recovery Firm Survey 2012–2015." Journal of Disaster Research 14, no. 8 (November 1, 2019): 1030–46. http://dx.doi.org/10.20965/jdr.2019.p1030.
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Panel data of individual firms are a valuable source of information on the disaster resilience of the regional economy. Such data also helps to assess the effectiveness of government aids to recovery. Every year after the Great East Japan Earthquake 2011, from 2012 to 2015, Tohoku University’s Graduate School of Economics and Management conducted the Tohoku University Earthquake Recovery Firm Survey (TERFS) to obtain such information. The survey collected 25,826 responses over the 4-year period from a total of 11,090 firms in the east Tohoku region, the most severely affected region. Based on this survey, this paper assesses the effects of the conventional and new government recovery aid measures introduced to help firms affected by the disaster on the levels of business activity. The paper finds that group subsidy and debt reduction had important roles in the recovery of business activities, and demonstrates the importance of a panel survey in understanding and guiding policies for the resilience of the regional economy.
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Hudson, Monika, and Keith O. Hunter. "Between righteous legacy and Pyrrhic victory – an administrator's dilemma." CASE Journal 12, no. 2 (May 5, 2016): 133–43. http://dx.doi.org/10.1108/tcj-05-2014-0043.
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Synopsis When do you throw it all away? The first senior female in a male-dominated business school decides it all comes down to a question of principle – and maybe a few others. What is the best balance between her responsibilities to students, family, and the next generation of female leaders? Can she both be true to herself and compromise? What factors should influence this decision? This case brings together questions about power and influence, rational decision-making, leadership, and the intra and inter-personal responsibilities of organizational “firsts.” Further, issues related to a university's effort to better compete within the global higher education marketplace, provide a valuable opportunity to explore institutional approaches to promoting diversity, inclusion, and cultural competency. Research methodology This case, which was developed from primary sources, highlights the array of competing objectives and personal and political tensions involved in university administration. Relevant courses and levels This case was designed for graduate students in Masters of Public Administration, Masters of Business Administration, Masters of Education in Organizational Leadership, or similar graduate degrees that include significant management and leadership content. Students working with this case should have already completed foundational courses in topics such as organizational management, public policy, leadership, strategic human resources management, or their equivalents within their respective programs of study. Virtually all of the issues raised by this case address core themes, concepts, theses, and theories associated with an accredited graduate program in educational management, business or public administration.
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Weick, Cynthia Wagner. "A University-Based Model for Evaluating Inventions." International Journal of Entrepreneurship and Innovation 4, no. 4 (November 2003): 225–35. http://dx.doi.org/10.5367/000000003129574298.
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There is a need for programmes that provide independent inventors with balanced, data-based evaluations of their early-stage ideas. These inventors do not have access to the evaluation processes used in many companies to assess whether or not an idea warrants further investment of time and resources. In addition, invention promotion services that focus on independent inventors are often costly; and some of these have been accused of fraud. The business school at the University of the Pacific (UOP) launched a pilot invention evaluation service (IES) in autumn 1999. The process used in the IES is based on new product development models used in companies, and addresses basic market, technical and financial potential. The programme benefits not only the community of inventors: because IES staff members are graduate research assistants, it also provides a unique experiential learning opportunity for students. This article details the design of the service and the manner in which it has been implemented at UOP. Data from surveys of the inventors who have been served over the past three years is presented, which indicates that they have found the IES to be very effective in improving their decision making. Other universities may benefit from establishing a similar programme.
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Saïd, Karim, and Yas Alsultanny. "The Perceived Impact of MBA Degree on Career and Skills Development: An Explanatory Research Comparing French and GCC Students." Management international 23, no. 2 (May 30, 2019): 99–114. http://dx.doi.org/10.7202/1060034ar.
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Relying on two diverse samplings of MBA students – one from an international French business school and the other from a university based in Bahrain that recruits students from the Arabian Gulf countries – our article analyzes the relationship between the MBA students’ career goals and their nationality. Our key findings highlight that nationality has little effect on graduate students' motives for pursuing education, their perception of the expected program outcomes and their career perspectives. Other findings, however, reveal some differences based on nationality, the most significant being program criteria choices in relation to career goals and the expected skills students wished to acquire.
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Ettinger, Andrew. "Benchmarking Information and Learning Resources." Business Information Review 12, no. 2 (October 1995): 33–41. http://dx.doi.org/10.1177/026638219501200203.
