2021-2022 Catalog
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The Business Professional Doctorate As an Informing Channel: a Survey and Analysis
International Journal of Doctoral Studies Volume 4, 2009 The Business Professional Doctorate as an Informing Channel: A Survey and Analysis T. Grandon Gill Uwe Hoppe University of South Florida University of Osnabrueck Tampa, FL, USA Osnabrueck, Germany [email protected] [email protected] Abstract Although growing in popularity in other countries, the business professional doctorate has yet to gain traction in the U.S. Such programs, intended to offer advanced disciplinary and research training to individuals who later plan to apply that training to employment in industry, are fre- quently seen to be inferior to their academically-focused Ph.D. program counterparts. Further- more, if the sole purpose of a doctorate is to develop individuals focused on producing scholarly research articles, that assessment may well be correct. We argue, however, that such a narrowly focused view of the purpose of doctoral programs is self-defeating; by exclusively focusing on scholarly research and writings, we virtually guarantee that our research will never make it into practice. The paper begins by identifying a variety of types of doctoral programs that exist glob- ally and placing these in a conceptual framework. We then present a detailed case study of the information systems (IS) doctoral programs offered in Osnabrueck, Germany—where as many as 90% of candidates choose careers in industry in preference to academia. Finally, we propose— supported using both conceptual arguments drawn from the study of complex informing and ob- served examples—that the greatest benefit of business professional doctorates may be the crea- tion of enduring informing channels between practice and industry. -
DBA-Intent-To-Plan-1-29-19.Pdf
Graduate Intent to Plan--Major or Degree-Page 2 Please provide a rationale for new degree program: (May attach separate page if needed) The Marshall University (MU) Lewis College of Business (LCOB) proposes the addition of a Doctor of Business Administration (DBA) program. It will be a research-based, hybrid program that will help students advance in their business careers or prepare them for a career in academia. Currently there are no DBA programs in West Virginia. Many universities around the world offer DBA programs. In October 2017, the Doctor of Business Administration Compass report identified 273 professional doctorates in management worldwide.1 Another report lists 45 AACSB accredited DBA programs.2 A trend that is fueling the growth in DBA programs is the projected growth in employment of postsecondary business school teachers of 18% by 2026, which is faster than the average growth rate of 7% for all occupations.3 The DBA program will be a part of the Brad D. Smith Graduate School of Business. This proposal is an integral element of the re-imagination of the College, facilitated by the transformative gift from Brad D. and Alys Smith this past fall. Some competitive features of the proposed DBA program include: • Affordable pricing at $850 per credit hour that makes it a low-cost alternative to other AACSB accredited DBA programs and a high-value alternative to similarly-priced, non-AACSB programs; • Convenience for students with only five face-to-face visits per year; • Accounting, health care management, and management and entrepreneurship concentrations that students can choose from; and • A dissertation committee that includes a professional to enhance the research’s relevance to practice. -
A Comparison of Member Schools of the Executive
PROFESSIONAL EXECUTIVE DOCTORATES: A COMPARISON OF MEMBER SCHOOLS OF THE EXECUTIVE DBA COUNCIL (EDBAC) Larry M. Starr Doctoral Studies in Strategic Leadership, Philadelphia University, 4201 Henry Avenue, Philadelphia, Pennsylvania 19401 Email: [email protected] William Connor McRory Department of Political Science, Fordham University, New York, New York Samuel Lim School of Engineering and Applied Science, University of Pennsylvania, Philadelphia, Pennsylvania, and Research and Consulting Associate, Systems Wisdom LLC Singapore PREPARED FOR THE EXECUTIVE DBA COUNCIL SIXTH INTERNATIONAL ENGAGED MANAGEMENT SCHOLARSHIP CONFERENCE Paris, France September 8-11, 2016 ABSTRACT Founded in 2011, the mission of the Executive DBA Council (EDBAC) is to foster excellence and innovation in executive doctoral degree programs worldwide. The Council’s strategic focus includes being the primary point of contact and information source for these professional groups, for the media and business schools considering initiating executive doctoral degree programs, and to provide information on executive doctoral degree programs to prospective students. To support these ends using information available from member websites and other online sources, we present a description of 27 characteristics of 43 member schools and a summary table of characteristics across all schools. PROFESSIONAL EXECUTIVE DOCTORATES: A COMPARISON OF MEMBER SCHOOLS OF THE EXECUTIVE DBA COUNCIL (EDBAC) Larry M. Starr, William Connor McRory and Samuel Lim Introduction In 2015, Philadelphia University was preparing to launch a Doctor of Management (D. Mgt.) degree in Strategic Leadership. While immersed in studying the broad topic of professional doctorates and collecting and writing the curricular materials to be submitted to Middle States Commission on Higher Education in order to meet accreditation requirements, the website of the Executive DBA Council (www.edbac.org) was discovered. -
