...[ DRIVING TOWARDS A DISRUPTION ] [ HBS CASE STUDY ANALYSYS ] The main essence of this case study is to analyze the dramatic changes that are happening within the MBA program and the innovation in management education and will it have any effect on HBS MBA program which is tied strongly to the legacies of the pivotal year 1924. MUSTAHID ALI MBA-3 ROLL NO- 1334 UNIVERSAL BUSINESS SCHOOL DATE – 7TH JAN 2014 1. SYNOPSIS OF THE CASE. CASE STUDY is all about the ‘disruption of management education’. It is about the changing model of the management education and its effects and how the premium business school like Harvard Business School can tackle the day to day changes. The Harvard graduate school of Business Administration was founded in 1908 under Dean Edwin F. Gay. With approval of president of Harvard University Charles he established first MBA program .Clayton Christensen, the professor at Harvard Business School suggested that the established model of management education is heading towards trouble but he also said that the top management programs can get over this problem. The case also highlights about the various features of Harvard which gives it a distinct edge as against the competitors. First it throws light on the academics which is more focused on International Business and experiential learning. Due to a great curriculum and methodology being followed, there has been rise in the admissions from 30 in the first batch to 9000 in the batch of 2009-2011. It...
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...blog The Harvard Business School Case Study on ClockyIn 2006, Gauri worked with Marketing Professor Elie Ofek on a Harvard Business School case study on our Clocky product. They explored a number of different ‘positioning’ issues surrounding the product. They asked questions like, “Is Clocky for the need market or the fun market?”Since its publication, MBA professors around the country have been teaching the case. Gauri has given talks at Columbia, New York University, and Harvard among other schools to lend her perspective on the entrepreneurial experience. This morning, we received a message from professor Michael Norton at Harvard Business School. He’ll be teaching students about companies who understand some fundamental aspect of human nature, and then students will be asked to apply those principles to other companies and industries. In the case of Clocky, the fundamental aspect is that people have different selves, a want self and a should self; at night the should self sets the alarm for 6am, in the morning the want self turns it off; Clocky fixes the problem.If you’d like more information, or want to order the case study, you can check Harvard Business Publishing. Side note – Professor Ofek and Gauri are working on the follow-up to the original Clocky case. More on that in the next couple of months. | blog The Harvard Business School Case Study on ClockyIn 2006, Gauri worked with Marketing Professor Elie Ofek on a Harvard Business School case study on our Clocky product...
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...Craig Chapman, Page 1 CRAIG J. CHAPMAN Assistant Professor - Accounting Information and Management Kellogg School of Management, Northwestern University Jacobs Center, Room 6227, 2001 Sheridan Road, Evanston, IL 60208 Telephone: (847) 491-2662, Fax: (847) 467-1202 E-mail: c-chapman@kellogg.northwestern.edu SSRN Research Page: http://papers.ssrn.com/sol3/cf_dev/AbsByAuth.cfm?per_id=417740 Education HARVARD BUSINESS SCHOOL, BOSTON, MA Doctor of Business Administration degree, Accounting and Management, 2008. Dissertation Committee: Professors Paul M. Healy, V.G. Narayanan & Thomas J. Steenburgh. HARVARD BUSINESS SCHOOL, BOSTON, MA Master of Business Administration degree, 2003. Graduated with High Distinction as a George F. Baker Scholar. UNIVERSITY OF OXFORD – MAGDALEN COLLEGE, ENGLAND Master of Arts degree in Mathematics, 1995 Bachelor of Arts degree in Mathematics, 1989. Graduated with Honors. Publications “Buy-Side vs. Sell-Side Analysts’ Earnings Forecasts” with Boris Groysberg and Paul M. Healy. The paper examines relative accuracy and bias of different analysts and proposes a number of possible explanations for the findings that the analysts at the Buy-side firm studied appear significantly less accurate and more optimistic than those working for sell-side firms. Financial Analysts Journal, July/August 2008, Vol. 64, No. 4: 25-39. “An Investigation of Earnings Management through Marketing Actions” with Thomas J. Steenburgh. Combining new, hand-collected...
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... |(W) 805.756.2922, (H-MB) 805.772.7452 | | |(H-BI) 206.780.1015, (C) 805.440.4618 | | |Toni Smith, PhD, CPA | | |toni.smith@bgi.edu | | |603.659.5108 | | |Brian Setzler, MBA, CPA | | |brian.setzler.cpa@gmail.com | | |(H) 503.287.1798 (C) 503.367.5631 | | |...
