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AIB 2010 Annual Meeting Rio De Janeiro, Brazil June 25-29, 2010
AIB 2010 Annual Meeting Rio de Janeiro, Brazil June 25-29, 2010 Registered Attendees For The 2010 Meeting The alphabetical list below shows the final list of registered delegates for the 2010 AIB Annual Conference in Rio de Janeiro, Brazil. Final Registrant Count: 895 A Esi Abbam Elliot, University of Illinois, Chicago Ashraf Abdelaal Mahmoud Abdelaal, University of Rome Tor vergata Majid Abdi, York University (Institutional Member) Monica Abreu, Universidade Federal do Ceara Kofi Afriyie, New York University Raj Aggarwal, The University of Akron Ruth V. Aguilera, University of Illinois at Urbana-Champaign Yair Aharoni, Tel Aviv University Niklas Åkerman, Linneaus School of Business and Economics Ian Alam, State University of New York Hadi Alhorr, Saint Louis University Andreas Al-Laham, University of Mannheim Gayle Allard, IE University Helena Allman, University of South Carolina Victor Almeida, COPPEAD / UFRJ Patricia Almeida Ashley,Universidade Federal Fluminense Ilan Alon, Rollins College Marcelo Alvarado-Vargas, Florida International University Flávia Alvim, Fundação Dom Cabral Mohamed Amal, Universidade Regional de Blumenau- FURB Marcos Amatucci, Escola Superior de Propaganda e Marketing de SP Arash Amirkhany, Concordia University Poul Houman Andersen, Aarhus University Ulf Andersson, Copenhagen Business School Naoki Ando, Hosei University Eduardo Bom Angelo,LAZAM MDS Madan Annavarjula, Bryant University Chieko Aoki,Blue Tree Hotels Masashi Arai, Rikkyo University Camilo Arbelaez, Eafit University Harvey Arbeláez, Monterey Institute -
Impact Investing and Social Entrepreneurship Rebecca Tekula, Archana Shah, and Jordan Jhamb
Universities as Intermediaries: Impact Investing and Social Entrepreneurship Rebecca Tekula, Archana Shah, and Jordan Jhamb Abstract Metropolitan universities are well poised in communities to be intermediaries among various actors involved in social innovation. Pace University established one of the first institutes on social entrepreneurship. Its unique position at the university level allows programming to transcend certain institutional challenges. The emerging field of impact investing is fertile ground for partnerships allowing the university to serve as resource provider, while benefiting from myriad opportunities for student and faculty engagement, experiential learning, and access. The emergence of social entrepreneurship has planted the seeds for an increasing number and variety of educational activities related to the field. As the world of social ventures evolves, from traditional charity to social enterprise and social entrepreneurship, the academic pathways provided must advance accordingly. Careers in the social sector are growing, along with a clear demand for courses, programs, and learning experiences that equip students with the knowledge and hands-on experience needed to succeed in the field. A key learning outcome of social entrepreneurship education is the development of skills and acquisition of knowledge to mobilize resources from various institutional spheres (Seelos et al. 2011). Metropolitan universities are often well poised in their communities to act as intermediaries or hubs among the various domains and institutional actors involved in social innovation and to support the communities in which they reside. The true arrival of social entrepreneurship education took place only in the very early twenty-first century when a small but growing number of universities had started to support the social enterprise movement and the use of business practices in the nonprofit sector. -
Purpose Washington University in St