Doctor of Business Administration
Doctor of Business Administration University of Missouri-St. Louis December 8‐9, 2016 OPEN – AS&EA 1‐3 Table of Contents Executive Summary ......................................................................................................................................... 5 1. Introduction .............................................................................................................................................. 6 2. Fit With University Mission and Other Academic Programs ................................................. 7 2.A. Alignment With Mission and Goals ...................................................................................... 7 2.B. Duplication and Collaboration Within Campus and Across System .......................... 8 3. Business-Related Criteria and Justification .................................................................................. 8 3.A. Market Analysis ........................................................................................................................... 8 3.A.1. Need for Program ................................................................................................................ 8 3.A.2. Student Demand for Program .......................................................................................... 9 3.B. Financial Projections ................................................................................................................. 12 3.B.1. Additional Resources Needed ..................................................................................... -
November 2018
ACCREDITATION COUNCIL FOR BUSINESS SCHOOLS AND PROGRAMS Igniting a Standard of Excellence in Business Education Worldwide December 1, 2018 The following information is provided from the Baccalaureate/Graduate Degree Board of Commissioners accreditation decisions from the November 29-30, 2018 meeting. No business program will be accredited without establishing performance expectations, measuring results, comparing results to expectations, and taking action to improve. Business programs identify opportunities for improvement, along with ACBSP, to help them plan to move to higher levels of academic excellence. When it is noted that “performance expectations established by the programs are being met,” you can see performance expectations by program at this link: https://cdn.ymaws.com/www.acbsp.org/resource/resmgr/files/acbsp_chea_12b_1_evidence_oc.pdf ACBSP's Core Value of Continuous Improvement and Organizational Learning, that "Business schools and programs should pursue regular cycles of planning, execution and evaluation of every process and system. Ongoing improvement of these processes and systems leads to ever higher quality and student/stakeholder satisfaction." Accreditation Granted with Conditions There are occasions when the Board of Commissioners may grant “Conditional Accreditation.” This means that most standards and criteria are met, but there are some deficiencies in fully meeting all the ACBSP standards or criteria. For example, if multiple criteria in Standard 4 regarding student learning outcome assessment are not fully met, a condition could be placed on the student learning outcome assessment standard 4. The president/rector or person in a similar position of the institution has pledged that the deficiencies will be remedied within a four-year time frame. Progress on improving the process to remove the conditions must be submitted to ACBSP every two years, asking for a review so the conditions can be removed. -
Graduate MBA Program
Graduate MBA Program BEST BUSINESS SCHOOL IN EASTERN EUROPE Dedicated to Quality In 2013, the Zagreb School of Economics and Management became the first AACSB accredited business school2 in Croatia! a message from the deans A Message from the Deans Dear Friends, The importance of having a proper business education in these trying economic times cannot be overstated. As organizations grow, develop, and operate across borders, they require a workforce that is internationally mobile, able to adapt to rapidly changing market circumstances, and represent ca- pable and responsible global citizens. Even if you don’t have a background in business administration or economics, an MBA can mean the difference between advancing within an organization and not. The Zagreb School of Economics and Management, Croatia’s leading business school according to Eduniversal’s global ranking, can give you the education you need to make that decisive step forward in your career. Our Graduate Program includes nine different specializations to choose from and a General MBA program, it is taught by a combination of Croatian and foreign professors and experts, and uses advanced teaching methods such as computer simulations. Our outstanding student to professor ratio guarantees a personal approach to your education, where every professor knows your name and is attuned to your weaknesses and strengths. Our MBA program has also received international recognition for its quality, as our Management, Marketing, Management of Information Systems, Finance and Banking, Accounting, Auditing and Taxes specializations were all listed in Eduniversal’s top ten lists for Eastern Europe. In this ranking, our Human Resource Management was named the top specialization of its kind for Eastern Europe, and our Quantitative Finance specialization was named as one of the 100 best in the world for the second consecutive year. -