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Andrew Ettinger joined Ashridge in 1985 and is the Manager of Learning Resources. He is responsible for Ashridge's unique multi-media Learning Resource Centre. He also organises and lectures on courses for several professional bodies in the UK and abroad and is an external lecturer at library schools. He has also completed consultancy projects in India and Poland. After graduating from London University, he completed a post-graduate diploma in Information Studies and then worked at the North East London Polytechnic before moving to the London Business School. He is particularly interested in managers' use of information and how they learn and is currently researching quality information services.
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Castilla-Polo, Francisca, María Consuelo Ruiz-Rodríguez, Alonso Moreno, Ana Licerán-Gutiérrez, Macario Cámara de la Fuente, Eva Chamorro Rufián, and Manuel Cano-Rodríguez. "Classroom Learning and the Perception of Social Responsibility Amongst Graduate Students of Management Accounting." Sustainability 12, no. 17 (August 31, 2020): 7093. http://dx.doi.org/10.3390/su12177093.
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This study analyzes how learning about social responsibility (SR) can modify the perceptions of university students about the importance of responsible behavior on the part of companies. To this end, a questionnaire was designed and administered to Management Accounting students before (n = 128) and after (n = 71) receiving two training activities on SR. The descriptive results obtained testify to the importance of SR in the views of the sampled students, both before and after receiving the specific learning in SR. In this latter moment, students demonstrated a vision highly committed to the need for SR to be part of the economic agenda. The results also show that there was a significant change in the perception of SR and its implications in terms of benefits and costs before and after receiving the training. All of this suggests that SR training has partially modified students’ perceptions of SR. This paper provides important insights that could be leveraged by university and business school managers for the purpose of designing or modifying curricula related to SR. At the same time, it evaluates the potential of SR learning as a tool for modifying attitudes.
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Peña López, Laura del Refugio. "Consejos para ser Gerente / Tips to become a Manager." RICEA Revista Iberoamericana de Contaduría, Economía y Administración 4, no. 8 (January 11, 2016): 142. http://dx.doi.org/10.23913/ricea.v4i8.25.
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Francisco Javier Lehmann Niklison, de nacionalidad argentina, tiene una amplia trayectoria en el área de consultoría, principalmente en lo referente a la gestión empresarial. Es Licenciado en Relaciones Industriales y en Administración, tiene un Posgrado en Administración de Recursos Humanos de la University of Michigan Graduate-School of Business Administration. Trabajó como ejecutivo en empresas como Ford Motor Argentina, Ford Motor USA, Exxon y Monsanto. Ocupó diversos cargos en las organizaciones en las cuales laboró, tales como analista profesional, supervisor y gerente, hasta llegar a presidir el directorio de una reconocida compañía de seguros de Argentina. Actualmente es asesor particular y asiste a los dueños de empresas a nivel mundial.
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Santiago, Andrea, and Fernando Roxas. "The case of the unhappy teachers." CASE Journal 11, no. 3 (September 10, 2015): 382–86. http://dx.doi.org/10.1108/tcj-05-2015-0012.
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Synopsis This case presents the staffing problem of Manuel Garcia, president of Saint Catherine School (SCS). He needed to incentivize quality teachers to stay with the school but he faced three challenges. First, the school is located in a far flung city in Mindanao, Philippines. Second, the city is economically depressed and the parents are price-sensitive. Third, the school is dependent on tuition revenue and collections barely cover school expenditures. Manuel would have to find creative solutions and defend his decision to the teachers and the Board of Trustees. Research methodology The researchers relied on primary data to write the case although the Chairman opted that the school name and all the characters names be disguised. The researchers interviewed individually the Chairman of the Board, President, Vice Chancellor for Academics, University Registrar, Finance Director, and Human Resource Manager of the school. The researchers also interviewed faculty members as a group. The information on the exhibits were culled from reports presented by the administrative team. Relevant courses and levels The short case is a learning tool for students taking a degree in educational leadership and management. It can be used as part of an integrating module for graduate students. By this time, students would have had prior lessons in financial, trend, and ratio analysis. The case can also be used to reinforce lessons in the following courses at the undergraduate or graduate level: human resource management, data-driven decision making, financial resource management, educational policy, and even communication. Further, the case is suited for school administrators attending executive development programs. Running a school is more than managing the curriculum. There is a business side that has to be considered. This case helps teachers-turned-administrators consider the financial implications of human resource management decisions. In this instance, salaries and benefits.
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Vargas, Luis G., and H. J. Zoffer. "Applying AHP in Conflict Resolution." International Journal of the Analytic Hierarchy Process 11, no. 1 (April 24, 2019): 143–47. http://dx.doi.org/10.13033/ijahp.v11i1.649.