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...MLI, INC. HARVARD BUSINESS BRIEF CASE 4254 SOLUTION. This paper provides a Berkeley Research analysis and case solution to a Harvard Business organizational behavior case study by John J. Gabarro and Colleen Kaftan on interpersonal, organizational and managerial difficulties at Modern Lighting Industries (MLI), a struggling regional distributor of industrial lighting systems and equipment in Chicago. The case focuses on conflicts between MBA graduate and newly recruited Vice President of Marketing Jamie Turner and MLI’s President, Pat Cardullo. The analysis includes problem identification, problem analysis, identification and assessment of alternatives, and recommendations. APA Style. 12 pages, 11 footnotes, 5 bibliographic sources. 3,340 words. About Berkeley Research Case Solutions: Berkeley Research has offered authoritative case solutions to Harvard Business School case studies since 1984. We also feature solutions to case studies from other leading graduate business schools including Stanford, Darden, Wharton and Ivey. Our case solutions feature in-depth analysis drawing on appropriate analytical tools including S.W.O.T., P.E.S.T. and Five Forces analyses, and include secondary references from scholarly journals and leading business periodicals. We do not offer student-written essays; all of our case solutions are professionally written by MBA and DBA –degreed writers with proven aptitude and long experience in writing insightful case solutions. Unlike other case solutions...
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...Strategic Marketing Management MBA5320 E Fall 2013 Professor Office Telephone E-Mail Office Hours Class Location Class Hours Simin Foster, Ph.D., MBA Desmarais 5140 Contact via e-mail simin.foster@uottawa.ca By appointment (confirm via e-mail) Desmarais 4170 Thursday 4:00 pm - 7:00 pm Weight on Final Grade 15% 15% 10% 15% 20% 25% Course Deliverable Case 1 – Black & Decker (A) Case 2 - Marketing Simulation Case 3 – A Case for Brand Loyalty Case 4 – Online Marketing at Big Skinny Peer-to-Peer Learning Experience Final exam Due Date September 19 Part A: September 26 Part B: October 3 Par November 14 November 21 A. February 7 To be assigned To be announced Please note that all assignments must be submitted via Turnitin™ in addition to hard copy. COURSE DESCRIPTION The objectives of this course are to demonstrate the role of marketing in the company; to explore the relationship of marketing to other functions; and to show how effective marketing builds on a thorough understanding of buyer behavior to create value for customers. Using lectures, case studies, and class discussions, students learn how to control the elements of the marketing mix—product policy, channels of distribution, communication, and pricing—to satisfy customer needs profitably. The Telfer MBA distinguishes itself by training students to Lead High Performance Organizations. Successful firms are those that integrate the objectives and resources of the organization with the needs and opportunities...
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...MBA: My Bachelor’s Ain’t…enough! Management 521 MBA: My Bachelor’s Ain’t…enough! Pursuing an MBA is simply another way of saying, “My Bachelor’s degree just Ain’t enough!” Obtaining a Bachelor’s degree should be considered an amazing accomplishment. However, many have come to the realization that it is, in fact, inadequate. The status of the current economy is a leading indicator that something beyond a Bachelor’s degree is needed. A potential stepping stone beyond a Bachelor’s degree is an MBA, which opens up a great deal of opportunity compared to a Bachelor’s. Many reasons exist for an MBA to be sought out and why a bachelor’s just “Ain’t enough.” Some of the top reasons to pursue an MBA are that a Bachelor’s degree does not provide the potential to make enough money, give the education to be marketable enough, or give enough prestige to the degree holder. A study in the Journal of Marketing for Higher Education led by Lynn Dailey, MBA, PhD, marketing professor at Capital University, Columbus, OH, showed that career advancement, financial security, and elevated social status/prestige (see Table 1) are within the top 5 reasons to pursue an MBA (Dailey 148). Because of the current trend and these economical times, a Bachelor’s degree is just not enough. Pursuing and obtaining an MBA is an excellent way to make more money in the long run, to make one more marketable, and to give one more prestige than with a bachelor’s degree. One of the top reasons heard most for the...
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...Motivation Crucial driver of a one’s work performance is that person’s inner work life. When there is facilitation to progress, every aspect of people’s inner work lives are enhanced, which leads to even greater progress. Because every employee’s inner work life system is constantly operating, its effects are inescapable. One’s performance is affected by constant interplay of perceptions, emotions and motivations triggered by everyday events (Kramer, 2007). In our MBA life we all are busy professionals and it’s very important to know that as individuals we bring within ourselves lots of things related to everyday events while performing a MBA related task. This is especially true in the case of group assignments where we set ourselves deadlines to complete different tasks and each other’s tasks are interrelated. There was this case of one of the member’s house getting burgled. Another member had assignments from other MBA programmes to be finished. We all had our profession and family related priorities. Team members understood what going on in other members mind during time of assignment and shared the responsibilities and motivated each other as to have enhanced inner work life which resulted in overall highly motivated performance. People are motivated, by thought-provoking work, challenge, increasing responsibility and more praise or recognition for good work. These intrinsic factors is the “generator” in people and drives their desire and urge for growth and achievement(Herzberg...