Naric Kosova Monitoring Report January – October 2020 – October January 2 Naric Kosova Monitoring Report
NARIC KOSOVA MONITORING REPORT JANUARY – OCTOBER 2020 – OCTOBER JANUARY 2 NARIC KOSOVA MONITORING REPORT 2 JANUARY – OCTOBER 2020 NARIC KOSOVA MONITORING REPORT 2 JANUARY – OCTOBER 2020 3 NARIC KOSOVA MONITORING REPORT Publisher: ORCA – the Organization for Improving the Quality of Education www.orca-ks.org [email protected] Simon Shiroka, H-11, No. 8 Prishtina, 10000, Kosovo Authors: Liridona Ademaj Skord Retkoceri Prishtina, November 2020 4 JANUARY – OCTOBER 2020 “Our Father, who art in heaven, give us the power to keep our mouths shut when we have nothing to say. And forgive us the patience to think before we write! Inspire us with a sharp sense of justice to speak not only without bias, but to also act thus! Save us from the traps of grammar, distortions of language and errors of typing. Amen!” [Faik Konica] 5 JANUARY – OCTOBER 2020 TABLE OF CONTENTS Definitions .......................................................................................................8 Abbreviations ..................................................................................................9 Introduction ..................................................................................................10 Legislation and recognition procedures .......................................................11 NARIC KOSOVA decisions ..............................................................................12 The challenges of the NARIC Kosova center .................................................18 7 NARIC KOSOVA MONITORING REPORT DEFINITIONS Recognition -
Toronto, May 23-26, 2011
American Canadian Conference for academic Disciplines International Journal of arts and Sciences Toronto, May 23-26, 2011 2 Date: May 23, 2011 Location: Paris Vienna Room, ILLC Time: 08:45 – 10:55 Session Chair: Nalini Elisa Ramlakhan, Carleton University, Canada. [email protected] Subject: Opening Session Introduction Joseph Bonnici Central Connecticut State University, USA IJAS Conference Coordinator Why Morality is Innate: An Argument in Favour of a Universal Moral Grammar Nalini Elisa Ramlakhan Carleton University, Canada [email protected] The Ephemeral and the Liminal: A Re-conceptualization of the Boundaries of Architecture and Ethics Essam Hallak Concordia University, Canada [email protected] Policy Development and Implementation in the Bretton Woods Institutions: A Consideration of the Legality, Human Rights Impact and Effectiveness of their Programmes Richard John Self University of Derby, England [email protected] Against Viewing Modern Humanity as Earth's Cancer Joseph Kirby Institute for Christian Studies, Canada [email protected] A View through the Eye of Justice: Photographic Evidence in Canadian Courts (Smile: You‟re Going to Court!) Ioana-Cristina Opris Wilfrid Laurier University, Canada [email protected] Majority Judgment Theory and Paradoxical Results Manzoor Ahmad Zahid and Harrie de Swar Tilburg University, The Netherlands [email protected] From Literature to Living: The Fact and Fiction of Surviving Ecological Disaster Shoshannah Ganz Grenfell Campus, Memorial University, Newfoundland, Canada [email protected] Date: May 23, 2011 Location: Room 102, ILLC Time: 09:00 – 10:55 Session Chair: The first person to present research in this session. Subject: Teaching and Education I What Motivate Malaysian Teachers to Undertake Post-Graduate Education? Ab. -
WINTER 2014 Journal of Austrian Economics
The VOL. 17 | NO. 4 | 419–441 QUARTERLY WINTER 2014 JOURNAL of AUSTRIAN ECONOMICS THE NATURAL RATE OF IntEREST RULE ERWIN ROSEN AND ADRIAN RAVIER ABSTRACT: Considerable research has been conducted on central bank monetary policies. Particular attention has been focused on policies that have the potential to ensure “sound money,” the symptoms of which are full employment and economic stability. Debate has centered on employing rule-based strategies to improve the monetary policies of the Federal Reserve Bank (“the Fed”). This article reviews the Fed’s performance with particular emphasis on its contribution to the 2008 crisis and then suggests an alternative policy which, had it been in place would have dampened the most recent boom and bust. This alternative is the application of a monetary rule that follows Wicksell’s monetary equilibrium doctrine. Although the proposed rule would not eliminate short-term price fluctuations, it should create consistent, inflation-free economic stability, a condition for sustained growth which the U.S. has not seen since the Fed’s inception. KEYWORDS: business cycle, central banking, crisis, economic fluc- tuations, Fed, interest, interest rates, monetary policy, natural rate of interest, Knut Wicksell JEL CLASSIFICATION: E31, E32, E42, E52, E58 Erwin Rosen ([email protected]) holds a Doctorate degree in Political Economy from the Swiss Management Center University of Switzerland. Adrián Ravier (aravier@ ufm.edu) holds a Ph.D. in Applied Economics from the University Rey Juan Carlos in Madrid and is Professor and Research Fellow of the School of Business at Francisco Marroquín University, Guatemala. The authors gratefully acknowledge the insightful comments made on an earlier draft of this paper by Andrew Reed and Nicolás Cachanosky. -
Cfl[ARACTERISTICS of Hxgfier EDUCA!Tion DOCTORAL THESES: DEFROSTING SOME FROZEN ASSETS