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The current failure to resolve conflicts worldwide highlights the need for a different approach to conflict resolution. A new International Center for Conflict Resolution (IC4CR), to be housed in the Joseph M. Katz Graduate School of Business, was funded by the University of Pittsburgh Chancellor Patrick Gallagher in response to a proposal by professors Luis Vargas and Jerry Zoffer.
The mission of IC4CR is to provide decision makers with an in-depth understanding of the negotiating positions of all parties and recommend implementation guidelines, based on preferences and priorities, to facilitate resolution of otherwise intractable conflicts.
We propose to implement this mission by conducting studies of diplomatic and corporate conflicts using the Analytic Hierarchy Process (AHP).
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Berry, William. "Robert M. Kleinpell: Founder of the Berkeley School of Stratigraphic Paleontology." Earth Sciences History 27, no. 1 (January 1, 2008): 100–112. http://dx.doi.org/10.17704/eshi.27.1.f4277q6775053834.
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Robert M. Kleinpell (1905-1986) has been called the founder of a ‘Berkeley School of West Coast Cenozoic Stratigraphic Paleontology’. Through his personal experiences in carrying out oil exploration in California's Cenozoic stratigraphic successions, his extensive inquiry into the fundamentals of stratigraphic paleontology, and his teaching activity while held in a Japanese prison camp during World War II, Kleinpell developed the basic ingredients for his school of stratigraphic paleontology. His school attracted numbers of students interested in obtaining employment in the oil industry when Kleinpell joined the Department of Paleontology at University of California, Berkeley, in 1953. Kleinpell told his students that the first step toward a basic understanding of stratigraphic geology came from field mapping and recording of all relevant data. The data included collecting fossils from precisely-positioned stratigraphic levels. The fossil occurrence information was then plotted carefully to ascertain associations of taxa that appeared to be unique. The associations that appeared to be unique in time, based on their stratigraphic positions (Kleinpell came to term these ‘congregations’), were used to recognize zones and stages. Kleinpell was firm in his conviction that the zones and stages that he and his students recognized in American West Coast Cenozoic strata were closely similar in principle to the zones and Zonengruppe of Albert Oppel who had worked with ammonite faunas in the European Jurassic. Kleinpell did not publish a diagram or definition of the zones that he espoused because, he said, Oppel had already defined that type of zone. Hollis Hedberg, Kleinpell's former fellow-student in graduate study at Stanford, did include a discussion of the ‘zone’ of Oppel and Kleinpell in the 1976 International Stratigraphic Guide. Subsequent international and American stratigraphic guides and codes have omitted Hedberg's discussion and illustration of the Oppel zone. The West Coast Cenozoic zones and stages, recognized using the methodology established by Oppel, are a primary characteristic of the Berkeley School of Stratigraphic Paleontology.
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Saito, Akira. "Relational analysis of the international commercial court and international arbitration to improve the legal environment for resolving international business disputes." Impact 2021, no. 3 (March 29, 2021): 46–48. http://dx.doi.org/10.21820/23987073.2021.3.46.
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Business is becoming more and more globalised, resulting in increased competitiveness, which drives down prices and provides a greater variety of choice for consumers. However, there are also challenges presented by the globalisation of businesses and international commercial courts across the globe exist to navigate these issues. Globalised businesses are subject to the legal judgements of the country in which they are based, as well as the legal judgements of the countries in which they operate. Therefore, the presence of international commercial courts is crucial for promoting the use of international arbitration and international alternative dispute resolutions (ADR), in which disputes are resolved outside of court. Professor Akira Saito, Graduate School of Law, Kobe University, Japan, is exploring the relationship between international commercial courts and international arbitration with the goal of improving the legal environment in different countries and resolving international business disputes. Discussions with his mentor, Professor Oliver Williamson, University of California, led Saito to this project, which is an interdisciplinary study of law that is seeking to develop the next generation of lawyers and business people with a well-rounded perspective of the legal system and the ability to utilise it in a manner that helps develop business activities.
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Greenbank, Paul. "Still focusing on the “essential 2:1”: exploring student attitudes to extra-curricular activities." Education + Training 57, no. 2 (March 16, 2015): 184–203. http://dx.doi.org/10.1108/et-06-2013-0087.