Purpose Washington University in St. Louis 2017–18 Annual Report $711.8M 25 Research support 2017–18 Nobel laureates associated with the university 4,182 15,396 Total faculty Total enrollment, fall 2017 7,087 undergraduate; 6,962 graduate and professional; 20 1,347 part-time and other Number of top 15 graduate and professional programs U.S. News & World Report, 2017–18 30,463 Class of 2021 applications, first-year students entering fall 2017 18 Rank of undergraduate program 1,778 U.S. News & World Report, 2017–18, National Universities Category Class of 2021 enrollment, first-year students entering fall 2017 138,548 >2,300 Number of alumni addresses on record July 2017 Total acres, including Danforth Campus, Medical Campus, West Campus, North Campus, South Campus, 560 Music Center, Lewis Center, and Tyson Research Center $7.7B Total endowment as of June 30, 2018 22 Number of Danforth Campus buildings on the National 16,428 Register of Historic Places Total employees $248M Amount university provided in undergraduate $3.5B and graduate scholarship support in 2017-18 Total operating revenues as of June 30, 2018 4,638 All degrees awarded 2017–18 TABLE OF CONTENTS 2 Letter from the Chair and Chancellor 18 Purpose 38 Financial Highlights 4 Leading Together 34 Year in Review 4 | Purpose LETTER FROM THE CHAIR AND THE CHANCELLOR Mark S. Wrighton, Chancellor, and Craig D. Schnuck, Chair, Board of Trustees The campaign has laid On June 30, 2018, we marked the conclusion of Leading Together: The Campaign for the foundation for a Washington University, the most successful fundraising initiative in our history. -
Annual Report 2011
Rua Quatá, 300 | 04546-042 Vila Olímpia | São Paulo | SP | Brasil T (11) 4504-2400 | F (11) 4504-2350 [email protected] www.insper.edu.br t Annual Repor2011 For Insper, the year 2011 was replete with I am also happy to note that our research professors important achievements, some of which, to our great had a high number of papers accepted for publication satisfaction, are highlighted on the following pages. in international journals with an “A” classification. Ten of them received awards for best paper presented at a In the College, one of these was the Effective Problem conference or published in a technical journal, one of Solving program (REP), which was launched in early 2010 whom also placed second in the Jabuti Award, which is as a series of activities that culminated, in the second a prestigious Brazilian literary award for best book in the semester of 2011, in an experience conducted in the fields of economics and business administration. field for the Business Administration students. In the sixth We made progress on the campus-expansion project, semester of the program, they were divided into 16 groups with construction of the building on a lot adjacent to our of five students each, who worked together on real-world campus on schedule for delivery in the first half of this unstructured problems presented by 13 companies. The year. With the eight floors to be occupied by Insper, our projects counted as one course and the curriculum was floor space will expand by 80%, which will improve the adjusted so students could take advantage of this field quality of the educational experience offered at Insper. -
The Business School and the Bottom Line Ken Starkey and Nick Tiratsoo Index More Information
Cambridge University Press 978-0-521-86511-1 - The Business School and the Bottom Line Ken Starkey and Nick Tiratsoo Index More information Index AACSB (American Assembly of Collegiate Africa, business education and management Schools of Business) 21 18, 19, 218 fostering diversity 40 agora (knowledge space), future model for history of 36–9 business schools 211–24 mission linked approach 41 AIESEC 33 AACSB International alumni networks 56–7 business doctorate figures 209 AMBA (Association of MBAs) 33 competitive advantage of accreditation 63 accredited business schools 39 current number of business programmes competitive advantage of accreditation 63 79 evaluation procedure 41–2 ethical and legal provision in curricula 80, history of 36, 37–9 81–2 influence on business school curricula influence on business school curricula 100–1 100–2 American business model (ABM), criticisms influence on research in business schools of 215 117 search for alternatives 215–19 list of accredited business schools 38 American business school model 8–10 relevance of business school research alternatives to 10 129 see also diffusion of the American model report on faculty salaries 51 American capitalism, fixation on short-term view on business school research 123 profit 9 ABS (Association of Business Schools) 33 American controversies over business Academy of Management 67, 123–4, 210–11 schools 20–3 accreditation Amos Tuck School of Business competitive advantage 63 Administration 104 ethical and legal provision in curricula 80, Ankers, Paul 127–8 81–2 Arnold, -
