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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. -
When Students Rate the Positive Impact of Business Schools…
When Students Rate the Positive Impact of Business Schools… The Positive Impact Rating First Edition 2020 www.PositiveImpactRating.org | @RatingImpact | #RatingImpact Table of content: Executive Summary Page 2 Section 1 – Transforming the Business School Landscape Page 5 Section 2 – Best Practice Example of Leading Schools Page 16 Section 3 – Frequently Asked Questions Page 21 Section 4 – Who is Behind the Positive Impact Rating Page 26 Impressum www.PositiveImpactRating.org/PIR2020 Lead authors: Katrin Muff and Thomas Dyllick Contributing authors and editors (in alphabetical order): Julia Christensen Hughes, Mathias Falkenstein, Carlo Giardinetti, Leo Gilliard, Urs Jäger, Ruth Mhlanga, Lianna Mora, Anders Sandoff, Meredith Storey Press & communications contact: Katrin Muff, President of the Positive Impact Rating Association. Email: [email protected]; @KatrinMuff; Skype: Katrin.Muff | Phone: +41 79 310 0392 © Positive Impact Rating Association, Lucerne, Switzerland – January 2020 First Edition Jan 2020 www.PositiveImpactRating.org/PIR2020 1 Executive Summary The Positive Impact Rating (PIR) is a new rating What students want! conducted by students and for students. It is the Students provided an incredibly wealth of first time that students around the world assess constructive comments on how their schools can their business schools on how they perceive their increase their positive impact. This rating is a positive impact in the world. The positive impact further sign that 2019 was the year were the of business schools goes beyond their youth spoke up and the global consciousness contribution to business and the economy; it shifted regarding not only the climate crisis but addresses the need for their positive impact for also social justice. -
Bsl Management & Leadership Seminars
BSL MANAGEMENT & LEADERSHIP SEMINARS 3-day executive seminars to enhance individual and team performance INTRODUCTION We offer a comprehensive range of executive education seminars for individuals and teams who wish to advance their knowledge in a particular area of business and take their leadership skills to the next level. Designed in collaboration with the business and delivered by professors who are renowned experts in their fields, our seminars combine the latest management thinking and extensive business experience. Each seminar provides MBA quality of in-depth learning and is worth 3 MBA credits, accumulative towards an MBA degree. Each seminar takes 3 days and is offered once every six months. You can sign up for any seminar included in our offering or request a customized training tailored to the specific needs of your company. More information: [email protected] Management & Leadership Marketing • Effective Self-Management & Teamwork • Marketing Essentials • Advanced Communications and Cooperation Skills • Competitive Positioning • Developing & Managing Others • Digital Marketing & Social Media • Solving Big Sustainability Challenges • Empower your Future Strategy • Delegated Power or Creative Authority? • Strategic Thinking for General Managers • International Business Etiquette for Responsible • Creating Sustainable Value Leaders • Digital Business Transformation • Scenario Planning Finance • Corporate Finance • Finance for Entrepreneurs “WE LEARNT MORE THAN 30 TOOLS IN THREE DAYS THAT WE WILL TAKE BACK TO OUR -
Franco Lucá Supervisor: Dr
DOCTORATE OF BUSINESS ADMINISTRATION Change Management Processes to Achieve Business Sustainability May 2020 Franco Lucá Supervisor: Dr. Bettina Palazzo BUSINESS SCHOOL LAUSANNE Word Count: 82,328 © Business School Lausanne All rights reserved. No part of this publication may be reproduced or utilized in any form or by any means, without the prior permissions of the publishers. 1 Original Literary work declaration Name of Candidate: Franco Lucá Registration/Reference: Title of Thesis (“this Work”): Change Management Processes to Achieve Business Sustainability Field of Study: Business Sustainability I do solemnly and sincerely declare that: 1. I am the sole author/writer of this Work; 2. This Work is original; 3. Any use of any work in which copyright exists was done by way of fair dealing and for permitted purposes and any excerpt or extract from, or reference to or reproduction of any copyright work has been disclosed expressly and sufficiently and the title of the Work and its authorship have been acknowledged in this Work; 4. I do not have any actual knowledge nor do I ought reasonably to know that the making of this Work constitutes an infringement of any copyright work; 5. I hereby assign all and every rights in the copyright to this Work to Business School Lausanne (“BSL”), who henceforth shall be owner of the copyright of this Work and that any reproduction or use in any form or by any means whatsoever is prohibited without the written consent of BSL having been first had and obtained; 6. I am fully aware that if in the course of making this Work I have infringed any copyright whether intentionally or otherwise, I may be subjected to legal action or any other action as may be determined by BSL. -
