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The
University of Virginia Graduate
School of Business Administration owes
its existence to the energy and interest of a group of bankers and business
people from Virginia and neighboring states, who formed a Sponsoring
Committee to assist in the organization of a graduate school of business
administration.
By
1954, the Sponsoring Committee had established an endowment, and the
General Assembly of the Commonwealth of Virginia appropriated additional
funds. Meanwhile, a faculty committee of the University recommended
that the school be established, and on March 19, 1954, the University
Senate voted a like recommendation. On April 9, the Board of Visitors
adopted the following resolution:
"Resolved
by the Board of Visitors of the Rector and Visitors of the University
of Virginia that a graduate School of Business Administration be and
it is hereby created as a separate School of the University."
Since
1955, the school has grown in size, in the scope of its curriculum,
and in the geographical diversity of its influence. As the reputation
of the school continues to broaden, it maintains a balance in its commitment
to Virginia and the South, as well as to the national and international
business communities.
On
July 1, 1974, it became The Colgate Darden Graduate School of Business
Administration of the University of Virginia. Colgate Whitehead Darden,
Jr., preeminent statesperson and educator from the State of Virginia,
was Governor of Virginia from 1942 through 1946 and served as President
of the University of Virginia from 1947 until 1959.
Mr.
Darden was one of the prime forces in the creation of a graduate business
school at the University of Virginia and remained an active supporter
of the school through its development.
The
school is proud to bear the name of this remarkable man.
Address
Darden
Graduate School of Business Administration
100
Darden Boulevard
University
of Virginia
P.O.
Box 6550
Charlottesville,
VA 22906-6550
(434)
924-3900
The
Darden School The Darden Graduate
School of Business Administration is located on the North Grounds, about
a mile from the central University Grounds, as part of a graduate-professional
complex that also includes the Law School and the Judge Advocate General's
School. The new Darden Grounds, dedicated on April 13, 1996, include
Saunders Hall, the Camp Library and student services building, twin
office and classroom buildings, and a gatehouse and bedroom wing for
executive education. Sponsors Hall, adjacent to the Darden Grounds and
completed in 1984, complements the school's executive education facilities.
With the latest addition to Sponsors Hall, it now offers 180 private
bedrooms, as well as additional classrooms, meeting rooms, improved
dining facilities, and a fitness center and recreation rooms.
Computer
Facilities The Darden School has a
'state-of-the-art' technology infrastructure to support its modern new
facility. All classrooms have power and network access for each student
seat and are equipped with large screen projection systems. Students
are required to purchase a laptop computer when they enter Darden. In
fact, there are over 1000 computers in the school. Over 4,500
ports are available throughout the school, allowing easy access to both
the school's network and the Internet from students' notebook computers.
High-end desktop computers are available in the 80 learning team rooms
and 20 research stations in the library.
The
school provides interactive access to many databases and information
services, such as Dow Jones News Retrieval, Bloomberg, DRI, and Compustat.
Students can access the school's e-mail system remotely for electronic
mail and course related materials. The school's recently redesigned
Web site provides easy access to information systems that support all
aspects of student life, including online admissions, course pre-registration
and add-drop, career services, first-year curriculum, and a community
calendar.
Darden
is host to a full-sized, professionally equipped Video Production Studio
designed to facilitate pedagogical aims through analog and digital video,
both for local classroom instruction and externally marketed case-study
Multimedia delivery. Video content is produced and acquired at Darden
or 'on-the-road' as the case study dictates. Material gathered can then
be assigned to Darden's Editing Facility to be professionally edited
on a choice of Avid editing systems and converted to one of many digital
formats for further processing and distribution as necessary. The new
Darden Center Auditorium is also a video production facility with state-of-the-art
broadcast-grade video cameras and audio systems designed to capture
large-scale student, faculty, or UVA community educational and social
presentations. Professional-quality, high-bandwidth Video and Audio
conferencing can be facilitated to and from the Studio, Darden Center
Auditorium, or any of 14 Electronically Connected Classrooms. Video
conferencing is also available in the learning team rooms to support
student projects and video-editing equipment is available to Darden
students in the library.
Darden's
Student Information Systems is comprised of Admissions, Career Services,
Class Registration, and Alumni Services. These four software modules
were developed and written in-house by the administrative staff and
the IS technology department. These systems have proven so successful
that ten of the top twenty business schools in the country have licensed
one or more of these systems for their own use.
Information
technology is highly integrated into the Darden curriculum. First-year
students make heavy use of the spreadsheet, word processing, data analysis,
and presentation graphics software installed on their notebook computers.
Use of computers in both the First and Second Years is designed to provide
an understanding of the role of information technology in information-gathering
and decision-making contexts.
Library
The Camp
Library of The Darden School is a working
library designed primarily to provide vital support to students in course
work. There is also a current collection of materials on business and
the social sciences.
This
library contains basic reference works, a broad selection of business
and public affairs periodicals, important government documents and statistics,
selected corporate records, and widely used serial services.
The
Library staff is headed by a professional librarian who is a member
of the Darden faculty. The librarian and staff are available full time
for major reference problems and to assist both students and faculty
in the most effective use of library facilities, including all University
libraries.
The
supportive relationship between the school and The Darden School Foundation
began with the initiative of those southern business leaders who, under
the guidance of former University President Colgate W. Darden, Jr.,
secured the initial endowment funds necessary to found the school in
the early 1950s.
Today,
the role of the foundation continues as a nonprofit, tax-exempt corporation
that manages current endowment funds for the exclusive benefit of The
Darden School, operates the school's prominent executive education
programs, and promotes the support of the school by alumni, friends,
and corporations. An elected Board of Trustees, many of them Darden
alumni, manage the foundation's affairs and give freely of their time
and advice, providing an important link between the academic and business
communities.
Funds
provided annually to the school contribute to all phases of life at
Darden. In the past several years, these funds covered approximately
one-half of the school's operating budget. In addition to operating
support, the foundation also capitalizes and manages the Darden Student
Loan Fund, which has offered educational loans at preferred rates and
terms to over 50 percent of each M.B.A. class.
The
Darden School moved into new facilities in 1996. These facilities, referred
to as Phase I were designed by Robert A. M. Stern, a prominent architect.
They include classrooms, offices, common areas, a library, and bedrooms
for Executive Education participants. Phase II will be completed in
2002 and includes a 500 car parking garage, the Darden Center housing
a 470 person auditorium, a 400 person dining room, student lounge, and
offices. Also additions to existing classrooms, offices, and bedroom
buildings are being added. These facilities, built exclusively with
private funds, are a visible tribute to the support and loyalty of the
Foundation and alumni.
The
Darden School's rapid rise to prominence on the strength of both its
M.B.A. and Executive Education programs is, in large part, due to the
initial and continuing generosity of the many alumni, friends, and corporations
who comprise The Darden School Foundation membership.
The
greatest strength of any educational institution is the accomplishment
and good will of its alumni. The Darden School now has over 7,000 M.B.A.
alumni and over 3,000 graduates of The Executive Program (TEP), a highly
regarded intensive six-week program for experienced corporate managers.
The
continuing interests of the alumni in the school's affairs are fostered
by the Darden Alumni Association. The Darden Alumni Association is managed
by the Alumni Board and the Alumni Council. The Alumni Council includes
the executive committee, Chapter Leadership teams (i.e., chapter
presidents, events chair, events committee, membership chair, communications/webmaster
chair), and a network of volunteers, including class agents and class
secretaries. There are 23 alumni chapters, including five abroad (London,
Mexico, Brazil, Japan, China).
Alumni
activities are primarily organized by individual chapter leaders (according
to class and regional interests) with the help of Darden's Alumni Relations
office. In addition to the annual class reunions (held each Spring)
and a Leadership Weekend for the Alumni Council (in the Fall), Darden's
Alumni Relations office is continually expanding its alumni base and
developing existing chapters, as well as new chapters in the U.S. and
globally. The Darden Alumni Association participates actively in many
of the well-established benefits of the Darden M.B.A. program.
Most noteworthy among these include career placement offerings and student
recruitment.
Executive education programs date back to 1955 and have always been central to Darden's
mission of providing opportunities for lifelong learning for practicing
managers. Currently, over 100 year-round program offerings serve more
than 5,000 executives annually.
Darden
executive education programs are designed for practicing managers and
emphasize problem-solving and building managerial effectiveness. About
40 percent of executive education's programs are offered on an open
enrollment basis, while the other 60 percent are custom programs designed
to meet the specific needs of organizations. In addition, Darden executive
education welcomes the opportunity to work with organizations in the
design and development of these custom programs and research activities
that are tailored to achieve specific company objectives and focus on
key corporate issues. Darden also offers consortium programs that encourage
involvement of groups of organizations in the development of objectives
and content for customized programs that offer the benefits of multi-company
participation.
Three-
to ten-day executive programs are held throughout the year in finance,
manufacturing, marketing and sales, leadership, and organizational changes.
Longer programs have been specifically designed for general managers
facing the task of integrating several functional areas. In recent years,
programs have been held in England, Germany, Australia, and Singapore.
Darden has also begun to offer a variety of learning opportunities online,
taking advantage of technology to extend and enhance the classroom
learning experience. Darden continues to invest in technology to build
stronger partnerships with its customers.
Each
year in June, Darden executive education draws senior executives from
all over the world for a demanding four-week management education experience
called The Executive Program (TEP).
The Batten Institute, a
foundation within the Darden Graduate School of Business Administration
at the University of Virginia, is a nexus of practitioners and scholars
interested in fostering new practical knowledge about business innovation
and change.
The
center was established in 1999 through the generosity of Frank Batten,
former chair of Landmark Communications, Inc. of Norfolk. It succeeds
the Batten Center for Entrepreneurial Leadership, which was established
in 1996 by Batten and his children Frank Batten Jr., a 1984 Darden graduate,
and Dorothy Batten Rolph, who received her Darden M.B.A. in 1990.
The
Batten Institute invests in applied research and knowledge transfer
programs about the frontiers of change in organizations, markets, and
technologies. Projects sponsored by the Batten Institute illuminate
the best practices of change agents such as entrepreneurs, transformational
leaders, inventors, customers, risk-capital investors, and educators.
The Batten Institute implements Darden's research and programs on major
business issues, including the Batten Fellows Program, research initiatives,
the Darden Progressive Incubator, conferences and events, and The Darden
School's Northern Virginia Center.
The Tayloe Murphy Center is an affiliated agency of the Darden Graduate School
of Business Administration at the University of Virginia.
Overview
The Tayloe Murphy Center develops
and promotes relationships with Virginia businesses, fosters international
educational and corporate partnerships, and conducts research that benefits
the Commonwealth of Virginia. The Center encourages successful growth
of Virginia-based businesses within the state and around the world by
developing and implementing educational programs and research projects.
It also aims to increase the visibility of The Darden School in Virginia
and further its role as a supporter of state economic development.
Northern
Virginia Center Darden's Northern Virginia Center focuses on developing research opportunities for Darden faculty
and students with Virginia companies. In Northern Virginia, the Tayloe
Murphy Center is increasing Darden's partnership with local Virginia
corporations through new case studies and business projects for Darden
students. These projects are divided among U.S. and international locations,
with almost half of them focused on Virginia companies.
The
Center is also developing executive management programs in Virginia,
with a focus on Northern Virginia technology companies. The Center is
an affiliate member of the Northern Virginia Technology Council, which
has membership of more than 1,200 high-technology Virginia companies.
The Northern Virginia office is furthering Tayloe Murphy's outreach
into the community. Activities include the creation of VaRoom, a portal
to aid the growth and development of Virginia businesses; involvement
with local organizations including the Northern Virginia Technology
Council; and the development of educational programs targeting Virginia
business.
International
For more than a decade, the Tayloe Murphy Center has served as
the focal point for international activities at Darden. The Center develops
and implements educational programs and research projects that enhance
both student and executive understanding of international issues, enabling
them in turn to tap international opportunities. Through its educational
activities, the Center seeks to improve the Commonwealth's international
trade.
The
Center also aims to increase the global awareness of Darden and the
University of Virginia by promoting interaction between Darden students
and the rest of the world. It achieves this goal by supporting international
exchanges with business schools in Australia, Belgium, China, Hong Kong,
Japan, and Sweden and student business projects. In addition, the Center
brings global academicians and business leaders to the University and
the Commonwealth to share their experiences, knowledge, and perspectives.
History
The Tayloe Murphy Center was established in 1962 with a $1,000,000 gift
from an anonymous donor. The gift honored prominent banker and legislator
W. Tayloe Murphy in 'recognition and appreciation of his unfaltering
support of the Graduate School of Business Administration.' Other individuals
and organizations contributed to the Center, which began with a mandate
of furthering the commercial and economic development of Virginia businesses.
Although the Tayloe Murphy Center has evolved over time, it still strives
to fulfill that original mandate.
An
international leader in the field of business ethics, the Olsson Center for Applied Ethics serves as a critical resource for executives, scholars,
students, and Darden alumni who are faced with the challenges of integrating
ethical thinking into business decision-making. It is ranked among the
top academic centers for the study of ethics.
Center
Activities
- The teaching program in ethics at The Darden School. -
A Ph.D. degree program in Management with an emphasis on Business Ethics.
The Darden School is the only business school with this program.
-
Ruffin Lectures: nationally recognized, two-day biannual academic seminars
published as The Ruffin Series In Business Ethics.
- Editorial responsibilities for the Encyclopedic Dictionary of Business Ethics published by the Blackwell Encyclopedia of Management. -
Visiting Scholar's Program. Olsson Fellows, scholars from around the
world, spend from one week to one semester at the Olsson Center working
on joint research projects with Center members.
-
Publications for academics and practitioners.
-
Case studies in business ethics, health care ethics, and environmental
ethics.
-
Development of joint ethics programs with the School of Medicine, School
of Engineering and Applied Sciences, and the McIntire School of Commerce
at the University of Virginia.
-
Presentation of lectures on applied ethics issues worldwide.
-
Grants and proposals including three NSF grants with engineering faculty
on ethical issues on environmental design, and a program in technology
and ethics.
-
Involvement with the University of Virginia-wide Institute for Practical
Ethics.
-
Advisor for student-directed Values Based Leadership initiative.
Administration
The Center's programs are conducted by the Directors and Senior Fellows
from universities and business corporations. This combination of educators
and executives ensures that Center programs and projects remain relevant
to scholars, students, alumni, and other executives.
History
In 1966 the Elis and Signe Olsson
family of West Point, Virginia, founded an agency to focus on 'efforts
to improve standards of behavior in both public and private business'
at the University of Virginia's Darden Graduate School of Business Administration.
Over the past three decades, the Olsson Center has helped heighten the
awareness of ethical and moral issues in business.
Endowed
Chairs
The
Charles C. Abbott Professorship of Business Administration This professorship honors Charles C. Abbott, the first
Dean of the Graduate School of Business Administration, whose leadership
brought the school to a position of national prominence. As the Converse
Professor of Banking and Finance at the Harvard Business School, Charles
Abbott was first consulted by the University and the Sponsor Trustees
regarding the establishment of the Graduate School of Business Administration.
His cogent advice in these formative stages convinced the sponsors that
he should be the school's first dean. Established by an anonymous donor,
the professorship has been supplemented by the Class of 1959.
E.
Thayer Bigelow Research Professorship in Business Administration This
professorship is designed to attract and
retain eminent scholars in the field of business administration at The
Darden School. It was made possible through the generosity of
Mr. E. Thayer Bigelow, Jr. and is one of several professorships initiated
by the Batten Family Leadership Challenge.
The
Almand R. Coleman Professorship of Business Administration This professorship honors Almand R. Coleman, a founding
faculty member of the school. For 21 years, Mr. Coleman guided the area
of management accounting and control with a firm insistence on professional
standards of conduct by colleagues and students. This chair reinforces
a memory of him that is indelible. The professorship, established by
an anonymous donor, has been supplemented by the Class of 1960.
Alumni
Research Professorship in Business Administration This
professorship was established in 1995 by an anonymous Darden alumnus
in honor of faculty member John L. Colley, Jr. Upon Mr. Colley's retirement,
the chair will be renamed for him.
The
Dale S. Coenen Professorship in Free Enterprise This professorship was made possible by Mr. Harry E.
Figgie of Figgie International and The Figgie Foundation to support
the area of finance.
The
Distinguished Professorship of Business Administration This professorship was established by the Board of Visitors
to be granted by the University to a distinguished member of The Darden
School faculty.
The
Ethyl Corporation Professorship of Business Administration This professorship, established by the Ethyl Corporation,
is to be held by an individual who is teaching a required course in
the M.B.A. degree program.
The
Paul M. Hammaker Professorship of Business Administration This professorship honors Paul M. Hammaker, who served
on the faculty of the School from 1962 to 1973, after achieving national
recognition as president of Montgomery Ward. This chair is a lasting
expression of the respect and gratitude accorded him by his students.
The
Isidore Horween Research Professorship Established by Ralph Horween in honor of his father
and in memory of his wife, Genevieve B. Horween. The funds shall be
used to attract and retain eminent scholars in the field of small manufacturing
enterprises.
The
Johnson and Higgins Professorship of Business Administration This professorship was established in honor of Henry
W. Johnson and A. Foster Higgins of the firm of Johnson and Higgins,
founded in 1845.
The
Paul Tudor Jones II Research Professorship Established in 1996, this professorship in both the McIntire
School of Commerce and the Darden Graduate School of Business Administration
was created with a gift from Mr. Jones (College '76). The chair supports
a professor who specializes in the technical analysis of financial and
commodity markets and who exposes undergraduate and graduate business
students to the concepts of this field.
The
Landmark Communications Professorship of Business Administration This professorship was established by Landmark Communications,
Inc., a newspaper, radio, and television company based in Norfolk, Va.
The
MacAvoy Professorship in Business Administration Established in November 1996, this professorship was
made possible by Mr. and Mrs. Thomas C. MacAvoy. Named in honor of Mr.
MacAvoy's family, the chair demonstrates a commitment to improving business
education for future corporate leaders.
The
Henry E. McWane Professorship of Business Administration This professorship honors a former president of Lynchburg
Foundry Company who served on the Board of Visitors from 1954 to 1962.