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...use of S. Harsha, 2015. 9-293-053 REV: AUGUST 19, 2003 PETER TUFANO Sally Jameson: Valuing Stock Options in a Compensation Package Sally Jameson, a second-year MBA student at Harvard Business School, was thrilled but confused. It was late May 1992, graduation was approaching, and she had finally landed the job of her choice. She had just finished an early morning telephone conversation with Bob Marks, the MBA recruiting coordinator at Telstar Communications, a large, publicly held multinational company. Mr. Marks had offered Ms. Jameson a unique position in operations at Telstar, and from the description, it sounded exactly like the job that she wanted. Since her first interview with Telstar, she had been very impressed with the company and its people. While Ms. Jameson was certain that she would accept the job, there was still one unsettled, yet crucial, matter--her compensation. During the conversation with Marks, Jameson had asked what her compensation package would be. Marks: "Well, Sally, we are all very impressed with you and would like to offer you a starting salary of $50,000. In addition, you will also receive a signing bonus." Jameson: "The base salary is a little below what I had expected. Is that negotiable?" Marks: "I'm afraid not. That's the same starting package all MBAs get. However, you will receive a bonus upon accepting our offer. You can receive $5,000 in cash, or choose stock options instead." Jameson: "I'm not too familiar with...
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...9-293-053 REV: AUGUST 19, 2003 PETER TUFANO Sally Jameson: Valuing Stock Options in a Compensation Package Sally Jameson, a second-year MBA student at Harvard Business School, was thrilled but confused. It was late May 1992, graduation was approaching, and she had finally landed the job of her choice. She had just finished an early morning telephone conversation with Bob Marks, the MBA recruiting coordinator at Telstar Communications, a large, publicly held multinational company. Mr. Marks had offered Ms. Jameson a unique position in operations at Telstar, and from the description, it sounded exactly like the job that she wanted. Since her first interview with Telstar, she had been very impressed with the company and its people. While Ms. Jameson was certain that she would accept the job, there was still one unsettled, yet crucial, matter--her compensation. During the conversation with Marks, Jameson had asked what her compensation package would be. Marks: "Well, Sally, we are all very impressed with you and would like to offer you a starting salary of $50,000. In addition, you will also receive a signing bonus." Jameson: "The base salary is a little below what I had expected. Is that negotiable?" Marks: "I'm afraid not. That's the same starting package all MBAs get. However, you will receive a bonus upon accepting our offer. You can receive $5,000 in cash, or choose stock options instead." Jameson: "I'm not too familiar with stock options. Could you...
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...1) Suppose that you had been one of the MBA applicants who stumbled across an opportunity to learn your results early. What would you have done, and why? Would you have considered it a moral decision? If so, on what basis would you have made it? If I was one of the MBA applicants who could learn my results early, I would not do the same thing they did (Hacking into Harvard). Although I would be curious, I would weigh it against the outcome. I would also think if it was the right thing to do, even if I could have low risk and high reward. I would not have thought only about myself, but also about the future if many students did the same as I or did not do the same as I. I would have carefully considered this moral decision. There really was nothing I could do if I learned the result, only I would know it early and maybe could apply elsewhere or celebrate sooner. It does not feel right from our moral sense, because we would not like the same to happen to us or our business. I think it is certain that if I was caught, I would not be accepted ever. Also, Harvard might inform other famous business schools. Maybe I would not like to go to a college where some of my classmates had been sneaky, because they would likely be sneaky again. 2) Assess the morality of what curious applicants did from the point of view of egoism, utilitarianism, Kant's ethics, Ross's pluralism, and rule utilitarianism. From the point of view of egoism, these applicants thought they acted morally since...