Morning Session
MORNING SESSION Name of the university and department / faculty (if applicable): Participation Type* Aalto University School of Business, Mikkeli Campus Live participation Alba Graduate Business School, the American College of Greece Live participation American University of Central Asia Live participation Catholic Private University Linz Live participation Caucasus University Live participation EDHEC Business School Live participation EMLYON Business school Live participation ESSCA School of Management Live participation Frankfurt School of Finance and Management Live participation Hong Kong Baptist University Live participation Kühne Logistics University Live participation Lahore University of Management Sciences (LUMS) Live participation Leiden University, Law School Live participation Lund University, Joint Faculties of Humanities and Theology Live participation Medical Faculty Mannheim of Heidelberg University Live participation Nagoya University of Commerce and Business Undergraduate School Live participation National Sun Yat-sen University Live participation RWTH Aachen University, Faculty of Electrical Engineering and Information Technology Live participation Stellenbosch University Live participation The Chinese University of Hong Kong Live participation Université de Genève, Global Study Institute, International Relations Department Live participation University of Exeter, Business, Humanities and Social Sciences Live participation University of Ghana Live participation University of Groningen, Faculty of Arts Live participation -
BUSINESS NEWS Photo: Felix Zeiffer Felix Photo: Zeiffer Felix Photo
www.bwl.uni-mannheim.de 2019 SPRING/SUMMER MANNHEIM BUSINESS NEWS Photo: Felix Zeiffer Felix Photo: Zeiffer Felix Photo: Prof. Stefan J. Reichelstein, Ph.D. Stanford Economist Joins the Business School Content From California to Mannheim First IBEA Cohort Bid Ceremonial Farewell ▶ 2 The economist Prof. Stefan J. Reichelstein Ph.D. has joined the University of Mannheim Social Class Projects of the MBA and on July 1, 2018, as a chaired Professor of Business Administration. Prof. Reichelstein, who Executive MBA Programs ▶ 3 is internationally known for his research at the interface of accounting and economic Network Clubs Establish Top-Class analysis, was previously William R. Timken Professor of Accounting at Stanford Universi- Discussion Platform ▶ 4 ty‘s Graduate School of Business. International MBA-Rankings ▶ 5 With his expertise, Prof. Reichelstein will build up the newly-endowed research institute MBS: Open Days in March and “Mannheim Institute for Sustainable Energy Studies” (MISES) at the University of Mannheim. April 2019 ▶ 5 The MISES will address economic aspects of the transition to a decarbonized energy econ- Portrait of Professor Dr. Peter Eichhorn ▶ 6 omy, with a particular focus on the timeliness and cost effectiveness of this transition. Both, Gap Year in Accounting & Taxation ▶ 7 the research institute and Prof. Reichelstein’s endowed professorship, are funded by the Uni- Mannheim in Second Place of Germany’s versity of Mannheim Foundation. Most Start-up-friendly Universities ▶ 8 Stefan Reichelstein completed his undergraduate studies in Economics at the University of The Importance of Rankings for Business Schools ▶ 9 Bonn and received his Ph.D. in Managerial Economics from the Kellogg School of Manage- ment at Northwestern University in 1984. -
Information Sheet 4: Campus Facilities & Support