Mr. McWane was one of the five original incorporators of The Darden
School Sponsors and served as president of the Trustees from 1955 to
1958.
The
Arthur J. Morris Professorship of Business Administration This professorship honors Arthur J. Morris, the banker
and financier who created The Morris Plan and who established The Morris
Plan Chair of Consumer Credit in The Darden School.
The
Tayloe Murphy Professorship in Business Administration This
chair was established by an anonymous donor to honor the memory of W.
Tayloe Murphy of Warsaw, Virginia in recognition of his support for
the University of Virginia's Graduate School of Business Administration.
The
Elis and Signe Olsson Professorship of Business Administration 'The professorship shall be dedicated to high concepts
of integrity and ethical conduct in public and private life.'
John
Alden Purinton, Jr. Visiting Professorship in International Management
This professorship was funded by former
faculty member John A. Purinton, Jr. to attract faculty with international
business experience.
The
Richard S. Reynolds Professorship of Business Administration This professorship honors Richard S. Reynolds, former
president and chair of the Reynolds Metals Company, an illustrious and
respected Virginia businessperson.
The
Ruffin Professorship of Business Ethics This professorship was funded by the Ruffin Foundation to be
given to a distinguished scholar of business ethics.
The
Eleanor F. and Phillip G. Rust Professorship of Business Administration
'The purpose of the professorship
shall be to enrich instruction in the Graduate School of Business Administration
with courses, seminars, or points of view that otherwise might not be
available in the School in furthering this purpose, persons from the
business world as well as from the academic world shall be eligible
for election a person elected to the professorship shall not, ordinarily,
be elected a second time.'
The
C. Stewart Sheppard Professorship of Business Administration This professorship was established to honor the second
dean of The Darden School. Mr. Sheppard served as a member of the faculty
from 1961 to 1972 and as dean from 1972 to 1980.
The
Samuel L. Slover Research Professorship This professorship was made possible by a Leadership
Challenge from the Batten Family. Its purpose is to attract and retain
eminent scholars in the field of business leadership.
The
Tipton R. Snavely Professorship of Business Administration This professorship honors Tipton R. Snavely, who, as
chair of the James Wilson School of Economics and the McIntire School
of Commerce at the University of Virginia, made the first suggestions
to establish the Graduate School of Business Administration and whose
energy and imagination led to the creation of the Sponsors, the school's
founding organization.
The
Sponsors Professorship of Business Administration This professorship was established by an anonymous donor
and the Trustees of The Darden School Foundation.
The
Ronald E. Trzcinski Professorship of Business Administration Named for a 1971 Darden alumnus, this professorship
was established by the Wuliger Foundation of Cleveland, Ohio, the philanthropic
arm of Ohio Mattress Manufacturing Company.
The
John Tyler Professorship of Business Administration
This professorship honors the 10th president of the United States, born
in Virginia in 1790. Mr. Tyler served as Virginia's governor and was
a United States Senator, a member of the House of Representatives, a
Virginia State Senator, and a member of Virginia's House of Delegates.
The Class of 1971 has supplemented this chair.
Robert
F. Vandell Research Professorship Established from the estate of Robert F. Vandell and
gifts from faculty, alumni, and friends of Professor Vandell and The
Darden School.
The
James C. Wheat, Jr. Professorship of Business Administration This professorship honors James C. Wheat, Jr., who served
as an active sponsors trustee of the school from 1969 to 1978. Mr. Wheat
was founding chairman of Wheat, First Securities, Incorporated, of Richmond,
Va.
The
Oliver Wight Professorship of Business Administration This professorship was established by the Oliver Wight
Continuing Trust for Manufacturing Professionalism with funds given
by friends and business associates at the suggestion of Joan W. Wight,
widow of Oliver Wight.
The
J. Harvie Wilkinson, Jr., Professorship of Business
Administration
This professorship honors a former president of United Virginia Bankshares
who served on the Board of Visitors from 1966 to 1970. Mr. Wilkinson
was a founding member of The Darden School Sponsors and served as a
trustee from 1952 to 1964.
Special
Gifts
John
S. Alfriend Memorial Fund A matching fund donated by the Sovran Bank and friends of
Mr. Alfriend for the development of guest lectureships, case writing,
and special research projects.
General
Motors Research Scholars Program Established by a grant from the General Motors Foundation to
enable the faculty of The Darden School to initiate scholarly activity
in an interdisciplinary investigation of issues central to creating
and managing sustained high performance in organizations.
Wachovia
Award For Excellence The Wachovia Awards for Excellence, established by the Wachovia
Corporation, recognizes outstanding research or teaching materials developed
by Darden School faculty.
The
Everard Meade Fund for Creativity Established by the Class of 1970 in honor of Everard
Meade, retired Darden School lecturer and alumni secretary. Income from
the fund supports an annual Meade Award for Creative Leadership to a
national business figure and the Class of 1970 Scholarship for Creative
Management.
Ruffin
Lecture Series The series will bring
leading scholars to The Darden School to give public lectures on business
ethics. The lectures will be published, and manuscripts representing
the best thinking in business ethics will be included in the monographs.
Class
of 1980 Fund Established to support
a symposium of business-government, labor, and academic leaders focusing
on issues of national significance to the business community.
Class
of 1964 Entrepreneurship Fund Established by David Walentas and his Class of 1964 to fund
a series of annual activities to expose Darden students to issues and
prominent personalities associated with entrepreneurial business ventures.
Samuel
Forrest Hyde Memorial Fellowship Established by his family and friends as a memorial
to First Lieutenant Samuel Forrest Hyde, U.S.A.F., a graduate of the
University in the Class of 1950, who lost his life in the Korean War,
this fellowship will be awarded by the faculty, at its discretion, to:
'the
student who has successfully completed his or her First Year at the
Darden Graduate School of Business Administration of the University
of Virginia and who, of his or her group, has contributed most to the
welfare of the School during that year and, by his or her personality
and devotion to the objectives of the School, given the greatest promise
of achieving a useful career.'
The
award entitles the recipient to the income of the fund without regard
to financial need.
Frederick
S. Morton Awards Established in 1996 with nucleus funding by John W. Sinwell, who
received a Darden M.B.A. in 1960. The cash awards honor retired professor
Frederick S. Morton, who taught at Darden from 1957 to 1989, and who
exemplified the School's tradition of a committed, caring faculty. The
awards are presented at graduation to an outstanding student in leadership
and to the faculty member who has made the most significant contribution
to that student's life.
C.
Stewart Sheppard Distinguished Service Award Established by The Darden School Sponsors, this honorary
award recognizes Darden School students for those exceptional contributions
to the school or the University of Virginia that are of a non-academic
nature. As used here, 'service' is to be interpreted broadly to mean
all activities performed by Darden School students (other than those
activities that occur in the classroom during regularly scheduled classes)
that benefit the school or any of its constituencies. Award recipients
will generally be members of the graduating class.
William
Michael Shermet Award Established by the First-Year Faculty in memory of William
Michael Shermet, a graduate of the University in the Class of 1967 and
a veteran of Vietnam, whose first-year studies in the M.B.A. program
were interrupted by a terminal illness, this award is voted by the First-Year
Faculty, at its discretion, to:
'the
student or students who have demonstrated academic excellence in the
First-Year Program and who, by their determination and constructive
attitude and service, have provided an example of responsible competitive
spirit for their classmates.'
Faculty
Awards for Academic Excellence Established by the faculty, these awards recognize the
students who, by their scholarly efforts during the two years in the
M.B.A. program, earn the highest average grades in their courses. Recipients
of this award are limited to the top 10 percent of the graduating class.
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Office
of M.B.A. Admissions
Darden
Graduate School
of
Business Administration
University
of Virginia
Box
6550
Charlottesville,
VA 22906-6550
(434)
924-7281
(800)
UVA-MBA-1
Application
Candidates are encouraged to visit the Darden Web site to obtain detailed
information on admissions procedures and requirements; to apply online
or request mailing of application materials; to schedule interviews
or class visits; and to learn of upcoming events and activities.
The
Darden School seeks to admit people whose academic ability, leadership
potential and experience, and personal qualities indicate that they
can contribute to, and benefit from, the program. All applicants are
considered without regard to race, color, religion, gender, national
origin, political affiliation, disability, age, sexual orientation,
or veteran status.
The
application requires completion of four essays, transcripts of all academic
work, and two letters of recommendation. The application fee is $140.
All applicants are required to take the Graduate Management Aptitude
Test (GMAT) administered through the Educational Testing Service. Applicants
whose native language is not English must also take the Test of English
as a Foreign Language (TOEFL) also administered by the Educational Testing
Service.
Interviews,
while not required, are strongly recommended and become part of the
evaluation process. Candidates are encouraged to visit the school, attend
a class with current students, and interview with a member of the admissions
staff. Visits are scheduled between September and March when classes
are in session.
The
Darden Graduate School of Business Administration's financial aid program
assists students in meeting the cost of earning an M.B.A. through a
combination of school-based scholarships, grants, and third-party loans,
in addition to federal loans. The school's position is that a lack of
financial resources shall not bar qualified students from attending.
No financial assistance will be offered in the form of employment, and
students should not plan to work during the school year. Loans, grants,
and scholarships are used to complement each other, and in the administration
of the school's program, consideration is given to differences in need
arising because of marital status, differences in tuition applicable
to Virginians and non-Virginians, and other factors.
The
Darden School awards scholarship, grant, and loan assistance to students
who are U.S. citizens or permanent residents of the United States. A
limited number of merit-based scholarships are offered to international
students.
U.S.
citizens or permanent residents seeking any type of financial aid through
the University must file a statement of financial resources. The Office
of Financial Aid requires that applicants use the Free Application for
Federal Student Aid (FAFSA). The applicant must complete all student
portions of this form.
The
required FAFSA and University financial aid forms can be obtained directly
from the Office of Financial Aid, 918 Emmet St. N., University of Virginia,
Charlottesville, VA 22903, (434) 982-6000; or The Darden School Financial
Aid Office, (434) 924-7739.
Financial
aid decisions are made, and admitted students notified of awards, beginning
in March. In order to receive timely award notification, applicants
who wish to be considered for loan assistance should apply by May 10.
Applicants
will not be considered for financial assistance until they have been
admitted to The Darden School and submitted other required documents.
The admissions decision is made without regard to an applicant's financial
situation.
Nearly
60 percent of all Darden students receive scholarship or grant assistance
from the school in amounts ranging from $2,500 to full tuition and stipend.
The school awards its limited grant funds on a need basis. The sources
of scholarship and grant aid are the unrestricted funds of the school,
gifts and bequests, and special contributions from business concerns
and persons interested in encouraging business education and supporting
The Darden School.
A
Darden Financial Aid Application is required and should be submitted
by May 10.
The
following is a current list of fellowships and scholarships offered
by The Darden School. The availability, addition, or deletion of individual
scholarships may vary.
First-year
merit scholarships, contingent upon satisfactory academic performance
of a 'B' avg. (3.0), and need-based grants, are automatically carried
over to the student's Second Year at The Darden School, unless superseded
by a higher valued scholarship.
Batten
Media Fellowship An endowed fellowship
established in 1988 by Frank Batten, chairman of the board of Landmark
Communications, Inc., to assist selected journalists in earning the
M.B.A. degree at The Darden School.
Batten
Scholarships and Dean's Scholarships Full- and half-tuition scholarships are available for
U.S. citizens and permanent residents with an entrepreneurial spirit,
demonstrated leadership skills, and a drive for innovation as noted
in the admissions application material.
Chesapeake
Corporation Fellowship Established in 1992 by the Chesapeake Corporation to support
students in the M.B.A./Master of Engineering Degree Program.
Colgate
W. Darden Scholarship Established in 1981.
James
W. Davant-Paine Webber Scholarship An endowed scholarship for deserving students at The
Darden School interested in Financial Services.
Joel
Dean Scholarship Annual scholarship
awarded to deserving Second Year student(s).
Frank
E. Genovese Fellowship An endowed fellowship for Second Year students at The Darden
School. Those eligible are in the top third of the first-year class
after their first semester, and express a desire to seek employment
in direct operating management positions in decentralized manufacturing
companies and to own their own businesses.
Gould
Incorporated Fellowship An endowed fellowship established by the Gould, Inc. Foundation
for students at The Darden School.
Henry
Clay Hofheimer II Fellowship For a student at The Darden School who is a resident of Virginia
or North Carolina and a graduate of a Virginia or North Carolina college.
Honeywell
Scholarship Established in 1987 by
the Allied-Signal Foundation and awarded to outstanding Second Year
students who are U.S. or Canadian citizens interested in working in
manufacturing. Emphasis is placed on financial need, intellectual capacity,
and leadership qualities.
Industrial
Relations Counselors Asian Scholarship A full-tuition, two-year scholarship awarded to an Asian
national student on the basis of scholarship, leadership, dedication
to an international management career in Asia, and financial need.
International
Paper Company Foundation Fellowship Established in honor of Paul A. Gorman, former chairman
of the board of International Paper, to assist top quality students
at The Darden School in obtaining advanced academic degrees in the field
of business.
Lee
R. Johnston Scholarship An endowed scholarship established to honor Lee R. Johnston,
one of Darden's great professors, who served students, executives, and
fellow faculty members for 33 years before retiring. Awarded to Second
Year M.B.A. or doctoral students concentrating on entrepreneurship.
Kiplinger
Prize An annual scholarship offered
through the Kiplinger Foundation to a Second Year candidate in recognition
of outstanding achievement during the First Year of study. The recipient
will have demonstrated academic excellence in the study of business
management coupled with demonstrated or potential qualities of leadership.
Robert
E. Lamb Scholarship An endowed scholarship established by Robert E. Lamb, III (M.B.A.
'70), for students at The Darden School.
Landmark
Communications Incorporated Scholarship For Second Year students at The Darden School who have
demonstrated academic excellence in their First Year.
Henry
Wayne and Annie Griffin Lewis Scholarship An endowed scholarship established with a gift from Samuel
A. Lewis, a former member of The Darden Foundation's Board of Trustees,
in honor of his parents for students at the Darden.
Macfarlane
Fellowship An endowed scholarship
established in 1990 by John G. Macfarlane III, for second-year students
at The Darden School who show financial need, display academic achievement
in finance, and plan to pursue a career in finance.
John
Patterson Mast Memorial Scholarship Established in September of 1988 by Mrs. Louise Gilmer
Mast, in honor of her late husband to fund scholarships for students
who demonstrate financial need and were either born in or are current
residents of the nine southwestern Virginia Counties'Buchanan, Dickenson,
Lee, Russell, Scot, Smyth, Tazewell, Washington, and Wise.
Edward
May Scholarship An endowed scholarship
established by Edward May's family for students at The Darden School.
Fred
W. McWane Memorial Fund Fellowship An endowed fellowship, established to honor one of the
original founders of the School in recognition of the scope and magnitude
of his contributions, for students at The Darden School with financial
need.
Henry
E. McWane Scholarship An endowed scholarship established in recognition of Henry
E. McWane, the first president of The Darden School Foundation Trustees,
for students at The Darden School with financial need.
Tayloe
Murphy Scholarship Established in
1987 with gifts originally contributed for the Tayloe Murphy Professor
of Business Administration. No restrictions are placed on the selection
process by which deserving students are awarded scholarships.
Edmund
S. Muskie Fellowship [Separate Application required
via Muskie Foundation] Annual fellowship established by the U.S. Congress
in 1992 to encourage economic and democratic growth in the countries
of the former Soviet Union by allowing citizens of Armenia, Azerbaijan,
Belarus, Georgia, Kazakhstan, Kyrgyzstan, Moldova, the Russian Federation,
Tajikistan, Turkmenistan, Ukraine, and Uzbekistan to have the opportunity
to study business administration. Fellowship covers tuition and a living
stipend. Application information at: http://www.actr.org/
or via e-mail at: fellows@actr.org.
Kenneth
Nahigian Memorial Fellowship An endowed fellowship established by Kenneth Nahigian's family,
friends, and Darden alumni as a memorial to be awarded by the faculty
to Second Year Darden students of outstanding caliber and promise, and
demonstrated financial need.
Marion
M. and Samuel T. Pendleton Fellowship An endowed fellowship for students at The Darden School
who are residents of England, Scotland, Wales, or North Ireland, who
demonstrate high leadership and scholarship qualities and show a seriousness
of purpose to serve their home country in the public or private sector.
D.
W. and G. B. Richardson Scholarship Originally established in 1956, this scholarship honors
Douglas W. and George B. Richardson.
Roger
H. Sherman Fund An endowed fund established
by Lucille H. Sherman as a memorial to her husband, Roger H. Sherman,
for students at The Darden School who give promise of becoming outstanding
citizens.
William
Wooding Sihler Scholarship An endowed scholarship fund established
in 2000 by alumni of The Darden School in recognition of Professor Bill
Sihler's dedication to students and learning. The Sihler Scholarship(s)
will be made without regard to need; to candidates accepted for admission
to the First Year M.B.A. Program, whose academic record is above average
and who have demonstrated entrepreneurial ability.
Sydney
F. Small Memorial Fellowship Fund An endowed scholarship fund established with income
from a trust bequeathed by a former and dedicated supporter of The Darden
School for students at The Darden School.
Daniel
Kerr Stewart Endowed Scholarship Fund Established in honor of Daniel Kerr Stewart by a generous
gift of Jonathan Bryan III and C.M. Tribble of Richmond Virginia. For
Second Year students at The Darden School who have demonstrated academic
excellence in their First Year.
Thomas
I. Storrs Scholarship An endowed scholarship established by the NCNB Corporation
in honor of Thomas I. Storrs, their former chairman and chief executive
officer. For Second Year students at The Darden School who, like Thomas
Storrs, exhibit the qualities of scholarship and leadership that will
make them both effective businesspersons and humanitarians.
Julius
Tahija East Asian Studies Scholarship Established in honor of Mr. Tahija, an Indonesian industrialist,
whose primary interest is in joint American/Asian ventures, for students
enrolled in the M.B.A./MA at The Darden School.