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. -
Tourism Curricula Available at the Primary, Secondary and Tertiary Level of the Education System Within the Caribbean Region
TOURISM CURRICULA AVAILABLE AT THE PRIMARY, SECONDARY AND TERTIARY LEVEL OF THE EDUCATION SYSTEM WITHIN THE CARIBBEAN REGION PRIMARY LEVEL CTO MEMBER CURRICULA DELIVERY REMARKS COUNTRY AVAILABLE APPROACH ANGUILLA Taught as a part of “Hello Tourist” YES Social Studies Programme also taught to Grade 6 students ARUBA YES Taught as a project; Tourism Workbooks are content reflects tourism provided in Aruba ANTIGUA & BARBUDA NO Taught in a limited way No structured Curriculum, in Social Studies aspects of tourism covered in Social Studies BAHAMAS YES Taught as part of Social Social Studies Workbooks Studies are provided for all grade levels and they include aspects of tourism. BARBADOS NO Taught in a limited way No structured curriculum in Social Studies but some aspects are taught in Social Studies BELIZE NO Taught in a limited way Social Studies curriculum in Social Studies has a few basic tourism concepts. BERMUDA NO N/A BONAIRE NO N/A Education is based on the Dutch system and tourism is not a part of it. BRITISH VIRGIN NO Certain aspects taught in Social Studies curriculum ISLANDS a limited way in Social contains some aspects of Studies tourism CAYMAN ISLANDS YES Taught as a component Tourism Workbooks are of Social Studies provided for all grade levels CUBA NO N/A Tourism not taught at this level CURACAO NO N/A Students at this level participate in Tourism Awareness Programmes DOMINICA NO Subject taught in a Social Studies curriculum limited way in Social contains some aspects of Studies tourism DOMINICAN REPUBLIC NO N/A Tourism not -
FACT SHEET: Bachelor of Accounting
FACT SHEET: Bachelor of Accounting Qualification • Bachelor of Accounting (Qualification code: HBCACC1) • B.Acc. (Accounting) • Prospectus 2020 Programme Category: Boston Undergraduate Programme • SAQA ID 103057, NQF (HEQSF) Level 7, minimum Credits 396 • Eighty percent (80%) of the total credits of this unique qualification are in the disciplines of accounting and external reporting; auditing and assurance; taxation; strategy, risk management and governance; financial management; and management decision making and control. • This qualification is also recognised by the Financial Sector Conduct Authority (FSCA) as Generic under all Categories and Sub-Categories for occupational/professional purposes. The FCSA is the market conduct regulator of financial institution that provide financial products and financial services, financial institutions that are licensed in terms of a financial sector law, including banks, insurers, retirement funds and administrators, and market infrastructures. Minimum Entry Requirements A minimum requirement for admission into the degree is a: • National Senior Certificate (NSC), with English, Mathematics and Accounting amongst the modules passed and with endorsement for admission to Bachelor’s degree study; or • National Certificate (Vocational) (NC(V)), with English, Mathematics and Accounting amongst the modules passed and with endorsement for admission to Bachelor’s degree study; or • Prior to 2009, Senior Certificate with English, Mathematics and Accounting amongst the modules passed. Alternative Entry Pathways -
Issue 62 Winter 2011