Information Sheet 4: Campus facilities & Support 1 Student ID Card “ecUM” The “ecUM” card is the student card for the University of Mannheim. The card, which can be topped up to pay for particular services, functions as as library card (i.e. to borrow books), photocopy and print documents, and can be used to pay for meals in the cafeteria (“Mensa” or EO), and for the washing machines in the MBS apartments. Additionally, the card works as a key to MBS course locations, the MBS Lecture Hall, and the Education Center Dalbergplatz (ECD). The MBA Program Management will arrange a time during the kick-off week in Term 1 for obtaining the ecUM card. Exchange students who will stay longer than two weeks will receive their ecUM card on the first day of their course for a deposit of €20. The deposit will be refunded once the students have returned the card to Program Management. Adding money to the ecUM card is only possible via “Autoload.” This process ensures that the card will be topped up automatically from a German bank account once the amount of money falls below the selected minimum credit. For this purpose, registration (done at the ecUM center inside the main library building or the Infothek in the Mensa building) and a German bank account are necessary. Hence, this might not be possible for MBS exchange participants who are only in Mannheim for a short period of time. In case the ecUM card is lost, a fee of €15 applies to receive a replacement card. All information on ecUM card could be found through weblink: http://www.uni-mannheim.de/rum/ueber_uns/arbeitsgruppen/ivs/ecum/ . -
Useful Information for Students (Pdf, 6,2
LUISS Guido Carli University Student Exchange Programs Academic Year 2018-2019 Useful Information for Erasmus and Exchange Students It is our pleasure to welcome you to our university and country and we hope you will enjoy your studies at LUISS Guido Carli University. This guide is addressed to all Erasmus and Exchange students who are going to study at LUISS Guido Carli under the Erasmus program or a Bilateral Exchange Agree- ment program. In the following pages you will find a general description of LUISS and practical information. In this guide you should find the answers to many of the ques- tions you may have. More information can be found on the LUISS website, which is up- dated continuously. Detailed information about courses and study programs is available in the website and in the ECTS brochures in English. We look forward to meeting you in the near future. The Student Exchange Office LUISS Guido Carli University TABLE OF CONTENTS THE UNIVERSITY 6 ACADEMIC OFFERINGS 8 ACADEMIC CALENDAR 9 LUISS AND THE ECTS GRADING SYSTEM 10 LUISS CAMPUSES 11 WHERE WE ARE 12 STUDENT SERVICES AND FACILITIES 14 THE STUDENT EXCHANGE OFFICE 17 WHY LUISS? 20 EXCHANGE AT LUISS 21 ADMINISTRATIVE FORMALITIES 26 GETTING AROUND 27 LIVING IN ROME 29 STUDENT EXCHANGE PARTNERS 32 THE UNIVERSITY Founded in 1974 by a consortium of private and public companies, LUISS – Libera Università Internazionale degli Studi Sociali – Guido Carli is a small independent University with high academic ranking. It has a policy of selective admission and quality control of its academic standards and em- phasizes the international dimension of its programs. -
Full-Time MBA Catalog 2020-2021
Full-time MBA Catalog 2020-2021 I CERTIFY THIS COPY TO BE TRUE AND CORRECT TO CONTENT AND POLICY _______________________________________ Goizueta Business School Full-time MBA Program One-Year and Two-Year formats Catalog About Goizueta Business School https://goizueta.emory.edu/about OUTLINING SUCCESS,WRITING NEW CHAPTERS Business education has been an integral part of Emory University's identity for more than 100 years. That kind of longevity and significance does not come without a culture built around success and service. Goizueta Advisory Board • Sarah Brown 89MBA, Global Account Director at The Coca-Cola Company (Marietta, GA) • Andrew J. Conway 92MBA, Managing Director at Credit Suisse (Scarsdale, NY) • H. James Dallas 94WEMBA (Atlanta, GA) • Jeffrey C. Denneen 97MBA, Leader, Americas Higher Education Practice at Bain & Company, Inc. (Atlanta, GA) • Robert K. Ehudin 86BBA, Managing Director at Goldman Sachs Group, Inc. (Rye Brook, NY) • Matthew H. Friedman 94BBA, Fidelity Investments (Boston, MA) • Gardiner W. Garrard III 99MBA, Co-Founder, Managing Partner, CEO of TTV Capital (Atlanta, GA) • Rebecca Morris Ginzburg 94BBA, Junto Capital Management, LP (New York, NY) • Michael M. Grindell 99WEMBA, EVP, Chief Administrative Officer, 22squared (Atlanta, GA) • Brian K. Howard, M.D. 15WEMBA, President, North Fulton Plastic Surgery (Atlanta, GA) • Omar A. Johnson 04MBA, Vice President-Marketing, Apple Computer • Mary Humann Judson, President, The Goizueta Foundation (Atlanta, GA) • Michael Marino 94MBA, Managing Director at JP Morgan Chase & Co. (Atlanta, GA) • Jonathan I. Mayblum 84BBA, Co-Founder & CEO of ARCTURUS (Armonk, NY) • Leslie D.J. Patterson 99MBA, EY, Growth Markets Leader (Atlanta, GA) • Olga Goizueta Rawls 77C, Chair & Director of The Goizueta Foundation (Atlanta, GA) • Matthew P. -