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Purpose – In order to compete for positional advantage in the graduate labour market students need more than a good degree classification. The evidence suggests that participation in extra-curricular activities (ECAs) can have a significant influence on labour market outcomes. The purpose of this paper is to examine the extent to which undergraduates engage in ECAs during their studies and analyses the factors influencing their participation in such activities. Design/methodology/approach – This study is based on a sample of 21 undergraduates in the Business School at a “new” university. These students completed two questionnaires in their first year of study. These were followed-up by in-depth interviews which were carried out in their first and final year of study. Findings – The study found that many of these students were not participating in ECAs because they lacked an appreciation of the value of ECAs to graduate employers. The students were also influenced by social and peer norms, especially the fact that their peers were not engaging in ECAs. Finally, the students often exhibited an extrinsic locus of control and dependency which was not conducive to engagement in ECAs. Research limitations/implications – The generalisability of the findings may be seen as limited by the fact that the study is based on a relatively small sample of students from one university. This research, however, provides detailed insights into the factors influencing student participation in ECAs and adds new perspectives to this under-researched area. Practical implications – The paper concludes by suggesting a range of inter-related approaches that higher education institutions could adopt in order to improve student participation in ECAs. These include careers education at all stages of the students’ studies; the use of unfreezing techniques in conjunction with case studies; a more substantial role for personal tutors; and the development of an institutional habitus that encourages autonomy and agency. Originality/value – Despite the importance of ECAs to graduate employers there have been relatively few studies into the factors influencing undergraduate participation in such activities.
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Phillips, Peter C. B. "UNIT ROOTS IN LIFE—A GRADUATE STUDENT STORY." Econometric Theory 30, no. 4 (February 25, 2014): 719–36. http://dx.doi.org/10.1017/s0266466613000455.
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On the evening of March 7, 2008, the New Zealand Econometric Study Group Meeting held its Conference Dinner. The venue was the Owen Glenn Building, the spectacular new home of the Auckland Business School and the Department of Economics at the University of Auckland. The meeting was organized by my colleagues, co-authors, and close companions Donggyu Sul and Chirok Han. Chirok did double duty by videotaping the evening, Donggyu coordinated festivities with consummate skill, and we settled in to a memorable evening.Econometricians, old friends, former students, two of my former teachers, faculty, and senior administrators were gathered together to celebrate my 60th birthday. Many had traveled long distances from overseas and navigated busy schedules to come to this event. It was a singular honor. My wife and daughter were with me. Opening speeches from Bas Sharp and John McDermott broke the ice with endearing tales from the past and jokes about some mysterious hole in my vita. I stood at the front table, looked out, and felt a glow of fellowship envelop me. I was fortunate indeed. Life had bestowed many gifts. The warmth of family, friends, and collegiality were at the top of the list. My education and early training in New Zealand were a clear second.What follows is a graduate student story. It draws on the first part of the speech I gave that evening at the NZESG conference dinner. It mixes personal reflections with recollections of the extraordinary New Zealanders who shaped my thinking as a graduate student and beginning researcher—people who have had an enduring impact on my work and career as an econometrician. The story traces out these human initial conditions and unit roots that figure in my early life of teaching and research.
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Tooker, Lauren, and Lauren Tooker. "Bill Maurer." Exchanges: The Interdisciplinary Research Journal 2, no. 1 (October 11, 2014): 20–34. http://dx.doi.org/10.31273/eirj.v2i1.99.
Full textAbstract:
Professor Bill Maurer is a renowned cultural anthropologist who conducts research on law, property, money and finance, focusing on the technological infrastructures and social relations of exchange and payment. Professor Maurer graduated from Stanford University in 1994 with a PhD in Anthropology. He moved to UC Irvine in 1996 as Assistant Professor, going on to become Chair of UC Irvine’s Department of Anthropology (2005-2011) and Associate Dean for Research and Graduate Studies in the Social Sciences (2011-2013). In July 2013 he assumed his current role as Dean of UC Irvine’s School of Social Sciences. Professor Maurer has published on topics ranging from offshore financial services to mobile phone-enabled money transfers, Islamic finance, alternative currencies, and the future of money. He is founding director of the Institute for Money, Technology and Financial Inclusion, funded by the Bill and Melinda Gates Foundation, and was the founding co-director of the Intel Science and Technology Center in Social Computing. He is the editor of six collections, as well as the author of Recharting the Caribbean: Land, Law and Citizenship in the British Virgin Islands (1997), Pious Property: Islamic Mortgages in the United States (2006), and Mutual Life, Limited: Islamic Banking, Alternative Currencies, Lateral Reason (2005). The latter received the Victor Turner Prize in 2005. Professor Maurer visited the University of Warwick in September 2014 under the auspices of Warwick’s Global Governance GRP.