TEP
Scholarship An endowed scholarship
established by the TEP classes of 1988 and 1989 for deserving students
at The Darden School in their pursuit of an M.B.A. degree.
Morton
G. Thalhimer Fellowship An endowed fellowship for the encouragement and assistance
of students at The Darden School whose attitudes exemplify outstanding
qualities of personal character and integrity ' qualities so respected
and exemplified by the man for whom the fellowship is named.
Worrell
International Fellowship(s) Fellowship(s) that reimburse M.B.A. tuition and living expenses
for students from developing countries who demonstrate a commitment
to bettering their home economies, typically through four years of post-M.B.A.
employment with indigenous entrepreneurial and not-for-profit organizations,
or government, humanitarian and educational enterprises.
Ernest
and Patricia Wuliger Scholarship An endowed scholarship established by friends and family
of Ernest Wuliger, chairman of the board of Ohio Mattress Company and
Patricia Wuliger, for students of The Darden School who show promise
of significant academic achievement and demonstrated financial need.
Class
of 1957 Charles C. Abbott Scholarship An endowed scholarship established by the Class of 1957
in memory of The Darden School's founding dean. For students at The
Darden School who bring a diversity of work experience to the classroom
from non-traditional work backgrounds in areas unique to the applicant
pool.
Class
of 1958 Charles C. Abbott Scholarship An endowed scholarship established by the Class of 1958
in memory of The Darden School's founding dean for students at The Darden
School.
Class
of 1962 Reynolds C. 'Bucky' Siersema Memorial Scholarship
An endowed scholarship for outstanding students at The Darden School.
Class
of 1965 Scholarship Fund An endowed scholarship for outstanding students at The Darden
School.
Class
of 1967 Scholarship For outstanding
students at The Darden School.
Class
of 1968 William E. Fisher Memorial Scholarship An endowed scholarship for outstanding students at The
Darden School.
Class
of 1970 Scholarship for Creative Management An endowed scholarship established by the Class of 1970
in recognition of Everard Meade, a retired Darden School lecturer, for
second-year M.B.A. students at The Darden School who have exemplified
qualities of creative leadership and have demonstrated need.
Class
of 1972 Scholarship Established in 1987 by the Class of 1972, the Killgallon Family Foundation,
and the Ohio Art Company for First Year M.B.A. students.
Class
of 1972 Twentieth Reunion Scholarship Established in 1992 by the Class of 1972 as their twentieth
reunion gift.
Class
of 1974 Fred Richardson Scholarship An endowed scholarship established by the Class of 1974
in memory of a true gentleman, Fred Richardson, a retired member of
The Darden School faculty. For students at The Darden School, with preference
to those with hearing or physical impairments.
Class
of 1977 Scholarship An
endowed scholarship for outstanding Second Year students at The Darden
School.
Class
of 1982 Scholarship An endowed scholarship for outstanding students at The Darden
School.
Class
of 1986 Peter J. Niehaus Memorial Scholarship An endowed scholarship, established by the Class of
1986 in memory of their classmate for students at the Darden School.
Class
of 1987 G. Robert Strauss Marketing Award Fellowship
An endowed fellowship awarded annually by the marketing faculty to a
student who exhibits 'solid marketing skills, innovative thinking, and
compassion for his or her fellow students.'
The
following scholarships and fellowships are held by the Darden Foundation
and adjudicated by the Darden Foundation Scholarship Board.
Class
of 1975 Marianne Quattrocchi Memorial Scholarship
Established by the Class of 1975 in
memory of their classmate. Award is to entice female candidates to The
Darden School who otherwise might not attend. A scholarship equal to
tuition and fees is awarded to a new student each year such that there
would be two Quattrocchi scholars in school (one in the First Year,
one in the Second Year).
Consortium
Fellowships [Separate application
required through the Consortium] The Consortium is an eleven-member
university alliance designed to increase the enrollment of African American,
Hispanic, and Native American students in M.B.A. programs and ultimately
in managerial positions in business. Each candidate who qualifies for
admission to a Consortium-member M.B.A. school competes for a
full-tuition fellowship at that school. The Darden Foundation
Scholarship Board awards several fellowships each year. For more information
and application materials, contact:
The Consortium for Graduate Study in Management
200 S. Hanley Road Suite 1102
St. Louis, MO 63105-3415
Telephone: (314) 935-6364
El
Paso Energy Masters of Business Administration Scholarship
Established in 1996 by the Sonat Foundation for The Darden School. A
$15,000 renewable scholarship is offered to an incoming First-Year under-represented
student with financial need. The scholarship is offered in the spring
of odd numbered years. The recipient will be known as the El Paso Energy
Scholar. Only one is in effect at any one time.
Hansel
Scholarship One $10,000 renewable scholarship awarded biannually to either
a minority student or international student.
Virginia
Kincaid Scholarship An endowed scholarship established to honor Virginia Morris
Kincaid. This scholarship is available to female candidates who are
U.S. citizens or permanent residents of the United States and who demonstrate
an entrepreneurial spirit, strong leadership skills, and a drive for
transformational change.
Charles
J. Lewis Scholarship Established in 1985 by Mr. Lemuel
E. Lewis, a member of the Board of Managers of the University of Virginia
Alumni Association and a Darden alumnus, in memory of his father, Charles
J. Lewis. This scholarship is to be given to Virginia students, with
preference to minorities.
Merrill
Lynch Minority Fellowship Established by Merrill Lynch in 2001,
this full-tuition and fees fellowship is available to minority applicants
interested in pursuing a career in investment banking. The Merrill Lynch
Fellowship offers potential internship opportunities for the summer
between First and Second Years.
J.P.
Morgan Fellowships Established in
1997 by Chase Manhattan Bank to assist minority students interested
in careers in the financial services industry. In December 2000, J.P.
Morgan & Co. Incorporated and The Chase Manhattan Corporation merged
to form J.P. Morgan Chase & Co. The new company has maintained its
legacy commitment to this fellowship program.
John
A. Powell Scholarship Established
to provide need-based support to under-represented students who have
an interest in wealth creation and entrepreneurial pursuits.
Arnold
and Katherine Snider Scholarship Established in 1998 to support a First or Second Year
minority student at The Darden School.
John
L. Snook, Jr., Minority Scholarship Established in 1989 by family and friends of John L.
Snook, Jr. a former faculty member of The Darden School. Awarded to
minority students with priority given to someone interested in the non-profit
section. Awarded to a Second Year student.
Texaco
Fellowships Annual fellowships established
in 1999 by Texaco, Inc. Two fellowships will be awarded each year to
female or racially under-represented students. The recipients will be
determined based on merit.
Toigo
Foundation Fellowship Annual Fellowship sponsored by the Toigo Foundation to connect
the best and brightest minority M.B.A. students attending top programs
with the finance industry. Participating universities identify candidates
for fellowship. Following thorough screening by the Associate Director'Fellowships,
Board of Directors and alumni, those individuals displaying the highest
levels of academic achievement, personal integrity, demonstrated leadership,
community involvement and aptitude for financial services are selected.
Fellowship provides full tuition and offers a mentorship program. Information
available: http://www.rtf.org/
More
than 75 percent of Darden students obtain loans to finance all or part
of the cost of their Darden education.
Loans
are available to enrolled graduate students and range from short-term
emergency loans to long-term loans intended to finance major educational
costs. Loan money is available to all students who qualify for it, and
prospective students should not be deterred from applying for admission
if they are willing to undertake long-term loans.
For
further information, contact the Darden School Financial Aid Office,
(434) 924-7739.
The
Darden School two-year program leading to a degree of Master of Business
Administration prepares men and women of high promise to act as action-oriented graduates who take an enterprise
perspective and lead with integrity, vision, judgment, determination,
and social responsibility . This objective is achieved through a uniquely
integrated program that provides an understanding of the fundamental
areas of business while it develops the capacity to analyze managerial
problems and present intelligent and resourceful solutions to these
problems. Through the study of real business situations, the student
is involved in a breadth and depth of analysis impossible to gain
in years of on-the-job training. The M.B.A. program compresses experience.
The
Darden case-method approach places significant responsibility for
self-development on the individual student. The content and methodology
of the M.B.A. program are carefully planned and coordinated by the
faculty, but the students themselves determine the quality of the
learning process in the classroom through their preparation and participation.
The program is effective to the extent that both faculty and students
share a commitment to make it work. The Darden School accepts, as
an essential function, the goal of making clear to students their
moral responsibilities as administrators, particularly those obligations
to the business community and society at large. The school's concern
with moral values continues the ethical tradition of the University
of Virginia as expressed in the Honor System.
The
Case Method Darden students learn
by doing; they develop their decision-making skills daily in the case
method. Each case presents a real manager with a real decision to
make. Included in the case is information on the company and the environment
in which it operates. Each case poses the same question: What would
you do? Students are expected to define the issues they identify in
the case, use sound analytical techniques in applying their knowledge
to the available data, evaluate the alternatives, make a reasonable
decision, and recommend measures to implement their plan. The procedure
simulates the function of modern managers in a wide variety of different
industries, products, processes, and styles of management.
At
The Darden School, the learning process depends on the intense, daily
preparation of each case by each student. Classroom time is spent
largely in discussion, focusing on the definition, analysis, and a
wide range of feasible approaches to a problem. To attain academic
and personal growth in this environment, the student is required to
participate in case discussions. During the First Year, classes are
limited to about 60 students to facilitate meaningful participation
by all the members of the class. Courses in the Second Year vary in
size, but case discussion is still the chief learning experience.
The cases themselves are part of a planned sequence, and the growth
that each student achieves is a result of the total experience, not
of learning isolated techniques.
While
the case-method philosophy dominates the program, other methodologies
are used (role-playing, simulations, field trips, guest lecturers,
and exercises of various sorts) to provide as complete a reflection
of reality as possible. This educational experience blends managerial
reality with substantive knowledge and techniques of analysis to equip
students to act confidently in a complex world.
Curriculum All of the FirstYear courses are required; the second-year
program has one required leadership course to be selected from a menu
of options. No credit is granted for previous course work, and no
courses are waived. These courses are fully coordinated into a single
program that becomes more than the sum of its parts. While the courses
are formally distinct as outlined in this catalog, each one contributes
more than the basic knowledge of a narrow specialty; it provides an
opportunity to use and expand on knowledge gained in each of the other
courses. For example, the problem of determining cost information
for a particular product would normally arise in the study of accounting,
but this information has important significance for marketing, for
operations management, and for the interpersonal relations between
people in these areas. The significance of the accounting decision
for each function would be treated in accounting; but what might well
be a satisfactory solution from the accounting standpoint alone will
be modified in the light of its effect in other areas, and it is this
modified solution that the program strives to reach, since it is the
one most likely to work in a real-life situation.
The
result of this program is a comprehensive, integrated view of business.
M.B.A. students from The Darden School should use their elective courses
to provide depth in the general areas that reflect their career interests.
Graduates
of The Darden School are also well informed and conversant with current
thinking in the traditional functional areas of business; they are
able to use the quantitative methods of the modern business environment;
they understand business applications of the behavioral sciences;
and they have a command of oral and written communication.
With
their knowledge and experience of the integrated curriculum, graduates
are qualified to assume leadership in the world of practical affairs
at a more rapid pace than would be possible otherwise. They are better
equipped to think analytically and imaginatively, to solve problems,
and to make things happen, because they understand both the modern
techniques and broad environment of business nationally and internationally.
The
First Year Although the course descriptions
that follow suggest a First Year of study consisting of a number of
independent offerings, The Darden School's First Year curriculum is
unique in its blending of these ingredients into a program with a
purpose and vitality of its own. The emphasis here is on 'program.'
In a very real sense, Darden M.B.A.s are engaged during their first
year in a nine-month course in the elements of managerial problem
solving and decision making'a course that encompasses a knowledge
of analytical techniques, an understanding of the several functional
areas of business and their interrelationships, and an appreciation
of the environment in which business functions. The different courses
are so integrated that the many skills and attributes of business
management are developed simultaneously.
The
course of study assumes little background in formal business education;
much of the entering student's initial exposure will acquaint him
or her with the vocabulary and concepts of business'accounting, communications,
finance, marketing, organizational behavior, quantitative analysis,
ethics, operations, macroeconomics, and strategy.
From
the very outset, however, the attempt is made to show interrelationships
among subject areas, to apply concepts that are dealt with in related
courses, and to teach more efficiently by avoiding curricular compartmentalization.
Many of the analytical techniques taught by Quantitative Analysis,
for example, will be used immediately by students who face managerial
decisions in Operations.
Class
schedules reflect particular emphases during the academic year. During
weeks in which Quantitative Analysis and Operations meet frequently,
Marketing may not meet at all. In later weeks all courses may meet.
Still later the emphasis may be on Marketing and Organizational Behavior,
with no class meetings in Accounting. Such flexibility in scheduling
supports and emphasizes the conceptual flow of the FirstYear program.
To
ensure that the FirstYear program is integrated in such a way that
relevant material from the various course areas is considered in the
best possible sequence, the FirstYear curriculum is taught as a complete
session rather than in two separate semesters. Under the session system,
no semester grades are recorded; a current unofficial 'interim grade'
is given to each student at the normal semester break. Formal grades
are determined at the end of the nine-month session, by which time
the faculty has a clear picture, based on the complete FirstYear experience,
of the student's ability to cope with business problems. The one exception
is Accounting. Accounting is taught in the fall semester only, therefore,
a final grade of record is recorded at the end of the fall semester.
The
M.B.A. Schedule According to the
traditional academic format, the FirstYear program may be said to
contain 45 credits, to be divided among the following courses:
Accounting
Business
and the Political Economy
Ethics
Finance
Management
Communications
Marketing
Operations
Organizational
Behavior
Quantitative
Analysis
Strategy
Some
courses meet more often than others during the academic year, but
all have equal weight for grading purposes.
All
graduate business schools promise a challenging program and a rigorous
work load; The Darden School is no exception. Potential students should
be prepared to commit 60 to 80 hours each week to their academic endeavors.
While the following First Year schedule is intended only as an example,
it does indicate the degree of commitment expected of our students.
Weekdays
- FirstYear Program
8:00
- 9:25 First Class
9:25
- 10:00 Coffee
9:50
- 11:25 Second Class
11:45
- 1:10 Third Class
Afternoon
Prepare cases for next day
Evening
Meet with learning teams
At
the beginning of the year, students are assigned to learning teams
of five or six students per group. Teams
are fluid and usually change somewhat during the year because of geographic
location of members, friendships, and other factors. The purpose of
the teams is to give members a chance to 'try out' ideas on a case
before presenting them in class, and to give or receive help as needed.
Teams meet at the school or in the homes of members.
The
Second Year The overarching objective
of the Second Year is to reinforce the mission of the school as captured
in its Mission Statement. In addition, the following are specific
objectives of the Second Year:
•
To build on the general management foundation of the First Year by
providing students with opportunities to pursue their chosen areas
of interest in greater depth
•
To stimulate the design and offering of innovative and relevant leading-edge
M.B.A. courses
•
To develop leadership capabilities in students;
•
To prepare students for lifelong learning and continued professional
development
•
To support and facilitate the transition of students into the business
community
•
To support and encourage activities outside the classroom that serve
to enhance the Darden community, develop individual relationships,
and foster a sense of social responsibility
While
the SecondYear curriculum is an extension and elaboration of the structurally
integrated First Year, it allows flexibility in the selection of elective
courses. That flexibility can be used to develop depth in functional
expertise or breadth in general management perspective.
Standards
for the M.B.A. Degree The Darden School requires a minimum performance standard
for its M.B.A. graduates. In addition, the school has performance
standards for the FirstYear program, each semester of the M.B.A. program,
and each course.
An
M.B.A. candidate must ordinarily take the equivalent of 20 course
units, receiving grades below B- in no more than 4.5 course units
and no grades of F (certain makeup procedures exist for F grades).
A
course meeting 34-40 sessions (each of 85 minutes) in the First Year
or 30-34 sessions in the Second Year is defined as one course unit.
A course meeting 16-20 sessions in the First Year or 15-17 sessions
in the Second Year constitutes one-half course unit. An interim grade
given at the end of the first semester of the First Year has
the course equivalent units of the entire course for purposes of academic
standards.
In
administering these standards, the school uses six grades, defined
by the faculty as follows: A, excellent; B+, very good; B, good or
satisfactory graduate work; B-, minimum no-penalty grade; C, not satisfactory
as general level of work but passing for a particular course; F, failure.
In addition, occasions arise that necessitate assigning a grade that
falls outside the standard range. The symbol IN (incomplete), assigned
in such cases implies that, for reasons known to the individual faculty
member, an enrolled student has not completed the work of the course
at the end of a specified academic period.
An
important element of student performance at The Darden School is classroom
participation. Depending on the appraisal criteria of the instructor
and course, classroom participation frequently accounts for up to
50 percent of a student's grade. This proportion reflects the central
role and importance of active engagement by the student in the learning
process.
While
assessments about classroom participation are incorporated into grades
received by students at the end of each term, the first-year program
expects each student to be aware of, and responsible for, her or his
participation on an ongoing basis. Although individual faculty, course
faculty, or section faculty may find it appropriate to provide an
assessment of student participation during a term, there is no requirement
that they do so on a consistent basis. The responsibility for being
informed of the impact one is having on others resides with the student.
Consistent with this philosophy, a student who is uncertain about
the value added by participation in class is expected to initiate
discussions with faculty and students who can provide an independent
perspective.
Session
and Semester Grade Requirements
First
Semester, First Year A student who,
at the end of the first semester of work, receives final or interim
grades below B- in three or more course units, or a grade of F in
courses that have had at least 15 meetings, is required to submit
an action plan for grade improvement. This plan must be submitted
prior to registering for spring semester classes and must be acceptable
to the Academic Standards Committee in order to continue in the program.
End
of First Year A student who receives
a grade of F or grades below B- in three or more course units will
be notified by the Academic Standards Committee, acting on behalf
of the faculty, that he or she has failed to meet the standards for
continuing the M.B.A. program. The student may petition the Academic
Standards Committee for readmission.