Cfl[ARACTERISTICS OF HXGfIER EDUCA!TiON DOCTORAL THESES: DEFROSTING SOME FROZEN ASSETS Efkm Chayim Rone A thesis submitted in conformity with the requirements for the degree of Doctor of Philosophy Department of Theory and Policy Studies in Education Ontario Inditute for Studies in Education of the Unive- of Toronto c Copyright by Efrem Chayim Rone 1998 National Library Bibliothèque nationale du Canada Acquisitions and Acquisitions et Bibliographie Services services bibliographiques 395 Wellington Street 395. rue Wellington OttawaON K1AON4 Ottawa ON K1A ON4 canada canada The author has granted a non- L'auteur a accordé une licence non exclusive licence allowing the exclusive permettant à la National Library of Canada to ~ibliothequenationale du Canada de reproduce, 10- disûiie or sell reproduire, prêter, distriiuer ou copies of this thesis in microform, vendre des copies de cette thèse sous paper or electronic formats. la fome de microfiche/nlm, de reproduction sur papier ou sur format électronique. The author retains ownership of the L'auteur conserve la propriété du copyright in this thesis. Neither the droit d'autem qui protège cette thèse. thesis nor substantial extracts fkom it Ni la thèse ni des extraits substantiels may be printed or otherwise de celle-ci ne doivent êeimpnimés reproduced without the author's ou autrement reproduits sans son permission. autorisation. CELARAC'IYGRISTICS OF HIGHER EDUCATION DOCTORAL THESES: DEFROSTINC SOME FROZEN ASSETS EAeni C. Rone Doctor ofPhilosophy 1998 Department of Theory and Policy Studies in Education University of Toronto The purpose of this study was to examine characteristics of doctoral theses completed in the Higher Education Gmup at the Ontario Institute for Studies in Education of the University of Toronto, and to compare specinc dissertation properties to corresponding ones hmthe Canadian Joudof Higher Educution. -
2015–16 Graduate Studies Catalog
2015–16 Graduate Studies Catalog College of Arts & Sciences George Herbert Walker School of Business & Technology Leigh Gerdine College of Fine Arts School of Communications School of Education Published 01 June 2015 Revised 11 June 2015 © 2015 Webster University Graduate Studies Catalog Graduate Studies Catalog This catalog represents policies, procedures and graduate • Educational Specialist program requirements in effect for the 2015-2016 academic year, • Doctor of Education which runs from June 1, 2015 through May 31, 2016. The policies • Doctor of Management and procedures are the same regardless of the delivery method of programs. Not all degrees and majors are offered at every Webster University location. A schedule of courses for the academic year is available at all Webster University locations that offer degree For general information or application materials: programs. U.S. Citizens to the St. Louis Campus The statements set forth in this catalog are for informational Phone: 314-968-7100 Fax: 314-968-7116 E-mail: purposes only and should not be construed as the basis of [email protected] a contract between a student and Webster University. The provisions of this catalog will ordinarily be applied as stated. U.S. Citizens to Extended U.S. Campuses However, Webster University reserves the right to change any Phone or fax the campus of your choice. (For phone and statement made in this catalog, including but not limited to fax information, see the U.S. Extended Campuses Offering academic requirements for graduation, without actual notice to Undergraduate Degree Completion section of this catalog.) individual students. Every effort will be made to keep students advised of any such changes. -
Equal Guidelines for Doctoral Programmes in Business and Management
EQUAL GUIDELINES FOR DOCTORAL PROGRAMMES IN BUSINESS AND MANAGEMENT EQUAL GUIDELINES FOR DOCTORAL PROGRAMMES IN BUSINESS AND MANAGEMENT 1 EQUAL GUIDELINES FOR DOCTORAL PROGRAMMES IN BUSINESS AND MANAGEMENT 1. PREAMBLE This document presents the guidelines for doctoral programmes in business and management as the EQUAL Board has adopted them in May 2016. The European Quality Link (EQUAL) is the international association of quality assessment and accreditation agencies in the field of business and management education. EQUAL operates for the benefit of member business schools, students, end users and society at large. As part of this activity, EQUAL aims to agree common standards for programmes, where appropriate, and to establish international benchmarks in the form of Guidelines. The aim of the document is to present a common understanding of what constitutes a doctorate in the field of business and management research and, as such, it is intended to serve as the basis for quality assessment and enhancement of doctoral programmes in the field. This document serves the purpose of defining minimum standards for continuous programme development, benchmarking, as well as peer-based quality assurance and accreditation. Business and management education has undergone rapid expansion in recent decades and today represents one of the largest academic fields in higher education. In parallel, business and management research has grown significantly in size and relevance for society. A strengthened focus on the standards and quality of research has put a premium on the quality of research training for doctoral candidates in business and management as well as related disciplines. In this context, it is deemed particularly important that (a) academic institutions granting doctoral degrees have qualified faculty with a rigorous training at the highest level in research and (b) professional practice is advanced by research-informed managers and executives of private, public and community- supported organisations.