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...Welcome to Strategic Human Resource Management Course Number: MBA 786 School of Business & Technology University of Wisconsin - Parkside 6:00 - 9:15 p.m. Wednesdays, Molinaro 167 October 29 – December 17 Fall Semester 2008 “…if we are to have citizens who can live constructively in this kaleidoscopically changing world, we can only have them if we are willing for them to become self-starting, self-initiating learners.” Carl Rogers Contacting the Instructor Professor: Dr. Karen Crooker Phone/Voice Mail: 595-2348 (worst way to contact) Office: Molinaro 349 Fax: 595-2680 (label to my attention) E-mail: crooker@uwp.edu (best way to contact) Address: UWP, Department of Business, PO Box 2000, Kenosha, WI 53141-2000 Web page: http://uwp.edu/~crooker/ Office hours: 3:15 – 4:30 p.m., Mondays & Wednesday. Other times by appointment. Course Description Using human resource management systems to create and sustain competitive advantage. Emphasis on an integrative framework that requires linkage between, as well as consistency among, functional HR activities and their alignment with and reinforcement of the organization’s competitive strategy. Course Objectives The goal of this course is to help students develop their knowledge, skills, and abilities in the following areas. At the conclusion of this course, students should be able to ✓ Name competitive...
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...Tax Research Memorandum To: Lauren Smith From: Date: May 18, 2012 Re: Tax Treatment of MBA education expenses Facts You incurred $15,000 in educational expenses in the course of earning a MBA. You want to deduct these expenses as an employee business expense in your tax return since your employer does not have an education expense reimbursement program. Issue The issue is (1) whether the education was required to keep your present salary, status or job and/or the education maintains or improves skills needed in your present work, and (2) whether the education was needed to meet the minimum educational requirements of your present trade or business, and (3) whether the education is part of a program of study that will qualify you for a new trade or business. Rule It has been established that education expenses can be deducted as business expenses when the education maintains or improves skills needed in your current work but the education was not needed to meet minimum requirements and did not qualify you for a new trade or business. Publication 970 (2011) Tax Benefits for education Federal Tax Regulations, Regulation, §1.162-5., Internal Revenue Service, Expenses for education Singleton-Clarke v. Commissioner, T.C. Summary Opinion 2009-182, Allemeier v. Commissioner, T.C. Memo. 2005-207 Blair v. Commissioner, T.C. Memo. 1980-488 Sherman v. Commissioner, T.C. Memo. 1977-301 Link v. Commissioner, 90 T.C. 460, 463-464 (1988) Schneider v. Commissioner...
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...Strategic Management BSAD 689 Professor Office Office Hours Telephone E-mail Class Hours Class Dates Classroom Texts: : Dr. Allen F. Stembridge B.Commerce., MBA, Ed.D, F.I.A.C. : CSH 202 : 9:00a.m. -10:30a.m. (Monday through Friday), or by appointment. : 269-471-3632 : stem@swau.edu : 1:30 p.m. – 5:00 p.m. (Monday through Friday) : July 14, 2008 – July 31, 2008 : CSH 208 Required: David, Fred R. (2009) Strategic Management: Concepts and Cases (12th edition) Upper Saddle River, New Jersey: Prentice Hall. Course Description: Strategic Management requires that students integrate relevant knowledge gleaned from previous core business-course experience. Extensive case work and library research are demanded. Students work with a real organization to develop a comprehensive strategic plan. The student should have completed all MBA core requirements or be currently enrolled in the remaining courses. 1 Course Objectives: At the end of the course students should be able to: 1. Use the strategic management process to understand competitive forces and to develop competitive advantages. 2. Analyze complex business situations from management’s perspective. 3. Appreciate the interdependence of all business functions and operations. 4. Be more proactive in ascertaining and acting upon opportunities that may occur in the macro-environment. 5. Identify what an organization wants to achieve and know how they will do it. 6. Develop creative alternatives to resolving business problems...
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...AEROSPACE MBA Syllabus & Curriculum 2015-2016 Contact: Phone: +33 5 61 29 48 64 Fax: +33 5 61 29 48 07 E-mail: aerospace.mba@tbs-education.fr TABLE OF CONTENTS Welcome to the Toulouse Business School Aerospace MBA program 3 The pedagogical philosophy 4 The general structure of the Aerospace MBA 4 Assessment guidelines 7 Team Building Seminar and Leadership Development 10 Core Management 14 Process Workshops 23 Electives 34 Corporate mission project / Professional thesis 35 Academic team 37 Administrative and Management Team 39 Appendix I: Details on Multicultural Team Project 40 Appendix II: Details on Corporate mission project / Professional thesis 41 2 Welcome to the Toulouse Business School Aerospace MBA Program Preamble The Aerospace MBA is a post-experience degree seen as a career accelerator or a means to make a career shift after a minimum of 3 years’ professional experience. This MBA is a generalist degree in business administration with a broadening management program linked to the Aerospace sector and environment. The Aerospace MBA has a minimum length of one year of full-time or 2 years of part time study in the wonderful city of Toulouse. The Aerospace MBA will require a significant amount of classroom study or structured contact. In all, the program requires a minimum of 1800 hours of personal work. This MBA program is intellectually demanding...
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