Second
Year At the end of the third semester,
a student who has received a grade of F or grades below B- in four
or more course units shall be notified by the Academic Standards Committee,
acting on behalf of the faculty, that he or she has failed to meet
the standards for continuing the M.B.A. program, but may petition
the Academic Standards Committee for readmission.
At
the end of the fourth semester, a student who has received a grade
of F or grades below B- in five or more course units will not be recommended
for the M.B.A. degree.
In
either semester of the Second Year, a student who receives grades
below B- in three or more course units shall be notified by the Academic
Standards Committee, acting on behalf of the faculty, that he or she
has failed to meet the standards for continuing the M.B.A. program,
but may petition the Academic Standards Committee for readmission.
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Joint degree programs are
offered by The Darden School in connection with other schools and departments
at the University of Virginia. These programs are designed to enhance
the educational experience beyond that which could be achieved if the
two degrees were taken independently. Each joint degree program is a
unique program with significant and identifiable synergies that the
two degrees taken independently would not offer.
Admissions
For all joint degree programs, except M.B.A.-Ph.D., students first must
be admitted to The Darden School and the appropriate University graduate
school or department through the normal admission processes. Admission
to both programs should be simultaneous or occur during the student's
First Year at Darden.
Once
the student is admitted to both programs, he or she must be accepted
for the joint degree program by the joint degree program's program committee.
Admission to a joint degree program should be prior to matriculation
or no later than during the student's First Year at The Darden School.
Curriculum
Requirements Students in joint programs
must complete the Darden first-year program and 24 credits of
electives (instead of the normal 33 credits). Other curriculum requirements
are noted in the individual joint program descriptions.
Receipt
of the M.B.A. degree is contingent upon receipt of the respective non-M.B.A.
degree. However, in the joint M.B.A.-Ph.D. program, the faculty will
award the M.B.A. degree to a student who has completed all requirements
for the regular M.B.A. program.
Grading
Standards Candidates for joint degrees
must satisfy the grading standards of the appropriate school or department
granting the non-M.B.A. degree and receive passing grades in their Darden
School courses, with grades below B- in no more than 3.5 course units.
Transfer
to a Single-Degree Program At any point in the program, the student will be allowed to
terminate plans for a joint degree and to continue toward a single degree
at either school or department. The student will then be obligated to
satisfy the normal requirements of the appropriate program, which may
include credit for some of the work done in the other program, as determined
by the appropriate officials of the school or department in question.
For
More Information about joint degree programs
at Darden, contact the Director of Admissions, The Darden School, University
of Virginia, P.O. Box 6550, Charlottesville, VA 22906-6550; (434) 924-7281.
The
Darden School offers a combined program with the University of Virginia
School of Law, in which the student may obtain the M.B.A. degree and
the J.D. degree in four years instead of the five that would be required
if each were taken separately. The program is designed to accommodate
the interests of three types of students: (1) those who contemplate
careers in public service and want to acquire the skills and attributes
of the manager; (2) those who contemplate managerial careers and want
to acquire the skills and capacities of lawyers; and (3) those who want
to prepare for careers in specific areas of the law, such as mergers
and acquisitions, corporate reorganization, legal aspects of marketing,
or other specific fields.
The
M.B.A.-J.D. program is particularly demanding, and unless the student
is clearly able to see the applicability of both degrees to future career
plans, he or she should not assume that the chance to squeeze one year
from a normal five-year sequence is in itself a persuasive rationale
for this undertaking.
Administration
of the Program The program is administered by one member of the law faculty
and one member of the business administration faculty, as designated
by the respective deans. The responsibilities of these faculty members
extend to admission to the joint program, coordination of curricula
for the students involved, resolution of problems that may arise, reconciliation
of course and examination conflicts, and promotion of joint offerings
by the two schools where that seems feasible. For convenience of reference,
these faculty members are the faculty advisors for the program.
Students
who have been admitted independently to both schools and who wish to
undertake the joint program should notify the registrar of both schools
and apply to faculty advisors for permission to do so. Admission requires
approval of both the Law faculty advisor and the Darden faculty advisor.
No student will be admitted after completing the First Year of either
the Law School or The Darden School. Entrance into the M.B.A.-J.D. program
will not be guaranteed by virtue of acceptance at both schools, but
will be judged according to criteria, which is the responsibility of
the faculty advisors.
Curriculum
The program takes four years to complete. In brief, it consists of the
complete first-year program of each school, followed by two years of
courses taken from the curricula of the two schools and, in appropriate
cases, from other graduate offerings at the University. A student who
has been admitted to the program will ordinarily be allowed to elect
whether to start in the Law School or in The Darden School. The student
will then spend the Second Year in the program as a regular first-year
student in the other school.
Thereafter,
the student will be required to earn 32 credits per year for the next
two years, 12 each year in The Darden School and 20 in the Law School.
The M.B.A.-J.D. candidate is obligated to take, as part of these credits,
all of the required curriculum in both graduate business administration
and law. The remaining credits will be elective credits and can be chosen
from the respective law and business curricula after consultation with
the program committee.
At
the successful conclusion of the four years, the student will be awarded
both an M.B.A. and a J.D. degree.
Financial
Aid Financial aid will be available
during the first two years by application to the school at which the
student is a resident. During the third and fourth years, The Darden
School will provide for the third year with the Law School providing
aid in the final year.
The
M.B.A.-M.A. in Asian Studies combines the analysis, decision-making,
and managerial concepts and techniques taught at The Darden School with
intensive language and area studies in East Asia, primarily Japan and
China.
Students
are expected to complete the M.B.A.-M.A. program in three years instead
of the four years required if each degree were taken separately.
Administration
of the Program The program is administered by one member of the East Asian
Studies faculty and one member of The Darden School faculty, as designated
by the respective deans. The responsibilities of these faculty members
extend to admission to the program, development of curricula for the
students involved, coordination of courses and examinations, and promotion
of joint offerings by the two schools where that seems feasible.
Curriculum
A joint degree candidate must satisfy the grading standards of
the appropriate school or department granting the non-M.B.A. degree
and receive passing grades in their Darden School courses, with grades
below B- in no more than 3.5 course units. Students must also take the
required portion of the M.A. program, which consists of 24 graduate
credits.
Following
the Darden First Year, students normally spend the summer in intensive
language study. The Second Year is followed by a six-month internship
in an East Asian location. For their sixth semester, students return
to the University to complete their degree requirements. One research
paper based on field work conducted in Asia may be used to satisfy both
a Darden Business Project at Darden and the master's thesis requirement
at the Graduate School of Arts and Sciences. These research projects
are jointly supervised by a faculty member from both The Darden School
and the East Asian Studies faculty.
Students
in the joint program must comply with the Darden grading standards for
recognized joint programs.
At
the successful conclusion of the three years, the student is awarded
both an M.B.A. and an M.A.
The
joint degree in government, foreign affairs, or public administration
meets the growing need for managers to obtain expertise in comparative
government, international relations, political risk assessment, and
public administration in combination with the business concepts and
techniques taught at Darden.
Students
are expected to complete the M.B.A-M.A. program in three years instead
of the four years required if each degree is taken separately.
Administration
of the Program The program is administered by one faculty member designated
by the chair of the Department of Government and Foreign Affairs and
one member of the Darden School faculty, designated by the dean. The
responsibilities of these faculty members extend to admission to the
program, development of curricula for the students involved, coordination
of courses and examinations, and promotion of joint offerings by the
two schools where that seems feasible. For convenience of reference,
these faculty members are referred to as the program committee.
Curriculum
The program takes three years to complete. Students in the joint program
must complete all the required courses at The Darden School.
Students
must earn 24 credits of Darden electives to satisfy the Darden graduation
requirements.
The
M.B.A. Darden Business Project is combined with the thesis requirements
of the M.A. program. Projects are jointly supervised by a faculty member
from both The Darden School and the Department of Government and Foreign
Affairs.
Students
must take the required portion of the M.A. program, consisting of 24
graduate credits or 27 graduate credits for the M.A. in Public Administration.
The department will accept six credits (two courses) from Darden toward
the completion of this requirement.
One
of the required courses for the M.A. may be a tutorial course, 595,
Selected Problems (in specific areas). This course may entail a research
paper based on experience as an intern.
The
M.A. in Government or Foreign Affairs requires successful completion
of a proficiency test in a foreign language arranged by the department,
and of written comprehensive examinations in two of the subfields into
which the department's curriculum is divided. For the Master of Arts
in Public Administration there is no language requirement, and only
one subfield examination is required.
The
objective of the Master of Business Administration-Master of Engineering
joint degree program at the University of Virginia is to prepare individuals
for leadership positions in technologically intensive organizations.
The
M.B.A. program provides an understanding of the fundamental areas of
business while it develops the capacity to analyze managerial problems
and present resourceful solutions to these problems.
The
M.E. program within the School of Engineering and Applied Science (SEAS)
enhances the professional instruction of the bachelor's program in engineering,
while increasing the graduate student's knowledge and understanding
in a specific field of engineering or applied science.
The
M.B.A.-M.E. program will create an opportunity for graduate students
to acquire the breadth of understanding and added flexibility needed
to operate effectively at the interface between the commercial and technical
units of modern industry and society.
Degree
Requirements Students in the M.B.A.-M.E.
program will be required to complete 24 credits of course work in the
School of Engineering and Applied Science and 69 credits of course work
in The Darden School. Normally, the M.E. degree requires 30 credits
and the M.B.A. requires 78 credits. In effect, students in the combined
program are given elective credit in one school for courses taken to
fulfill the requirements of the other.
The
purpose of the M.B.A. degree program requirements is to provide a comprehensive,
integrated view of business. M.B.A. students in the joint degree program
are expected to use their elective courses to provide depth in the areas
that reflect their joint degree educational objectives and career interests.
For example, M.B.A. students might select electives in international
business, marketing, operations/technology, quantitative analysis, and
organizational behavior. The Business Projects course (3 credits) will
normally be combined with the SEAS course requirement of a 3-credit
project in the M.E. program. This combined 6-credit requirement will
be jointly supervised by a Darden and a SEAS faculty member. Exceptions
to a joint project have to be approved by the M.B.A.-M.E. program Committee.
The
M.E. degree is a professionally-oriented degree. Of the 24 credits of
course work required in SEAS, 21 credits will be normal course work
and 3 credits will be taken in an appropriately-numbered project course.
Of these 21 credits, a minimum of 12 credits must be taken in the major
department. Also, a maximum of 6 credits may be taken at the 500-level.
None of the 24 credits may include a course taken in The Darden School.
The project must have one advisor from SEAS and another from The Darden
School.
The
joint degree is obtained in approximately one semester less than the
time required for the two degrees separately. If a student drops out
of either part of the joint degree program, he or she will be required
to complete the normal degree requirements to obtain a single degree
in either SEAS or Darden.
The
objective of the Master of Business Administration-Master of Nursing
joint degree program is to provide a unique educational experience to
specially qualified individuals capable of leadership and innovation
in health care organizations and delivery systems.
The
M.B.A. program provides an understanding of the fundamental areas of
business while it develops the capacity to analyze managerial problems
and present resourceful solutions to these problems. The M.S.N. program
builds on the theoretical knowledge and clinical experience of the bachelor's
prepared nurse and, therefore, the M.B.A.-M.S.N. program creates a special
opportunity for students to acquire the breadth of understanding and
the management skills needed to perform effectively and creatively at
the business and clinical interface of our health care delivery organizations.
Degree
Requirements Students in the M.B.A.-M.S.N.
program are required to complete 24 credits of course work in the School
of Nursing and 69 credits of course work in The Darden School. Normally,
the M.S.N. degree requires 30 credits and the M.B.A. requires 78 credits.
In effect, the students in the combined program are given elective credit
in one college for courses taken to fulfill the requirements of the
other.
Students
in this program are expected to use their elective courses to develop
depth in areas that reflect their joint degree educational objectives
and career interests. For example, electives in service operations,
marketing, managerial accounting, etc., might be taken at The Darden
School; and courses in health economics, health policy, etc., could
be chosen from the nursing school.
The
M.B.A. Darden Business Project and one of the required M.S.N.
practica are combined into an administrative practicum course where
the students are required to serve as administrative residents in a
health care organization and are assigned various general management
responsibilities. This experience, supervised jointly by faculty from
both colleges, is a key element in the practical integration of course
work material taken by the student during the program.
The
Darden School offers a combined M.B.A. and Ph.D. degree in business
administration that shortens the process of obtaining both degrees,
without sacrificing either professional or scholastic content. The joint
four-year program allows a student to satisfy the M.B.A. degree requirements
and the Ph.D. course requirements by the end of the third year. The
completion of the required dissertation typically takes at least one
additional year of full-time work.
To
gain admission to this joint program, one must first apply to the regular
M.B.A. program and check the M.B.A.-Ph.D. box on the application form.
When an applicant is admitted to the M.B.A. program, the application
materials are passed on to the doctoral admission committee. If the
committee decides favorably, the applicant is conditionally admitted
to the M.B.A.-Ph.D. degree program. Final admission is granted upon
the student's successful completion of the First Year in the M.B.A.
program.
For
more information about the M.B.A.-Ph.D. degree at Darden, contact the
Director of Admissions, The Darden School, University of Virginia, P.O.
Box 6550, Charlottesville, VA 22906-6550; (434) 924-7281.
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The
Darden School offers an intellectually demanding doctoral program for
a small, select group of high-potential applicants: men and women who
already have a breadth of knowledge in the functional areas of business
and who have a strong interest in teaching and research.
The
program aims to be distinctive, not only by providing sound training
in the theory and methodology of the student's chosen field, but also
by training students to perform applied research. Graduates of the program
are expected to be able to conduct rigorous research that contributes
to the solution of management problems in a creative and original fashion.
The program provides exposure to a variety of pedagogies, particularly
interactive approaches that allow students to take an active role in
the learning process.
A
doctoral student must specialize in a major field of study. The school
has major fields in finance, management science, marketing, operations
management, and management. The management major field is composed of
four subfields: strategic management, business ethics, general management,
and entrepreneurship. Only a subset of these major fields admit students
in any given year.
Acceptance
of an applicant as a student in the doctoral program is based on the
following criteria:
•
an appraisal of the applicant's ability and capacity to undertake and
satisfactorily complete the requirements of the program. Ordinarily
this appraisal will include an assessment of the applicant's willingness
to commit energy to the expeditious completion of a vigorous program
of study in a manner consistent with the high intellectual standards
and personal integrity expected of a candidate for a professional degree;
•
the applicant's ability to effectively manage the difficult challenges
posed by independent study;
•
the applicant's ability to work cooperatively with others;
•
and, ordinarily, the applicant's having attained a master's degree in
business administration or its equivalent. Students without the Requisite
M.B.A. should apply to Darden's M.B.A./Ph.D. Program administered through
the M.B.A. admissions office. A student without the requisite M.B.A.
must successfully complete at least the First Year of Darden's M.B.A.
program in order to be considered for the Doctoral Program.
Application
forms may be requested from:
Director
of the Doctoral Program
Darden
Graduate School
of
Business Administration
University
of Virginia
P.O.
Box 6550
Charlottesville,
VA 22906-6550
(434)
924-7247
(800)
UVA-MBA-1
Applicants
are required to take the Graduate Management Admissions Test given by
the Educational Testing Service of Princeton, NJ. Those who have already
taken this test should request the Educational Testing Service to forward
their test results or should submit a true copy of the scores to the
director of the doctoral program.
Foreign
applicants must also take the TOEFL (Test of English as a Foreign Language)
examination in order to be considered for admission.
Applicants
seeking further information regarding the program and admission may
write to the director of the doctoral program.
The
administration of the doctoral program has been assigned by The Darden
School faculty to the Doctoral Operating Committee, a standing committee
of the faculty. Each major field of doctoral study established by the
faculty has a major field advisor who is a member of the doctoral committee.
The general administration of the doctoral program is the responsibility
of the director of the doctoral program.
A
student's entire financial requirements will not ordinarily be underwritten
by the school. Nevertheless, the faculty hopes that no qualified applicant
will be unable to enter the doctoral program because of lack of financial
resources.
A
student with outstanding potential and/or who demonstrates that outside
sources are not available may apply for a fellowship for tuition, fees,
and living costs. Generous fellowship awards may be received for the
two years of full-time course work and for the one year of full-time
dissertation research. Recipients must be in good academic standing
to qualify for fellowship stipends. The director of the doctoral program
will review the academic performance and the financial support needs
of each student every 12 months. If a student's financial support needs
have changed, revisions in the fellowship stipend will be made. In addition,
loans are available. Tuition waivers and part-time teaching and research
assistantships are often available to those students needing and desiring
them. During the summer, research assistantships are available.
The
degree requirements outlined below apply to all doctoral students. The
particular program of study designed to enable a student to fulfill
these degree requirements depends on the student's previous experience
and education. An individual program of study is structured in close
consultation with the student to permit completion of the degree requirements
in the most efficient manner. In general, the development of competence
within a major field involves doctoral seminars and course work in second-year
M.B.A. elective courses and individual reading under the supervision
of a member of the major field faculty. Courses in research methods
and supportive discipline-based work are usually taken in either the
Graduate School of Arts and Sciences or in the School of Graduate Engineering
and Applied Science.
The
overall time period actually required to satisfy doctoral program requirements
varies depending upon the student's previous education and experience,
the work load and performance, and the nature of the dissertation research.
Breadth
Requirements A student must demonstrate
mastery of the basic functions and disciplines of business administration
determined to be most related to the student's major field.
Required
Course Work in Quantitative Methods, Economics,
and Other Relevant Disciplines
Each field requires advanced-level training in relevant quantitative
techniques, economics, and behavioral sciences. This requirement is
typically met by satisfactorily completing graduate courses in the Graduate
School of Arts and Sciences. The specific types and amounts of courses
depend on the major field.
Required
Courses for All Doctoral Students All doctoral students must complete doctoral-level courses
in research methodology and pedagogy. Part of these requirements may
be satisfied by research and teaching internship assignments.
Major
Field Professional Requirements Each field requires the doctoral student to complete
two to four advanced professional courses. This requirement is designed
to involve each student in current issues and problems at an advanced
level in her or his chosen field.