Issue 62 Winter 2011 An interview with cEEmAn champion Award 2011 winners revealing hidden champions in cEE, turkey, and Kazakhstan Program management seminar and imtA 2012 welcome applications content A Word from President of CEEMAN 2 An Interview with CEEMAN Champions 2011 From the cEEmAn office 7 Are We Ready for the Challenge? 9 CEEMAN Annual Meeting 12 Winners of the 17th CEEMAN Case Writing Competition 13 CEEMAN and PRME 15 Success of the International Conference “Hidden Champions in CEE and Dynamically Changing Environments” in Vienna 17 Program for the “Infantry that Wins the War” 18 Faculty Development is Vital 20 IMTA Alumni Conference and International Teaching Week 2012 21 News from Challenge:Future 22 IQA: What Is It All About? Welcome new members 25 Glasgow School for Business and Society, UK 26 Marin Barleti University, Albania news from our members 27 BSL Awards an Honorary Degree to Claude Nicollier and Sung-Joo Kim 28 Developing a Common Vision: St Petersburg State Polytechnic University and ESB Business School Reutlingen Start Joint MBA Program 29 Eurasian Higher Business School Started by the Eurasian Open Institute, Russia 30 HHL – Leipzig Graduate School of Management, Germany 31 IEDC-Bled School of Management, Slovenia 33 International Academy of Business, Kazakhstan 34 MIM-Kyiv Launches National Business Platform 35 ISM University of Management and Economics, Lithuania 36 Doing Business in Eastern Europe: Flash-Light from kmbs 37 LvBS: Competences of Responsible Leaders in CEE 37 Moscow International Higher Business -
Bachelor of Science in Accountancy Resume
Bachelor Of Science In Accountancy Resume continently,Jean-Paul interpenetrated she smugglings Jewishly it naething. as salving Leopold Reese guttle brad funnily her iflubricants wing-footed needled Hugo alike.deliberating Red commentates or tangle. her tyrants If you can, then explain that are all areas of microsoft excel could also ensure clean formatting errors on resume unless the bachelor of science accountancy, learn about the action Certificates can anymore be thinking great layout for current professionals who sow to hone their technical accounting and use business skills and far their resumes. Social media chief assistant. Business is it is accounting resume is very familiar with broad familiarity with. Looking for accounting jobs? Listing this piece of science bachelor degrees. Accounting Resume Skills and Keywords Examples Jobscan. Move past resume to bring top of numerous pile like this combined degree. They skip then repeated, whenever possible, throughout the job descriptions and the bulleted key contributions text. Entry Level Accounting Resume Samples iResume Cover. The timeline of theater history that follows is fir but impressive. Manage accounting resume writing, show your academic honors, which category only transactions as an optional or. If ever have volunteer experience that relates at something to accounting, be sure to include it, use this serves as another alternative to traditional job experience. Created Excel spreadsheets to hack business metric compilation and analysis for Lean for Six Sigma projects. What we looked organized and sciences courses and timely manner and perform general ledger. It's hope to outright a rescue in accounting well duh everything very hard to get a when in theater now answer if you're call good candidate you can get a job except some areas like Houston it sounds like much's even easier to urge one but generally speaking most places a good candidate will distribute a participate in time. -
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 ..................................................................................... -
Appendix B Abbreviations Commonwealth University Degrees
APPENDIX B ABBREVIATIONS COMMONWEALTH UNIVERSITY DEGREES Commonwealth University Degree Abbreviations The following list of degree abbreviations and corresponding titles is restricted to degrees awarded by Commonwealth institutions with chapters in the Yearbook up to 1994 and since 1999, and any degree -granting institutions federated to or affiliated with them. AA Associate in Arts AM Associate of Music AMusD Doctor of Musical Arts AMusM Master of Musical Arts ASc Associate in Science BA Bachelor of Arts/Bachelieres Arts BAA Bachelier en Administration des Affaires Bachelor of Business Administration Bachelor of Applied Arts: And., Ryerson BA(Administration) Bachelor of Arts (Public Administration) BA(Arch) Bachelor of Arts (Arc hitecture) BA(ArchStud) Bachelor of Arts (Architectural Studies) BA(ArchStudies) Bachelor of Arts in Architectural Studies BA(ArtHistCur) Bachelor of Arts (Art History and Curatorship) BA(AsSt) Bachelor of Arts (Asian Studies) BA(AustS) Bachelor of Arts (Australian Studies) BA(AustSt) Bachelor of Arts (Australian Studies) BAcc Bachelor of Accountancy/Accounting BAcct Bachelor of Accounting BAcct(IS) Bachelor of Accounting (Information Systems) BA(CeramDes) Bachelor of Arts (Ceramic De sign) BA(Coll) Bachelor of Arts (Collegiate) BA(Com) Bachelor of Arts in Commerce BA(CombStuds) Bachelor of Arts in Combined Studies BA(Comm) Bachelor of Arts in Communication BA(CommStud) Bachelor of Communication Studies BA(CommStuds) Bachelor of Art s (Communication Studies) BACS Bachelor of Arts Community Studies BAD Bachelier