Olin-Phd-Bulletin
PHD BULLETIN Create change. PHD PROGRAM Olin Business School TABLE OF CONTENTS ACADEMIC CALENDAR 3 INTRODUCTION 4 OLIN’S MISSION AND CORE VALUES 5 DOCTORAL COMMITTEE 6 DEGREE REQUIREMENTS 7 Ph.D. ADVISOR POLICY 8 POLICY ON PROBATION AND ACADEMIC DISMISSAL 9 SATISFACTORY ACADEMIC PROGRESS 10 PROCEDURE FOR PROBATION AND DISMISSAL 13 ACADEMIC INTEGRITY 15 OLIN BUSINESS SCHOOL – 16 GRADUATE STUDENT CODE OF PROFESSIONAL CONDUCT GRADING 18 TEACHING REQUIREMENTS 19 CURRICULUM (Chronology and Milestones) 22 COURSE INFORMATION 26 REGISTRATION 47 1 Olin Business School INDEPENDENT STUDY AND RESEARCH INTERNSHIP CREDITS 49 MASTER OF SCIENCE IN BUSINESS ADMINISTRATION 50 DISSERTATION (Proposal, Research Advisory Committee, 50 Examination Committee, and Guidelines) GRADUATION INFORMATION 56 TRANSFER CREDIT 57 LEAVE OF ABSENCE 58 HUMAN SUBJECT RESEARCH 58 INTERNATIONAL STUDENTS 59 PLACEMENT 59 TRAVEL REIMBURSEMENT POLICY 59 FINANCIAL PACKAGE 65 RESOURCES/LIBRARY/MAILBOXES 69 RESEARCH AND LEARNING CENTERS 71 HELPFUL LINKS 72 2 Olin Business School ACADEMIC CALENDAR Fall Semester 2021 First Day of Class August 30 Labor Day (no classes) September 6 Thanksgiving break (no classes) November 24-28 Last day of classes December 20 Spring Semester 2022 First day of classes January 18 Martin Luther King holiday – no classes January 17 Spring break (no classes) March 13-19 Last day of classes April 29 Final exams May 2-11 Commencement-Class of 2022 May 20 3 Olin Business School INTRODUCTION Washington University in St. Louis is one of the nation’s leading research institutions and is committed to excellence in teaching, as well as scholarship. The Olin Business School (Olin) doctoral program in business, first offered in 1958, combines the rigorous curriculum of a top-ranked university with the individual attention made possible by our limited enrollment. -
University of Strathclyde February 2014 Executive Summary
Review of UK Transnational Education in the United Arab Emirates: University of Strathclyde February 2014 Executive summary The University of Strathclyde (the University) has run its Master of Business Administration (MBA) programme in Dubai since 1995 and in Abu Dhabi since 2005. Within the Strathclyde Business School the MBA programme is run on an effective global basis in the UK and nine local centres, including two in the United Arab Emirates (UAE). Around 25 to 30 students are recruited twice a year in each centre for the programme, which can be completed in two years. In the UAE, the University has federal accreditation from the Commission for Academic Accreditation, which allows it to operate outside the free trade zones. It has a partnership with the Higher Colleges of Technology, the largest federal higher education institute in the UAE, which provides facilities and some further support but is not involved in recruiting students or delivering learning. The partnership is a variant of the University's normal contract with a local partner and has provided a basis for delivery of the MBA for many years. While three master's programmes have been accredited in addition to the MBA, these have not attracted sufficient students to be viable. Core teaching is done by the University faculty who work globally and is delivered through intensive seminars and workshops, typically in two-day blocks. Global coordinators based in the UK and UAE manage the curriculum and teaching of subject areas. This is supported by local counsellors in each subject area who run tutorials and complete first-marking of student assessments.