Major
Field Theory and Literature Students in each major field must complete a group of doctoral
seminars in order to broaden and deepen their understanding of the significant
literature and theory of their chosen field. For example:
Finance:
Advanced
Price Theory
Theory
of Financial Markets
Theory
of Corporate Finance
Time
Series Analysis
Marketing:
Research
Methodology in Marketing
Buyer
and Consumer Behavior
Marketing
Theory and Models
Survey
of Current Literature
Operations
Management:
Production
Planning and Control Systems
Strategic
Management of Operations and ProductivityImprovement
Current
Research Literature
Management:
Foundations
of Management
Foundations
of Entrepreneurship
Strategy
Theory
Ethics
and Economics
Major
Field Research Paper Under the guidance
of a faculty member, each student develops an intensive field- or library-based
study of a significant problem in the student's major field. Each student
is expected to demonstrate independent research abilities, including
selection of a research question, selection of research methodology,
analyses of appropriate literature and data, and presentation of a written
report on the research findings.
Major
Field Examination This examination
is normally taken by the end of the student's Second Year of full-time
work. Administered by a committee that draws some of its members from
outside The Darden School faculty, the examination is primarily concerned
with a student's knowledge of the substantive content of the major field,
as defined by her or his general program of study. Each student should
demonstrate doctoral-level skills and knowledge concerning the field's
fundamental problems, theories, and conceptual frameworks, and should
show a well-developed capacity to reason logically, orally, and in writing.
Each student should also demonstrate in-depth competence within an area
of specialization in the major field.
Dissertation
Research Proposal Each student is required to prepare a dissertation research
proposal and to pass a proposal examination before conducting research
and writing the dissertation. The purpose of the proposal and examination
is to obtain assurance, from the viewpoint of both the faculty and the
student, that the research project is worthwhile and feasible.
Dissertation
Each student is required to present an acceptable dissertation based
on an approved proposal. A reading committee, of which the dissertation
supervisor is normally chair, will determine whether a dissertation
is acceptable. The dissertation must contribute to knowledge in the
field and the resolution of a significant management problem. Each student
is expected to present a public oral defense of the dissertation as
part of the requirements for the doctoral degree.
Residence
Requirements and Program Length University requirements for the doctoral degree are
two continuous academic semesters of full-time graduate study (or the
equivalent) in residence toward the doctoral degree, not including previous
semesters in residence at the University of Virginia for the purpose
of obtaining another degree. Experience suggests, however, that a minimum
two years of full-time work in residence is usually needed to complete
the formal requirements of the degree.
Breadth
Requirements The failure of a student
to meet the breadth requirements within three years shall be considered
unsatisfactory academic progress and shall terminate the student's enrollment
in the program.
Course
Requirements No course at tThe Darden
School in which the student's grade is not at least B shall be counted
toward the completion of the major field course requirements. Courses
taken in other schools to fulfill degree requirements shall be counted
for this purpose only if the student receives at least the minimum grade
acceptable for credit toward a graduate degree in the schools within
which the courses are taken. A student whose work in a major field course
fails to meet these standards, and whose work is otherwise satisfactory,
may arrange for remedial work with the course instructor or may take
another course; any student whose work in more than two major field
courses has not been acceptable shall have failed to meet the academic
standards of the doctoral program.
Major
Field Examination A student who fails
the major field examination shall have failed to meet the academic standards
of the doctoral program.
Dissertation
Proposal Examination A student is ordinarily expected to pass the initial dissertation
research proposal examination within six months following the major
field examination. A student whose initial examination is not scheduled
within 12 months, or who fails the examination twice, shall have failed
to meet the academic standards of the doctoral program.
Time
to Complete Program The maximum time
a student is allowed to complete the program is 60 months, beginning
with initial registration. Not completing the program within the 60
months will likely terminate the student's enrollment in the program.
Failure
of a student to meet the academic standards of the doctoral program
will result in the termination of the student's enrollment in the program.
The doctoral program committee is authorized to act on behalf of the
faculty in receiving and acting on petitions for readmission. In acting
on these requests, the committee may establish such requirements and
conditions for readmission as it considers appropriate. Students may
appeal decisions to The Darden School faculty.
After
the residence year has been completed, a student's tuition is calculated
according to the number of semester course credits for which the candidate
is registered.
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The
Darden Student Association The Darden Student Association is the student government organization
that includes an Executive Committee. The Executive Committee is comprised
of representatives from the First and Second Year classes and works
with Darden faculty and administration'as well as with University of
Virginia entities'to bring attention to student issues and concerns.
The
Black Business Student Forum is a group of students devoted to developing an awareness of,
and sensitivity to, issues of concern to black business managers.
The
Cold Call Chronicle is a student newspaper
serving The Darden School community.
The
Consulting Club, Entrepreneurs Club, Finance Club, Health Care Leadership
Club, Marketing Club, Operations Club, Real Estate Club, Sports and Entertainment
Management Club, Students for Responsible Business, and the Technology
Club are groups of Darden School students who share an interest
in those areas of business. Current issues and career opportunities
are examined by sponsoring speakers, panel discussions, and other club
functions.
Gays,
Lesbians, and Friends at Darden provides gay and lesbian members of the Darden community
(including alumni) the opportunity to meet and share their experiences.
The network also provides a forum for the discussion of gay and lesbian
concerns as they relate to The Darden School, the University, and the
business world.
The
Darden Partners Association organizes activities for partners in the Darden community,
sponsors an orientation, and coordinates and contributes funds to social
events.
The
Graduate Women in Business at Darden (GWIB@Darden) is an organization that promotes the role of professional
women at Darden and after business school by providing opportunities
for women to express their roles in today's society and by establishing
alumnae networks that last a lifetime. GWIB@Darden provides a forum
to discuss the issues and challenges women face in their careers and
offers activities that build awareness of women in leadership positions.
The group offers various services, including mentoring and tutoring,
and some of the formal activities include the GWIB Charity Auction for
the Shelter for Help and Emergencyand networking dinners.
The
International Business Society organizes activities and speakers on current issues and career
opportunities for students interested in international business careers.
Opportunity
Consultants, Inc. is a nonprofit corporation of students in The Darden School
assisting small businesses and non-profits in solving current management
problems. These problems range from starting a new business or setting
up an accounting system to marketing-program analysis. Through OCI,
students are given an opportunity for practical application of skills
and techniques learned in the classroom while fulfilling a pressing
need for social and economic responsibility.
Darden
Outreach The Darden Student Association
initiated Darden Outreach, an organization committed to taking the good
will of the Darden community to the Charlottesville area.
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Students
of the University are subject to two sets of regulations, those of the
University as a whole and those of the respective schools. Listed below
are rules that apply within The Darden School. Appropriate excerpts
from the University regulations are set forth in the next section.
In
addition to (1) following the University standards of conduct, (2) abiding
by the obligations of the Honor System, and (3) meeting the standards
of The Darden School for scholastic achievement,
a Darden School student is expected to (4) perform in a manner that
is consistent with the academic good order and educational processes
of both the individual courses and The Darden School of Business Administration
in general, and to demonstrate, by seriousness of purpose, that he or
she is profiting, or likely to profit, from the instruction offered.
Such behavior is referred to herein as performance.
The
faculty has provided a process for the review of the performance of
a student whose actions suggest he or she is not profiting, or likely
to profit, from the instruction offered, whose neglect or irregular
performance of duties indicates indifference, or whose character and
habits are inconsistent with the academic good order or educational
process of individual courses or The Darden School in general.
It
is not intended that this process shall be used in cases that fall solely
within the jurisdiction of the Honor Committee, the Judiciary Committee
of the University, or the Academic Standards Committee of The Darden
School. In such cases, proceedings brought before any of these committees
shall preclude action under this review procedure.
The
procedure shall not abrogate an instructor's rights and responsibilities
for maintaining an effective and orderly learning atmosphere in class.
The
process, in brief, provides for the establishment of an ad hoc committee
of inquiry, which may include a student member, to hear the issue and,
on behalf of the faculty, impose the penalty, if any, that it considers
appropriate, up to and including enforced withdrawal from The Darden
School.
The
committee's decision may be appealed to the school's faculty. Full details
of the procedure will be provided by the dean to any student whose performance
is being reviewed or to anyone who has a legitimate interest.
Darden
students are expected to attend all classes. The rationale of this policy
is found in the commitment faculty and students make to the case method
form of instruction. The case method is a group experience that depends
heavily on the active participation of all members of the community,
each of whom brings a unique perspective to the issues at hand.
The
faculty recognizes that certain activities outside the classroom are
an integral part of the Darden experience. These activities (e.g., field
research for the Business Projects course, off-Grounds employment interviews,
etc.) may from time to time result in a student's being unable
to attend class. Other reasons for missing class include illness, personal
emergency, religious holidays, and military service. In all cases, students
are expected to make every effort to avoid missing a class. When a class
is missed, for any reason, the student's actions in notifying the instructor,
explaining the absence, and determining what additional work may be
required should reflect the serious nature of the absence.
Instructors
are responsible for communicating the rules associated with the implementation
of this attendance policy, or the effect of missing class on student
grades, to students at the start of the semester.
The
following letter symbols are used to grade students in The Darden School:
A, B+, B, B-, C, F; lowest no-penalty passing grade: B-.
Credit/No
Credit Grades Darden School students
may not take courses on CR/NC basis.
Auditing
Courses M.B.A. students and students
enrolled in other schools of the University may audit elective courses
with the permission of the instructor.
The
dean's office may ask a student at any time to withdraw from a particular
course or from the school because of unsatisfactory academic work or
for other adequate reasons.
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Note
All courses are being reviewed and are subject to change for 2002-2003.
The most current course descriptions are available online at . www.darden.virginia.edu
Management
Communication
Through
a series of written and oral exercises, this course challenges students
to think imaginatively and analytically about business situations, to
write clearly and persuasively, and to become effective extemporaneous
speakers. The course teaches students the fundamental uses and abuses
of language and ends by challenging them to become persuasive and stylish
business communicators. As the course progresses, students learn that
good communication involves sound analysis and polished presentation.
Business
and the Political Economy
A
course in analysis, appraisal, and prediction of the international environment
of business, using social science concepts and techniques. Students
gain an understanding of the global political economy and expertise
in macroeconomic analysis of industrialized and developing countries,
international trade and finance, and money and capital markets. A comparative
approach is used to understand the macro and industrial policies of
nation-states at various junctures in history, as well as the global
strategies of corporation. The course provides a foundation in price
theory and market structure as a basis for understanding the competitive
forces affecting global business.
Finance
Provides
insights into the challenges senior managers face in creating value
for shareholders and other stakeholders in the firm. Two main areas
of focus are the wise investment of the firm's capital and the selection
of financial policies in support of the firm's long-term strategy. The
key skill Finance seeks to impart is valuation (of projects, securities,
and whole firms, and of the incremental effect of new policies). In
support of this goal, students must master tools and concepts in structure
of capital markets, cost of capital, financial analysis and forecasting,
working-capital management, capital budgeting, resource allocation,
dividend policy, long-term debt policy, selection of specific financing
tactics, and corporate restructuring. While Finance draws on ideas from
the fields of investments, capital markets, and financial institutions,
its prime emphasis is corporate finance.
Accounting
Concerned
with financial-statement literacy in regard to both external and internal
financial statements. Enables students to learn the use of accounting
information for analysis and decision making. Deals with basic accounting
concepts, development of financial statements, cash-flow analysis, cost
accounting, management control systems, and financial-accounting policies.
The course's management perspective fosters understanding of the nature
of business transactions; identification of relevant economic events
for reporting; and determination of the most appropriate financial measures
for those events. An underlying theme of the course is that accounting
is not divorced from the world it is supposed to portray or from the
behavior it measures and influences.
Marketing
Develops
the skills and insights required to build integrated marketing programs.
Focuses student attention on the major forces bearing on marketing decision
making (e.g., consumer, trade, competitive, and regulatory behavior).
These decision-making areas include product policy, channels of distribution,
pricing, direct selling, advertising, and sales promotion, with an emphasis
on shaping these marketing elements into an effective, efficient, and
responsible marketing program.
Operations
Develops
student skills in analysis and decision-making in a variety of operating
situations. Focuses on what the general manager needs to know about
managing in an operating environment. Specific objectives include (1)
providing decision-making skills in those aspects of operations management
most likely to be relevant to the needs of the general manager; (2)
increasing skills in dealing with operating performance issues through
in-depth analysis and discussion of operations-management problems in
a variety of industry and business settings, including manufacturing
and service industries; (3) providing managerial decision-making skills
in those aspects of operations management necessary for the development
and implementation of effective resource-allocation plans; and (4) providing
an understanding of the role of effective systems for operations planning
and control.
Organizational
Behavior
Focuses
on the challenges of managing and leading enterprises of today and the
future. Develops a useful way of thinking about behavior in organizations
and the roles, responsibilities, and choices of the manager in today's
complex organizational systems. Builds strong foundations in understanding
individuals, building effective working relationships, creating effective
teams and groups, and developing the critical skills and perspectives
needed to grasp the broader organizational contexts of structures and
systems in which these activities occur. The challenges and opportunities
presented by diversity and globalization are addressed throughout.
Quantitative
Analysis
Develops
the skill and perspective of artfully using quantitative techniques
to gain insight into the resolution of practical business problems.
Emphasis is not on the mastery of sophisticated mathematical techniques
but on designing analyses to fit circumstances and interpreting results
in the context of making action choices. The most widely applicable
methodologies of decision and risk analysis, probability and statistics,
competitive analysis, and management science are studied and integrated
with personal judgment and intuition in realistic business situations.
Ethics
Enables
students to reason about the role of ethics in business administration
in a complex, dynamic, global environment. Specific course objectives
for students are: (1) to apply several important frameworks for moral
reasoning to complex business issues; (2) to appreciate the role of
ethics as central in business decision making; (3) to develop a general-management
perspective that includes an ability to formulate, analyze, and defend
decisions in ethical terms; (4) to analyze the ethical issues that appear
in other Darden courses; and (5) to examine critically one's own ethics
and test them in conversation with one's peers.
Strategy
The
management of the total enterprise. Equips students with the framework,
concepts, and tools required to think strategically about the enterprise.
This entails analyzing and understanding the firm's industry and its
positions within the industry, as well as crafting strategies that will
create economic value in the future. This course takes a multilevel
perspective. At the single-business, single-industry level, it examines
industry structure and sources of competitive advantage, as well as
the role of the functional strategies in guiding and sustaining that
advantage. At the corporate level, it examines such issues as diversification
and internal corporate venturing.
Corporate
Communication
The
pace of change in the field of corporate communication continues to
accelerate. Corporate repositioning and the high profile of corporate
image, identity, and advocacy have become increasingly sophisticated
in attempts to align multiple constituencies in a crowded marketplace.
The mounting presence of 'crisis (or issues) management' is more
and more apparent as channels of media and information grow exponentially.
Indeed, corporate communication plays a central role in today's 'communications
revolution.' While the corporate-communication function varies from
company to company and industry to industry, it is for many organizations
a virtually centralized presence on the world wide web. Intended
for general managers with an interest in the relationship between business
and the media and the ways in which organizations communicate with their
stakeholders.
Effective
Communication for Clients
This
course has two purposes: (1) to allow students preparing presentations
for clients to produce and deliver the most effective and professional
presentations and documents possible at the conclusion of their projects
and (2) to provide an opportunity for students going into careers that
have significant client interaction (e.g., consulting, brand managing,
investment banking) to excel in all areas of communication competencies.
The course is thus well suited to students preparing important communications
in the course of their directed studies or starting an entrepreneurial
venture, as well as to students who wish to take the work they began
in first-year Management Communication to a new level of excellence.
The course addresses every aspect of communication in the communicator-client
relationship: meetings, phone calls, memos, the presentation-development
process, slide-writing, rehearsing and presenting the final presentation,
deliverables, and reports.
Introduction
to Real Estate Finance and Development
Introduces
students to analytical techniques and terminology peculiar to real estate
development, finance, and management. Topics include a historical
overview of the real estate industry; techniques of financial analysis;
land development; office and mixed-use development; financing alternatives;
asset management and new concepts in real estate development.
Entrepreneurship:
An Introduction
Designed
to familiarize participants with the processes through which entrepreneurial
ideas are generated, and successfully translated, into ongoing activities
and enterprises. May be of interest to those who wish to gain a better
understanding of the wealth-creation process, entrepreneurs, and entrepreneurial
environments; who have already engaged in entrepreneurial activity,
have written or wish to write a business plan, think of owning their
own firm in the future or working in an entrepreneurial environment
in a large or small company in the near future; and to those contemplating
positions in a venture-capital firm or other institution that invests
in or assists entrepreneurial firms. A primary course goal is to significantly
increase the probability of success for those interested in entrepreneurial
pursuits. Explores several fundamental questions: (1) what is entrepreneurship
and what is an entrepreneur? (2) who are the entrepreneurs? (3) where
do good ventures come from? (4) what alternative formats and entry strategies
exist for those interested in pursuing entrepreneurship as a career?
and (5) what is the significance of entrepreneurship in the economy?
The course will debunk two myths: that successful entrepreneurship
is (1) a serendipitous and random occurrence (2) limited to unique individuals
'born to be entrepreneurs.'
Sustainable
Innovation and Entrepreneurship
Introduces
students to an innovative way of approaching commercial activity that
has become increasingly relevant and compelling'even necessary, in light
of new environmental and social challenges'and a prudent competitive
choice by firms looking at future global-market trends. The phrase 'sustainable
business' refers to firms whose goal is to design products, processes,
value-chain relationships, and organizational forms that incorporate
environmental and social considerations. Using relevant articles, books,
and cases, the course explores the arguments, concepts, and practical
applications of sustainable business. It examines leading entrepreneurial
individuals and companies (large and small), exploring ways in which
ecological principles can be used in tandem with market forces to reconfigure
and improve product design, production methods, and investment patterns.
Materials, discussion, guests, and written requirements focus on pragmatic
examples of breakthrough product design and strategic thinking.
Sustainability
In-Depth: Studies on Schumpeterian Innovation
This
course is directed to students who wish to delve deeply into the concept
of 'sustainable business,' the private sector's effort to implement
ecologically and socially sensitive policies and practices to prevent
industrial activities from undermining the vitality and health of ecosystems.
Inspired by Joseph Schumpeter (the economist who studied entrepreneurship
in the early part of the twentieth century and who coined the phrase
'creative destruction'), the course encourages detailed exploration
of technology and product-design changes and other innovations that
result in the introduction of products and processes that assume zero
pollution or that move market and industries in the direction of zero
pollution.
The
course affords students an opportunity to explore various aspects of
the history, emergence, frameworks, technologies, new products, business
strategies and practices, and international attention concerning the
rapidly growing and changing arena of 'sustainable business.'
Managing
Digital Convergence
Over
the last few decades, knowledge-intensive industries have become an
engine of growth in the global economy. This course examines the economics
behind knowledge-intensive industries and how the nature of competition
shapes industry structure and government policy internationally. In
a high-tech environment, the ability to manage the development, diffusion,
and deployment of knowledge'the Knowledge Chain'is central to a firm's
success over time. Through an in-depth analysis of the electronics industry
and its role in the evolution of the Internet around the world, the
course examines the management of the Knowledge Chain and highlights
lessons for firms and economic-policy makers in terms of pursuing growth
in a turbulent environment.
Designed
to deepen students' understanding of the systems of innovation around
the globe, the course provides insight into the value-adding features
of technology through a 'user-friendly' hands-on experience with microelectronics.
Corporate
Governance
Covers
the topics most commonly dealt with by boards of directors and CEOs.
The course begins with coverage of the legal obligations that
directors must fulfill. Directors must plan for the selection of the
CEO, appraise CEO performance, and ultimately plan for an orderly and
timely succession. The board must ensure that management development
and succession planning permeate the top three levels of the organization.
The general topic of management compensation is covered, including management
contracts, parachutes, non-compete agreements, salary systems, various
incentive systems, and the roles and merits of stock options and restricted
stock. Corporate and business unit strategies and operating plans must
be approved and monitored. The board's involvement in decisions about
issuing debt or equity, paying dividends, or repurchasing stock is covered.
The board must meet its fiduciary role vis-a-vis management, internal
auditors, internal controls, SEC and other required reporting, legal
liabilities, and the payment of taxes. The board must ensure compliance
with the foreign corrupt practices act, OSHA, EPA, and EED/AA/ADA, among
others. The board must deal with a number of external events, including
hostile takeover attempts, stockholder activism, proxy fights, class
action suits, derivative action suits, and business disasters. Finally,
processes must be in place to review the performance of individual directors,
the board, and the CEO.
Management
Planning And Control Systems
This
course examines the design and use of planning and control systems for
implementing organizational strategy and achieving profit goals. Management
can use many mechanisms to facilitate achievement of organizational
goals. This course focuses primarily on the use of accounting-based
controls that involve the measurement and evaluation of performance
in financial terms. The course explores strategic and profit-planning
systems, organizational design and responsibility structures, performance
measurement, and performance-based incentive systems. Among the topics
discussed are measurement issues in accounting-based control systems
(e.g., controllability, assignment of revenue and costs to responsibility
centers), limitations of accounting-based performance measures (e.g.,
short-term focus), recent approaches to mitigate these limitations (e.g.,
Balanced Scorecard, EVA), and management-compensation plans. The course
is intended for managers who will be involved in implementing organizational
strategies and achieving profit goals. It will appeal primarily to students
seeking careers in management consulting and industry (especially general
management, manufacturing, marketing, corporate finance, and accounting).
Decisions
in Financial Reporting
Considers
significant financial reporting and accounting issues in the context
of the management decisions those issues require. Students are asked
to assume a managerial role outside the accounting function and to determine
how their companies should evaluate the decisions required by such classic
and contemporary issues as choosing between LIFO/FIFO inventory methods,
selecting the assumptions required under pension accounting, and selecting
a corporate structure to implement foreign exchange accounting. Although
the course looks at many of the topics covered in first-year accounting,
it does so in more depth, and it examines some topics not discussed
in the First Year, such as foreign exchange and pensions.
Corporate
Financial Reporting
Deals
with issues, concepts, and standards that have particular relevance
to understanding corporate financial accounting and reporting practices.
There is some international accounting content, but the major focus
pertains to the U.S. Much of the course deals with contemporary issues
and the search for their resolution. Emphasis is placed on both an accounting
and a management perspective, as financial accounting and reporting
considerations have increasingly become management concerns. The ultimate
objective of this course is to provide students with a conceptual framework
for understanding and analyzing corporate reporting issues and an appreciation
for their significance to both management and external users of corporate
financial reports.
Creating
New Products And Services
Firms
in today's competitive marketplace need to continually create superior
new products and services within shrinking development cycle times and
in an arena of increasing technological and market uncertainty. Product-development
capability is therefore a core element of competitiveness. This
course focuses on conceptual and quantitative methods to enhance a firm's
capability to create new products and services. The course has
two main objectives:
'
The first objective is to familiarize students with the body of knowledge
on building new-product-development capability for a variety of consumer
and industrial products and services. To achieve this objective, students
will first gain familiarity with the basic steps involved in going from
a new-product idea to a product ready to launch, in an existing firm
or a start-up. Students will then examine conceptual and quantitative
models that enhance capabilities over this spectrum of product-development
activities, from concept generation through product definition, design,
and test to ramp-up and initial product launch. Students will examine
pitfalls and challenges in using these models to manage this inherently
dynamic and multifunctional process, requiring information exchange
and coordination across multiple internal business functions, including
marketing, design, accounting, and operations, and with external constituents'customers,
suppliers, and competitors.
'
The second objective is to identify new conceptual frameworks and quantitative
models to manage the creation of Web-based products and services. This
objective goes beyond the creation of Web pages to the development of
processes and capabilities that support these products and services.
To achieve this objective, students will study the development process
for Web-based products and services through cases, readings, and student
projects, and they will identify new frameworks and models.
This
course is intended for students who will be involved in the creation
of new products or services, typically in marketing, operations, product
development, or supply-chain management, or who will work as consultants
in these areas.
E-Strategy
This
course explores fundamental strategy issues that arise in e-business,
including (1) the role and deficiencies of traditional-strategy concepts
in the Web-based economy; (2) business models, pricing models, and valuation
models appropriate to the new economy; (3) alternative strategies for
entry and transformation of old-economy business in the Web-enabled
world; and (4) strategic implications of intellectual property in a
knowledge-based competitive environment.
Course
objectives include the following: (1) familiarizing students with core
organizing theories and frameworks that might inform strategy making
in the knowledge-based economy, (2) discussing specific strategies for
migration to the Web and corporate transformation, (3) exploring concepts
and skills associated with successful new-firm entry and business endurance,
and (4) affording students an opportunity to evaluate their own e-business
interests.
The
course is intended for those interested in the confluence of strategic
thinking and e-business; those who will start their own e-business or
work in start-ups; those who will be involved in migrating existing
businesses to the Web; and consultants, investment bankers, or strategic
thinkers who will need to be aware of new strategy concepts and frameworks.
Postmerger
Integration
This
15-session course addresses two issues in strategy: (1) the management
of multibusiness enterprises (corporate-level strategy) and the role
of acquisitions in corporate strategy, and (2) the achievement of merger
objectives (usually, synergies) after the deal is done. The course affords
students the opportunity to engage in corporate-level strategic thinking
and to tackle the challenges and problems most businesses encounter
in integrating acquisitions (research indicates that up to 85 percent
of most mergers fail). The course consists of cases, exercises, and
a variety of readings from business and history.
Taxation
of Mergers and Acquisitions
Prerequisite: GBUS
819
Surveys
and analyzes tax issues encountered in structuring mergers and acquisitions,
including both taxable and tax-free formats. Includes comparison from
both buyer and seller perspectives of advantages and disadvantages of
sales (purchase) of assets vs. sale (purchase) of stock in taxable transactions;
techniques in structuring tax-free reorganizations and spin-offs of
corporate divisions and subsidiaries; and introduction to tax-driven
aspects of business valuation in the M&A context and also in the
context of limiting the impact of federal estate tax on business entities
seeking to structure succession of the business to succeeding generations.
International
Financial Reporting
Explores
the financial reporting practices of companies in other countries. The
course is not, however, intended to focus solely on analyzing and understanding
foreign financial statements. Because reporting standards and the content
of financial statements reflect national and cultural characteristics
of a country, the course emphasizes looking at the key environmental
factors conditioning the financial reporting practices in the focal
country. Some specific contextual aspects examined are societal expectations
of business; forms of business organization; sources of capital; legal
and tax structures; treatment of inflation; political and cultural environments;
and the role of labor. The effect of these contextual characteristics
are examined when studying indigenous reporting practices and considering
how a global enterprise might develop its own reporting and control
systems. Students should take either Decisions in Financial Reporting
or Corporate Financial Reporting before enrolling in this course.
Taxation
and Management Decisions
Covers
basic tax concepts relevant to the operation of any business enterprise,
including surveying the differences between tax accounting and financial
accounting; analyzing the choice of entity issue (i.e., comparative
tax-based advantages and disadvantages of using a corporation vs. pass-through
entities, like partnerships, to conduct business lines or joint ventures);
tax aspects of debt/equity capitalization; importance of, and techniques
in, structuring for capital gains; use of tax bracket arbitrages in
the consumption and/or reinvestment of business profits.
Business
Ethics Through Literature
Broadens
and deepens the understanding of management and the role of ethics in
management. Building on conversations from the first-year Ethics class
and addressing several key themes for today's manager, it discusses
the definition of success in business; race; gender; the role of culture;
the privileged place of the executive; and new understandings or models
of human beings. The class uses novels and short stories as its texts
and is taught Socratically.
Starting
New Ventures
Enables
the participants to identify personal entrepreneurial strengths and
weaknesses in themselves and in potential team members; acquire knowledge,
analytical skills, and concepts pertinent to generating and appraising
creative ideas; and grasp the basics of preparing a business plan. Major
modules in the course are: (1) identification and feasibility of new
ideas, (2) attributes of entrepreneurs, and (3) new-venture financing.
Acquisition
of Closely Held Enterprises
Introduces
students to alternative ways of acquiring their own business. Instruction
is through the use of cases and visiting speakers. The three major modules
in the course are: (1) the search process, (2) valuing the business,
and (3) financing and negotiating the deal.
Management
of Smaller Enterprises
As
observers have long noted, 'a small business is not a little big business.'
Managing the smaller enterprise is an art related to, but substantially
different from, managing the large corporation. The issues, challenges,
and perspectives differ as much as the numbers in the financial statements.
This course affords participants a chance to understand business problems
and opportunities from the perspective of the owner-manager-principal
(i.e., a hands-on perspective). It addresses what happens after the
start-up or acquisition of a firm.
Reading
Seminar in Management
I, II, III
The
purpose of these courses is to expose students to a wide range of ideas
about the practices of management from a variety of points of view—ancient
and modern. Students are responsible for reading one book a week chosen
from the areas of management classics, classics of civilization, or
current management thought. By practicing critical evaluation of and
reflection on the works and by engaging each other and faculty in intense,
small-group (12) discussions of the concepts, students will be able
to draw on a wide base of ideas as they face the complex and volatile
world environment.
These
courses are intended for students interested in broadening their perspectives
in business and their understanding of management.
Corporate
Strategy
Covers
the strategic interface between parent corporations and operating divisions.
Corporate strategies primarily revolve around the appropriateness of
various divisions (and potential acquisitions) for inclusion in the
corporate portfolio of businesses. Divisional strategies, however, require
both extensive understanding of competitors and realistic product/marketing/pricing
plans based on the division's role in the corporate portfolio. Examines
the interrelationships among multiple performance objectives. It then
analyzes a number of generic, focused strategic problems/opportunities.
The analysis methodology includes a multidivisional corporate setting
and an optimization approach to decisions regarding trade-offs among
feasible sets of corporate goals. Finally, the course looks at a parent
company, composed of nine operating units, from the perspective of both
the parent company and the individual operating units. This approach
leads to the most effective portfolio of businesses for ongoing operations
and allows for the forecast of future corporate performance.
Introduction
to Business Law
This
course provides a general introduction to areas of business law (excluding
tax law) of particular relevance to general managers and their financial
advisers. The course begins with a brief overview of the foundations
of the American legal system'the law of contracts, property, and torts.
It then moves to substantive areas that managers routinely encounter,
including employment, corporate governance, antitrust, securities, and
bankruptcy. The course also examines how law affects cross-border business.
It affords students the opportunity to develop a familiarity with the
principles and vocabulary of law.
Venture
Capital
Many
of our most successful entrepreneurial companies have been founded and
significantly influenced by professional venture capital firms. Focuses
on the venture capitalists' professional world and how they work with
entrepreneurs to create substantial businesses. Focus includes both
how venture capital firms are formed, funded, and managed, and their
relationship with the limited partners who are the source of their investment
capital. Also examines how entrepreneurs seek funding and assistance
from venture capitalists and how both parties work together to build
major companies.
Management
of International Business
Introduces
students to the special aspects of operating in the global environment
by taking a cross-functional approach. Deals with issues in the fields
of accounting, economics, politics, finance, marketing, organizational
behavior, production, law, and strategy. The course does not typically
address these fields separately but, instead, stresses integration within
an international business context.
Environmental
Management
Involves
students in understanding the interaction of stakeholder groups in the
resolution of conflict on issues of both public and private policy.
Focuses on the governance issues in the relations between environmentalist
organizations, government agencies, and private corporations in the
search of balance in environmental management. Topics are treated on
a global level as much as possible. Projects immerse students in a 'live'
environmental governance issue and culminate in a mock rule-making exercise.
While the course focuses on environmental governance, the lessons are
applicable to other questions of societal governance.
Business-Government
Relations
Today's
complex environment demands a business manager who is politically sensitive,
has a knowledge of government processes, is acquainted with the media,
and understands how business can gain strategic advantage in a government-influenced
private sector. This course prepares students to meet these managerial
requirements, participate in complex decisions when changing laws and
regulations, and manage other government factors that have major long-run
implications for the survival and success of any business endeavor.
In addition to case situations and readings on current issues, selected
speakers add their expertise to class discussions.
Valuation
in Financial Markets
Focuses
on key valuation concepts in finance. Building on the valuation principles
in first-year Finance, the course explores the ways in which financial-market
participants value financial assets. It considers the implications of
these financial-market valuations for corporate management and develops
key finance concepts and tools used in a number of second-year Finance
electives but not covered in depth during the First Year. Includes measurement
and pricing of risk, derivative securities, concepts of hedging, the
relationship between short-term and long-term interest rates, project
valuation, and company valuation.
Financial
Management
Designed
for those who want to extend their knowledge of operating finance beyond
that achieved in the first-year Finance course, but who are not planning
careers in finance or extensive participation in additional finance
electives. Deals with the tools, concepts, and decisions that managers
use in making investment and financing decisions.
Corporate
Financial Policies
Prerequisite: GBUS
840
This
course takes the viewpoint of a chief financial officer of a publicly
held corporation who must make decisions and formulate policies on several
issues, including (1) corporate borrowing decisions/management of banking
relationships, (2) risk management, (3) dividend decisions/equity management,
and (4) EVA/performance measurement/ agency problems. Students apply
basic valuation techniques (discounted cash flow and options pricing)
and general logic to arrive at reasonable decisions on these difficult
issues. The course is valuable to persons pursuing careers in corporations,
small business, or consulting.
Derivative
Securities: Options and Futures
Prerequisite: GBUS
840
Provides
an in-depth understanding of option and futures pricing theory and the
application of these types of securities. Deals with options and futures
in the broadest possible context and does not focus only on financial
options and futures.
Entrepreneurial
Finance And Private Equity
Prerequisite: GBUS
840.
Designed
for individuals with interests in entrepreneurship, corporate finance,
and private equity, this course focuses on the financing of high-growth
and -risk enterprises in their formative stages prior to becoming public
companies. The primary objective of the course is to provide an understanding
of the concepts, structures, and institutions involved in entrepreneurial
finance and the private-equity market. The
course broadly addresses the financing opportunities available to young
firms at various stages of development. After developing a sense of
the range of opportunities and risks faced by these enterprises, the
course examines how the private-equity market is organized; this portion
of the course deals with how venture funds are raised and structured.
Having examined both parties' perspectives, the course investigates
the circumstances where the providers and demands of capital frequently
experience conflicts and looks at the ways these conflicts can be reduced
through financial contracts. The course provides a perspective on how
financing and valuation change over the life cycle of a firm.
Smaller
Enterprise Finance
This
course provides participants with experience in the analysis and resolution
of financial issues in the context of the small enterprise that has
no or, at best, limited access to the public-equity market. In addition
to typical issues of asset management, the course considers such topics
as structuring bank loans, financing with leases, benefit plans, and
transfer of the business to the next generation or selling it. The course
is intended for those interested in the financial issues confronting
small enterprises whose present and future access to the public-capital
markets will be limited.
Portfolio
Prerequisite: GBUS
840.
Examines
the theory and practice of portfolio management with regard to asset
selection, tactical and strategic asset allocation, market timing, and
performance evaluation, using traditional and non-traditional assets
in the U.S. and from other countries around the world. The material
is firmly grounded in both the theory of portfolio management and the
practices of leading-edge portfolio managers.
Corporate
Financing
Prerequisite: GBUS
840.
Deals
with the financing of corporations worldwide. It uses as its base the
concepts and tools learned in first-year Finance and the core foundation
finance course. It has three sections: market perception of value creation,
capital needs and their financing, and financing in rapidly changing
conditions.
Advanced
Corporate Finance and Financial
Strategy
Prerequisite: GBUS
840.
Covers
a variety of complex and interesting aspects of corporate finance, including
restructurings, mergers, LBOs, project financing, and IPOs. On a more
general level, the course focuses on value creation, risk reduction,
the formulation of corporate financial strategy, and the relationship
between financial and corporate strategy. Emphasizes decision making
throughout the course and adopts the perspective of a chief financial
officer. Designed for students pursuing careers in corporations, investment
banking, or consulting firms, and those who want to learn more about
finance.
Capital
Market Flows and Institutions
Prerequisite: GBUS
840.
Looks
at the factors influencing flows of funds in the economy. Begins with
the role of the government and its influence on capital markets as the
largest net borrower and primary regulator. Other participants, such
as depository institutions, pension funds, investment banks and quasi-governmental
agencies are examined, and their roles in the funds intermediation process
are analyzed. An important aspect of the course is to understand the
process of innovation in financial markets. Modules for the course include
credit creation, money markets, depository institutions, Euromarkets,
and mortgage finance.
Strategic
Management of Financial Service Organizations
After
a one-session introduction to the types of institutions that compose
the industry, the course covers: 'the new entrants': the growth and
profitability of segments of the FSO arena have attracted new players,
and several instances are considered to determine the characteristics
of potential success; 'transformations of existing FSOs to meet new
market demands': investment banks, thrifts, insurance companies, and
commercial banks have all moved quickly to adjust to changes in their
environments, and the course looks at the strategic challenges in each
of these areas; and 'globalization and the FSO': an argument continues
to rage about the need to provide financial services on a global basis
in order to succeed, and several class periods are spent on this topic.
Managing
Turnarounds and Workouts
Covers
the restructuring and resuscitation of bankrupt companies. The main
decisional focus is on creditors, primarily long-term, who are often
the major decision makers in these circumstances. Includes other perspectives,
however, such as that of the turnaround manager. Guest speakers discuss
legal, accounting, investment banking, lending, and management aspects
to augment the case content.
Global
Financial Management
Prerequisite: GBUS
840.
Covers
topics related to the treasury function of a global business. Emphasizes
an understanding of foreign exchange and its impact on firm decisions.
Such specific issues as transfer pricing, performance evaluation, capital
structure, working capital management, and valuation are covered. Each
of those treasury functions is materially affected by foreign exchange
variation. Develops a framework for understanding the exchange-rate
impact and either mitigating it or managing in the face of it.
Financial
Trading
Prerequisite: GBUS
840.
Examines
the nature and influence of trading in financial markets. Particular
attention is directed to the role of noise in financial markets; the
psychology of participants; the identification of potentially profitable
trading opportunities; arbitrage and quasi-arbitrage transactions; back
office processing of trades; the management of the trading function;
and artificial neural networks and AI expert trading systems. Two mock
pit trading sessions give firsthand experience in simulated pit trading
environments and illustrate necessary trade skills.
Corporate
Financial Transactions
Prerequisite: GBUS
840.
Engages
students in a number of business simulations in which they must execute
specific corporate transactions (e.g., a takeover, a bankruptcy); exposes
students to the importance of legal considerations in such transactions;
and teaches business students to work with legal professionals as background
for future collaboration. Includes talks on relevant topics (tax provisions,
securities laws, bankruptcy law, merger agreements, etc.) plus business
simulations. In the simulations, teams of law and business students
work together to value and negotiate deals with counterpart teams. In
addition, submission of various written materials (merger agreements,
SEC filings, pre releases) is required. Students also make presentations
at the end of the simulations.
Mergers
and Acquisitions
This
course explores the motives and effects of mergers, acquisitions, and
restructurings. The course presents a framework for senior-executive
decision making, and focuses on three key questions: Why do firms merge?
Why do mergers succeed or fail? What concerns or questions should
senior corporate managers ask as they contemplate mergers?
The
course surveys approaches for analyzing mergers, acquisitions, and restructurings.
It aims to strengthen the student's ability to identify and analyze
economic trade-offs
in proposed deals. The core skill in merger analysis is
corporate valuation. The course assumes that students have mastered
corporate valuation from previous coursework. It examines related areas
of analysis in accounting, tax, industry regulation, and securities
law, and integrates the work of other courses.
The
course exercises students' skills in structuring transactions. The course
presents the argument that merger design derives from (1) listening
to markets (i.e., both product and capital markets); (2) managing what
is essentially a creative process within a set of opportunities
and constraints; and (3) serving the needs to create economic value,
build competitive advantage, and sustain a The course exercises skills
in structuring transactions, and presents the argument that effective managerial vision. Looking at a broad
range of deals, the course explores deal analysis and conceptual design
with particular emphasis on the economics of deals.
The
course is intended to address the particular interests of three groups:
(1) 'senior policy makers,' those with career interests in consulting
and general management (who ask, What is the right course of action?);
(2) 'analysts,' those with career interests in accounting, securities
research, and law (who ask, What is going on here? What is the effect
of this?); and (3) 'financial advisers and investors,' those with career
interests in investment banking, commercial banking, and investment
management (who ask, Is this a good deal?).
Marketing
Strategy
Encourages
mastery of the strategic aspects of segmentation, positioning, product
portfolio analysis, market maps, multi-attribute models of purchase
behavior, and coordination of the marketing mix. Approximately one-half
of the sessions involve the MARKSTRAT simulation. The other material
combines cases and readings.
Business-to-Business
Marketing
Adds
depth to certain concepts and skills learned in first-year marketing,
and provides students with an overview of marketing-strategy concepts
that are most relevant to business-to-business marketers. Modules include
pricing, distribution strategy, and marketing strategy. Intended for
students who intend to undertake a career in business-to-business marketing
or work in general management positions for firms that market to other
businesses.
Consumer
Marketing
This
30-session course (which spans a half semester only) comprises the following
four modules: (1) pricing (EDLP versus HILO pricing, trade discounts
and their role in marketing, distribution discounts, use and abuse of
coupons); (2) push-and-pull marketing (category management, supply-chain
management [ECR, JIT, etc.], slotting allowances, private-label decisions,
trade partnerships); (3) advertising and promotion (market selection,
message strategy, media strategy, budgeting, measurement); (4) agency
management (selection, compensation, managing the creative process).
Intended for students pursuing a career in consumer marketing, advertising,
consulting, or retailing.
Marketing
Research
Focuses
on marketing research as an aid to management decision-making. Three
broad sets of issues are dealt with in the course: planning, design,
and analysis. Both quantitative and qualitative techniques are discussed,
including focus groups, surveys, and choice models. The planning phase
of a marketing research project involves the setting of goals and objectives
and then refining these until a clear set of research questions is identified.
In the design phase, managers must understand the differences between
qualitative and quantitative techniques, select appropriate research
collection methods, and identify relevant sample groups. Once market
research information has been collected, it must be transformed through
analysis into answers to the research questions identified in the first
phase of the process.
New
Product Management
Focuses
on the issues faced by managers and organizations in developing and
managing new products and services. Specifically, the course provides
an understanding of the steps, decisions, and issues associated with
the development of new products, with emphasis on the role of market
and customer information in new product development; familiarizes students
with the concepts and techniques that are currently used for making
new product decisions; and provides the opportunity for students to
apply selected concepts to the actual development or analysis of a new
product or service. The course also compares and contrasts the process
of new product development in different industries, including financial
services, consumer packaged goods, consumer durables, and high technology
industries. At the firm level, this course discusses organizational
issues related to new product development and organizational learning
(emphasizing market learning).
International
Marketing
Focuses
on the strategic implications of international marketing'whether one
studies a U.S. firm deciding to market abroad or whether one determines
how to defend against foreign competition at home. Case studies concentrate
on building marketing plans spanning two or more countries; both industrial
and consumer markets are covered. In addition, the organizational problems
of managing markets at great distances are studied. Major attention
is devoted to understanding culture and its implications for the analysis
of consumer motivations.
Interactive
Marketing
Examines
the concepts, strategies, and applications involved in direct marketing.
Direct marketing is characterized by activities that address the customer
directly (usually through some form of response advertising) for the
purposes of initiating an exchange as well as developing, managing,
and exploiting a customer list. Deals more with the managerial aspects
of direct marketing rather than the details of designing response advertising
campaigns. The integration of direct marketing programs into the total
marketing efforts of the firm is covered.
Management
of Non-Profit Organizations
Provides
an opportunity to investigate the general management problems confronting
organizations in the nonprofit and public sectors of the economy. Studies
a variety of interesting organizations in the nonprofit sector and compares
and contrasts them with private sector companies. Cases and readings
are drawn from real world nonprofit organizations and current periodicals.
Covers issues relating to finance, marketing, financial management,
fundraising, governance, and entrepreneurship. Problems and issues in
a nonprofit are very similar to those of companies in the private sector.
Students begin to understand that there is an urgent need for more business
people in the nonprofit sector as they examine the problems confronting
the management of these diverse organizations.
Managing
Teams
Prepares
students to successfully meet the challenges posed by the increased
use of teams in the workplace. Explores both theoretical and practical
dimensions of managing teams in the work environment. Uses a combination
of cases, texts, outside speakers, and an ongoing project that requires
each student to work directly with a first-year learning team as it
evolves. Students serve as team facilitators, helping the learning team
address issues that arise. Journal-detailing team interactions and in-class
presentations are required. Encourages an understanding of various types
of teams and the situations for which each is appropriate; instills
the ability to diagnose and design useful interventions for problems
that teams encounter; identifies the skills needed to be an effective
team member and leader; facilitates personal knowledge of each student's
strengths and weaknesses relative to leading and managing teams. Intended
for students who expect to lead or manage teams in the workplace, the
course should be of particular interest to those who want to work in
such team-based environments as manufacturing, consulting, and marketing.
Career
Management
Teaches
essential managerial skills by developing students' inductive skills
at seeing patterns in large and diverse pools of data and by requiring
them to make decisions and a coherent strategy from those patterns and
then live with and implement that strategy over a six-month time frame.
In the first half of the course, students work through 16-18 self-assessment
instruments and summarize the data into a self-assessment paper. In
the second half of the course, students apply those inferences to a
job search and career management strategy, which they implement during
the second semester.
Managerial
Psychology
Develops
a model of personality that will enable students to gain insight into
how people develop and learn. This initial model/ framework comprises
the first four sessions of the course. The remaining sessions focus
on particular issues that confront managers throughout their careers.
These issues include, but are not limited to, dilemmas of subordinates,
dilemmas of leadership, conflict resolution and management, managing
through values, psychology of change, managing diversity, and personal
growth.
Interpersonal
Behavior
This
course increases students' awareness of the dynamics of interpersonal
relationships and provides practical experiences that give students
the opportunity to improve their interpersonal effectiveness. Primary
learning in the course comes from participation in face-to-face laboratory
experiences; readings and cases serve as supplements. Topics include
communication, feedback and performance appraisal, active listening,
working with diversity, and confronting problems in working relationships.
With emphasis on future management contexts, students learn how others
perceive them and what behaviors enhance or detract from interpersonal
effectiveness.
Strategic
Human Resource Management
In
many major organizations, the human resource function is expanding beyond
traditional personnel issues (e.g., benefits administration, selection,
training, labor/management negotiations) to an emphasis on the role
of human assets in the strategic direction of the firm. This new way
of thinking about human-resource management requires managers to develop
new sets of concepts, tools, and techniques. Examines human resource
management from a strategic perspective, emphasizing how decisions regarding
the selection, development, and mobilization of human assets can significantly
influence the success and survival of the firm.
Operations
Strategy
This
integrative course focuses broadly on strategic management principles
of the operations function in both manufacturing and service industries.
Key objectives are improved understanding of some of the generic concepts
and methodology of manufacturing and operations strategy and learning
how the operations function can be used as a significant source of potential
competitive advantage. Examples of successful global competitors in
several industries are used throughout the course. Topics include quality,
technology, time-based competition, marketing-based manufacturing, global
sourcing, focused manufacturing, and capacity and facilities planning.
Manufacturing
Planning and Control
Deals
with managing the design, analysis, and implementation processes associated
with systems and models for improving asset utilization within manufacturing
and distribution businesses. Course materials demonstrate the procedures
that businesses use to improve their asset utilization and thus increase
their return on investment and cash flow. Emphasis is placed on advanced
systems currently in use, as well as likely future developments. For
example, MRP II, just-in-time, and OPT approaches are covered. Major
areas include forecast improvement, planning and control systems, and
improvement strategies. Intended for students who may enter consulting
or staff positions in an organization where projects involve the design,
analysis, and implementation of systems and models for improving utilization
of physical assets.
Management
of Service Operations
The
strategic and tactical problems of managing the operations function
in the service environment are examined, including businesses in the
service sector of manufacturing firms. Topics include the impact of
product definition and target market on the operations function, development
of operating strategy, and the design and implementation of service
delivery systems. More traditional operations topics (e.g., productivity,
quality, and capacity) are also investigated to determine their roles
in the management of services. Because the functional areas of business
have high levels of interdependence in the service environment, the
course also examines the interface between operations and other functional
areas.
Supply
Chain Management
The
increasing globalization of business and the growing use of suppliers
in most industries have led to heightened attention on supply chain
management. In many cases, supply chain design and coordination have
become an important source of competitive advantage. This course is
designed to provide an understanding of the functional and strategic
roles of supply chains in both manufacturing and service industries,
with an emphasis on global supply chains originating and ending in North
America. Taught jointly by faculty from the Ivey School of Business
(Canada), IPADE (Mexico), and Darden.
Leading
Innovation
Innovation
and technology are considered in this course from a top-level strategic
perspective and are viewed as playing an essential role in the development
and achievement of long-term competitive advantage. The focus is on
businesses in which product and process technologies serve as core elements
of business strategy. The course deals with both small and large corporations
and encompasses a wide range of technologies, from information systems
to product manufacturing.
E-Business
Seminar
This
course explores the transformational effects that information technology
and the Internet are having on business. The course provides a fundamental
understanding of the e-business landscape, including economic concepts,
business models, and strategies for both Internet 'pure plays' and traditional
business. Five sessions are Web-based, precourse assignments. One book
review is required. Books must be selected from the list of recommended
readings. Reviews must be submitted in HTML format and posted to the
class Web site. The final exam will include short-answer essay questions
on each class, the Web-based assignments, and the book list (questions
will be tailored to individual readings from the list).
The
following topics will be discussed:
'
Convergence of computing, communications, and content disintermediation
and the new intermediaries
'
First-mover advantage and market share
'
The extended enterprise and the networked value chain
'
The virtual corporation
'
Designing the digital enterprise
'
Internet start-up financing
'
Market valuations for dot-com enterprises
'
New-media/Internet advertising
'
New-economy business models: e-tailing, portals, virtual communities,
infomediaries, value-chain integrators, on-line auctions, process/service
improvement, value-chain integration
System
Dynamics
Focuses
on the system dynamics approach to improving management within practical
business situations. Managers and consultants are using system dynamics
to understand the interconnectedness of process and policy structures
and to judge how a change in one area might effect the whole system
over time. Within current business literature, there is general agreement
that the ability to see the underlying structures of performance patterns
and to adjust them in an informed manner is a key skill in helping to
understand and deal with business complexity. Upon completion of the
course, students should be able to accurately map both organizational
and process relationships, including customers, suppliers, and competitors;
to evaluate the validity of system dynamics models of business situations;
and, ultimately, to use system dynamics simulation models to change
system performance characteristics. Explores the theories and concepts
of system dynamics, from the original scholar, Jay Forrester, to its
most famous current advocate, Peter Senge.
Strategy
Seminar
This
course covers selected strategy topics in depth. Topics are chosen from
(1) first-year Strategy (GBUS 718), (2) current practice and issues,
and (3) current research in strategy and related fields of economics
and organizational sociology. The purpose of the course is to allow
students to become competently conversant with relevant current issues
in strategic thinking and the practice of strategy, to treat ideas in
greater depth and rigor than is possible in a traditional case course,
and to sharpen strategic-thinking abilities and instincts. The course
consists of a variety of readings from books, management journals, and
academic journals and working papers.
Management
Decision Models
Increasing
competition, escalating advances in technology, and risk define the
business environment of the 1990s. At the same time, decisions involve
multiple, competing objectives. Big, long-term, strategic projects that
will effect the future of a company should be subject to more, not less,
scrutiny. Fortunately, such scrutiny is easier to perform today than
it has ever been. Spreadsheet modeling software and the desktop computer
have enlarged the opportunities and expectations for M.B.A.s to create
and use their own models to meet these challenges. Managers are often
required to abstract the broad design of a decision model that will
be responsive to executive needs, to write the model, to exercise the
model, and to present the results of the work to management. In more
complex situations, they will communicate designs for a model to management
science specialists to create the model for their use. Such skills are
developed in this course and may be applied broadly in the functional
areas of business and general management.
Managerial
Quantitative Analysis
This
course reviews, reinforces, and extends basic concepts from the required
Quantitative Analysis (QA) course (e.g., the use of decision trees,
influence diagrams, and spreadsheet modeling) to support business decision
making. The course is taught from the perspective of the general manager,
not the technical specialist, and should thus be appropriate for students
who have taken QA and wish to strengthen their technical and analytical
capabilities. While skill building will be an important part of the
course, integrating the appropriate techniques and methodologies into
one's general decision-making process is emphasized.
The
course is designed to:
'
deepen students' understanding of the basic tools, concepts, and methodologies
of quantitative business analysis;
'
enhance students' skills at using the basic tools of quantitative business
analysis, including decision trees, influence diagrams, spreadsheets,
and simulation;
'
strengthen students' ability to recognize situations for which quantitative
analysis is appropriate and useful; and
'
develop students' ability to integrate the results of quantitative analysis
into their personal decision-making processes.
The
course is intended for those students who need significant review and
reinforcement of the QA content with modest extensions, primarily in
a managerial rather than technical direction.
Optimization
Models for Management
Some
of the most important and difficult decisions managers face involve
how to allocate resources such as manpower, production capacity, warehouse
space, advertising dollars, and cash reserves. Optimization models are
mathematical programming models that can help managers analyze problems
of this type in search of an optimal solution. The advent of computer
software that allows mathematical programming models to be built and
solved in spreadsheets has greatly enhanced the accessibility of these
techniques to managers and decision makers. The ability to build optimization
models and incorporate them into broader decision contexts is the primary
objective of the course. In addition to traditional linear programming,
the most widely used mathematical programming technique, the course
considers some of its more powerful variations; most specifically, 0/1
integer programming. These variations significantly increase the domain
of problems for which optimization models can be constructed and used.
Bargaining
and Negotiating
Focuses
on negotiating and bargaining in a wide variety of settings, ranging
from simple buyer-seller negotiations to multiple-issue labor-management
negotiations. Most class sessions revolve around the results of negotiations
conducted between class members as part of their preparation for the
session. Discussions review the wide variety of experiences in the specific
negotiation, develop hypotheses regarding the effectiveness of certain
behaviors, and suggest means for improving negotiating effectiveness.
Managing
the Politics of Strategy
Deals
with the politics of strategy formation. It has two missions: (1) to
address the political questions of how to implement rationally derived
business and corporate strategies and (2) to instill an understanding
of how strategy actually emerges in a firm. Accomplishing these two
missions should enable students to anticipate and understand the dynamics
of strategy formation in an organization, and should sensitize them
to the potential difficulties that power and politics pose in accomplishing
organizational purpose. The course should also sensitize future consultants
and middle managers to the political, behavioral, and structural realities
facing both CEOs and the middle managers responsible for carrying out
strategic change.
Business
Projects (Consulting, Venturing,
Case Writing)
The
Business Projects courses are designed to provide students with the
opportunity to refine and stretch, in cooperation with faculty, the
business skills and imagination they are developing at The Darden School.
The project work should revolve around a well-defined set of current
business issues whose investigation requires some of the work to be
done 'in the field.' The aim is to conduct the work in a manner that
satisfies and exceeds the professional standards of the outside world.
For details regarding such matters as qualification and application
procedures, deadlines, proposals, approvals, grading, and credit hours,
see the following Web site: https://intranet.darden.virginia.edu/dbp.
Special arrangements, to be approved by the course head, may be made
for joint-degree students whose schedules do not allow them to participate
in one of the three standard alternatives. Students with field-based
project ideas that do not readily fit into one of the three standard
alternatives are encouraged to present such ideas to the course head,
who will attempt to accommodate such projects within the course objectives
authorized by the faculty. Students may not submit for grades in the
Business Projects courses, or any other course, work that has been done
for compensation. At most, 7.5 credit hours of combined Business Projects
and Research Elective courses can be applied toward graduation.
Cross-Border
Negotiation Seminar
Prerequisite: GBUS
893.
This
seminar addresses a wide variety of considerations and challenges that
arise in and characterize cross-border negotiations, be they international,
cross-functional, or cross-cultural. The seminar will enable students
to (1) develop an appreciation of the complexity of negotiating across
widely differing perspectives, expectations, and values; (2) become
familiar with current thinking in cross-cultural and international negotiations;
and (3) formulate conceptual frameworks to aid in the preparation, organization,
and execution of cross-border negotiations that are coherent, satisfying,
sustainable, and structurally complete.
Investigations
Into the Nature of Strategy
Intended
for those who would like to understand and practice strategy as an art.
It is based on the logic (to be established in class) that developing
strategy cannot be a deterministic, linear process, because strategy
is uniquely distinguished by interaction with an intelligent opponent.
Research
Elective
Students
may not take more than seven and one-half credits of combined business
projects courses and research electives.
Global
Business Experience
This
course focuses on current business issues. Each section offered will
have a central theme and involve structured classes, practitioner presentations,
and company visits. The primary objective is to provide students with
an opportunity to explore and examine important issues in a location
outside The Darden School. Cultural exposure is a key element and integral
part of the concept underlying the course. The course is intended to
(1) examine current business issues, (2) provide students with cultural
experience, and (3) provide location-specific learning opportunities.
Managing
in Emerging Economies
Designed
for prospective general managers who need to become familiar with the
special challenges and opportunities of doing business in, or with,
emerging economies, this course emphasizes the analytical abilities
needed to assess the strategic and operational issues relevant to the
general management of business in the fluctuating economic and political
environments of emerging economies. Addresses the critical role of business-government
relations; the choice of market-entry alternatives, partnerships, and
alliances; privatization and restructuring in economies in transition;
financial and investment decisions; organizational design; entrepreneurship;
cross-cultural issues; and the expatriate management career. Highlights
operational pitfalls in doing business in emerging economies.
Multiparty
Negotiations
Extends
the lessons of GBUS 893, Bargaining and Negotiating, to the more-complex
world of multiparty negotiations and explores many of the classic multiparty
structures to see how they effect the fundamental lessons gleaned from
the two-party context. These structures range from many parties at the
table: to team negotiations where the teams comprise different perspectives;
to internal (within one organization)/external (with another organization)
negotiations; to third-party interventions (e.g., mediation); to crisis
interventions (e.g., hostage negotiations). The course capitalizes on
the one-week format in several ways, not the least of which is by scheduling
longer, more intense, and more complex negotiations than are possible
during the regular academic year. Draws from a broad array of negotiating
situations, spanning not only business-to-business negotiations, but
also diplomatic, legal, political, environmental, and crisis negotiations.
Equities
Using
traditional, fundamental, and technical analysis, this course focuses
on equity valuation. In addition, it looks at valuation in a variety
of markets around the world and in different market conditions. Intended
for individuals who are interested in the valuation of corporate equity
and in a career in investment or corporate management. Those interested
in investment management would be anticipating careers in security analysis
or portfolio management. Those interested in corporate finance would
be anticipating careers in acquisitions or treasury functions of corporations
or their intermediaries.
The
Spirit of the New Workplace
The
way in which organizations use their human resources has changed dramatically
in recent years, and will likely continue to evolve. Many organizations
now recognize that a critical source of competitive advantage comes
from obtaining, mobilizing, and managing their human assets. This one-week
course takes a general-management perspective on the evolution of the
workplace, beginning with an understanding that human-resource policies
and practices must be aligned themselves and then fit with the broader
purpose of the organization and its strategic and operational choices.
The course considers factors that are driving some of the changes in
how human resources are managed, including demography and diversity,
technology, globalization, and public-policy debates about work-force
issues. Finally, the course considers some specific emergent topics,
including the rise of knowledge work, the use of self-managed teams,
new approaches to rewards, integrating work and nonwork life, and finding
meaning in work.
The
course is intended to build on themes introduced in the first-year curriculum,
principally Organizational Behavior. The course is designed to help
students
'
develop an awareness of current trends in the workplace;
'
cultivate an analytical framework for assessing workplace innovations;
'
recognize the challenges in attracting, retaining, and motivating organizational
members;
'
consider the role of the general manager in human-resource practices;
and
'
understand the importance of new technologies, increasing globalization,
and changing cultural norms on organizational human resources.
In
serving Darden's Second Year objectives, the course:
'
goes beyond first-year Organizational Behavior in its treatment of managing
human assets in organizations from a general-management perspective;
'
looks at current and innovative human-resource practices, which should
contribute to students' abilities to move easily into the business community;
'
introduces concepts and frameworks that will be useful in considering
human-resource innovations in the future (thus helping to prepare students
for lifelong learning and professional development)
'
allows students some choice in the topics they pursue, based on their
areas of interest (e.g., consulting, banking, manufacturing); and
'
develops individual relationships through the use of project teams.
The
Consulting Process
This
one-week course is intended to introduce students to the consulting
process and to help students identify and refine the skill sets necessary
for successful consultation. The course is designed specifically
for students interested in pursuing consulting careers who do not have
significant consulting experience. Students will be assigned to a consulting
team to work together throughout the week. The course covers the following
topics: introduction to the consulting process, framing the problem,
generating and testing hypotheses, work planning, data gathering, presenting
to clients, managing the client relationship, and working in a professional-services
firm.
Acquisition
of Closely Held Enterprises
A
substantial number of Darden M.B.A.s eventually originate or acquire
businesses of their own'perhaps as many as 40% by twenty years after
graduation. Surveys suggest that a very significant fraction of alumni
enterprises are actually acquired as 'going concerns.' This three-week
course introduces participants to personal acquisition as an entry mechanism
for an entrepreneurial career and to alternative ways of acquiring a
business of their own. The course is taught by a practicing entrepreneur
who has been involved in both start-ups and acquisitions, as well as
having been the CEO of a large public corporation.
Fixed-Income
Instruments
Prerequisites:
GBUS 840; GBUS 849.
The
focus of this three-week course is the valuation of fixed-income securities
and the investment techniques used to manage fixed-income portfolios.
Concepts such as duration and convexity are developed in detail, as
are the roles of options and futures as they pertain to fixed-income
securities. The valuation of fixed-income securities involves
an understanding of yield-curve concepts and the identification and
measurement of risk for different classes of securities. The course
emphasizes the factors that influence the relative value of financial
instruments as well as the strategies and hedging tools used to manage
credit spreads and fixed-income portfolios.
The
course is intended for those interested in careers in investment and
money management.
Tayloe
Murphy Global Seminar: Latin American Financial Markets
This
course is specifically focused on examining all aspects of Latin American
Financial markets with a particular emphasis on markets in Brazil and
Argentina. The course is taught from the perspective of how these markets
operate and what are the unique challenges that firms face when operating
in these markets. It is intended to provide an overview and develop
a strategic perspective for decision making in this environment.
The
course builds on students' experiences in first-year. It compliments
the existing set of finance electives. There is very little coverage
of Latin American Financial Markets in the existing curriculum.
Tayloe
Murphy Global Seminar: Venture Capital and Strategic Entry in the Asia
Pacific
This
course is specifically focused on the practical aspects of investing
and other entry strategies in Asia Pacific. All of the case studies
are taken from the Asia Pacific Region. While the course is taught
from the perspective of management strategy and decision-making, it
is intended to sharpen the participant's capabilities in deal structuring,
financing, negotiating and dealing with regulatory and legal issues.
The
course builds on students' experiences in first-year. The focus on Asia
compliments the existing set of venture capital offerings.
Corporate
Diversification and the Role Of Mergers And Acquisitions
This
course explores the determinants of successful corporate-diversification
strategy and the role that acquisitions play in it. The fundamental
premise of the course is that the successful corporate strategy is rooted
in competitive advantage arising from capabilities residing at the business-unit
level. The course develops frameworks of successful diversification
based on the concepts of core competencies and leveraging of resources.
Finally, the course develops the concepts that are useful in acquisitions.
These concepts will address individual acquisitions, acquisition programs,
and issues regarding postmerger integration. The course content will
include guest speakers from industry.
Emerging
Information Technologies Seminar
Today's
emerging information technologies will be the enablers of future business
strategies. This course'based on an introduction to and discussion of
these emerging information technologies'focuses on the identification
of business opportunities that are enhanced by the deployment of these
technologies. The course complements GBUS 828, Managing the Information-Age
Organization. The course's 15 sessions address information technologies
that are commercially available but not yet pervasive (third-stage emerging
technologies) and those that are merely exotic possibilities (second-stage
emerging technologies). The course includes technology-literacy workshops,
cases, and guest speakers. It will create an Emerging Technologies Web
Site that will have areas for each of the technologies covered in the
course. The course is intended for students who wish to explore emerging
computing and telecommunications technologies that are important to
business; a technical background is not required. Those students with
expertise in a particular technology may volunteer to contribute to
the presentation of a particular topic.
Regulatory
Transformation and Competition in the New Economy
Deregulation,
privatization, and changes in existing regulations are key forces driving
transformation in industries around the globe. Deregulation and privatization
have opened up a wide range of markets to competition of a fundamentally
different nature. Health care, telecommunications, electricity, airlines,
banking, and financial services are among the most prominent of these
rapidly evolving industries. Even more dramatically, privatization has
transformed entire economies in Asia, Eastern Europe, and the former
Soviet Union.
Many
of these industries comprise most of what has come to be known as the
'new economy,' and are characterized by structural conditions such as
network externalities, poorly defined property rights, heavy investment
in 'knowledge capital,' rapid innovation, and intense research and development.
These conditions have important political, economic, and managerial
implications that are redefining the relationships among business, government,
and society at large. An important theme of the course is that managers
often have constituencies that extend beyond their customers, competitors,
workers, and shareholders, and they must respond to and manage these
interest groups effectively to succeed in the modern economy.
The
course examines the implications of these structural characteristics
for the competitive process. It shows how emerging technologies, exogenous
events, changing societal values, and other environmental forces shape
the markets in which we compete as well as the institutions that define
the nature of competition. It develops an understanding of market failures
due to natural monopolies and information asymmetries, and discusses
how regulatory changes have altered the nature of competition in industries
characterized by these conditions. A major theme of the course is that
these 'failures''and attempts to correct them'give rise to significant
opportunities. In this regard, the course shows how strategy and tactics
can be shaped not only to react to these changes, but also to alter
the evolution of regulatory institutions and practices and thus gain
competitive advantage.
Cases
to be studied include changes in the nature of reimbursement in the
health-care industry (e.g., the move to 'capitated' reimbursement);
the move to incentive-based regulations in telecommunications, electricity,
and elsewhere; the economics and politics of spectrum auctions in the
United States and elsewhere; and the impact of environmental policies
on competition in the chemical-processing industry and elsewhere.
The
course is designed to appeal to a broad range of students. Substantively,
it will be of interest to students planning to enter the particular
industries studied, and more generally to students who wish to enter
consulting or develop familiarity with a range of industries. Methodologically,
it will be of interest to students who wish to extend their skills
in economic reasoning, particularly the methods developed in the first-year
BPE course, and to those students interested in applying economic principles
to managerial problems.
Emerging-Markets
Finance
This
course explores direct-investment (corporate-finance) issues that are
unique to emerging economies. These economies, with low per-capita income,
will likely provide substantial growth opportunities in the world economy.
But the risks of investing in these economies are not only substantial,
but also qualitatively different from those in developed economies.
The recent financial crises in Asia, Russia, and Latin America and their
global repercussions reinforce the importance of having a better understanding
of these markets for future business leaders. The first part of the
course provides an in-depth analysis of the financial-market institutions
in emerging economies. The course then introduces and applies recently
developed tools for valuing projects and for analyzing corporate-capital
structure in these economies.
Focusing
on corporate-finance issues that are unique to emerging markets, the
course assumes that students have some background in valuation models.
While the focus is not on portfolio investments in emerging markets,
some of the tools and models developed in the course will be useful
to portfolio managers in emerging markets.
The
first objective of the course is to develop an understanding of the
institutional characteristics of these economies that differentiate
them from developed economies and to acquire an awareness that, because
of these differences, one must be extremely careful about applying some
of the standard tools in economics and finance.
The
second objective is to introduce and discuss a set of recently developed
tools for project valuation and firm valuation in emerging markets.
The main issues to be addressed are how to utilize available information
to estimate the cost of capital for investment projects in emerging
markets and how to create value through direct investments in emerging
markets.
The
course builds on the knowledge and analytical skills that students have
acquired from BPE and finance courses as well as from their work experience.
It is intended for students who wish to pursue careers in international
finance and consulting or finance and general management in multinational
corporations, or for those who wish to apply their entrepreneurial expertise
to emerging markets.
Consistent
with Darden's mission to develop thought leadership in pressing business
issues, the course provides a forum for discussing and developing ideas
that help future business leaders to capitalize on the opportunities
presented by the economic transitions that are adding three billion
people to the global market economy. It gives students an opportunity
to broaden their viewpoints and to acquire some useful tools.
Consumer
Behavior
All
marketing begins with an understanding of how individuals make decisions.
Because people are not rational economic machines, customer-focused
marketers must understand how physiological, psychological, and social
factors shape consumer perceptions and behavior. The purpose of this
course is threefold:
'
To introduce students to significant research from various disciplines
(e.g., psychology, sociology, anthropology, and marketing) dealing with
information processing, involvement, affect and emotion, attitudes and
attitude change, group processes (e.g., reference-group and family/household
influences), social influences (e.g., culture and subcultures)
'
To help students understand how these factors influence consumer buying
and consumption behavior
'
To show students how this information can be used to identify and pursue
marketing opportunities
The
course is particularly useful to those students pursuing careers in
consumer marketing, services marketing, or consulting. It is also useful
to students who are interested in innovation in general and the process
of generating new-product ideas in particular, as well as those who
plan to assume an entrepreneurial role at some point in their career.
Finally, the course is useful to students who would like to deepen their
understanding of what it means to be customer-oriented.
The
course is consistent with Darden's mission to train action-oriented
students who use theory as a tool for identifying and seizing market
opportunities.
Bridging
East and West Management Practices
As
economies and businesses become more truly global, Western firms will
need increasingly to question their own practices and economic beliefs.
The purpose of this course is threefold: (1) to help students develop
a deep understanding of a foreign business (in this case, Chinese),
based on a thorough understanding of cultural and institutional differences
and the implications these differences hold for enterprise management
in general; (2) to use this understanding to think broadly about global
enterprise and future enterprise development; and (3) to help students
develop a globally integrative perspective that will enable them to
conduct business in any part of the world.
The
main objective of the course is to challenge students' most basic assumptions
or presuppositions about business by introducing them to business cultures
and institutions that differ radically from those in the United States.
While the main comparative model is Chinese business, many of the differences
have broad implications, encompassing Latin American business cultures
and southern European cultures, for example. Students will learn to
think globally and integratively in order to give them the skills to
think and rethink business in a rapidly changing and interconnected
business world. Equally important, the course aims to develop
a learning community through intense interactions among all members
of the class.
The
course will be useful to students pursuing careers in consulting, international
business, or entrepreneurship in the global context; anyone interested
in cross-cultural, cross-border business issues; and those who come
from different cultural and national backgrounds with an interest in
global integration at both an organizational and a personal level. The
course will also be useful to students who are taking a Global Business
Experience course and traveling to China or other countries.
The
comparative-integrative orientation of the course is consistent with
Darden's mission to create a new generation of business managers and
leaders for whom a multicultural perspective and skill-set are imperative.
The course will address concerns underlying such issue-based initiatives
as environmental management, sustainable business, and creating globally
diverse senior-management teams.
Corporate
Impact Dynamics: Issues and Challenges With Social Enterprise
This
course explores the multiple ways that an individual/company/corporation
can participate in ventures that impact social and environmental issues
while simultaneously focusing on financial goals. The course addresses
and discusses some of the various questions and issues that arise from
the decision to pursue more than strictly financial goals. Some questions
that may be addressed include the following:
'
How can pharmaceutical companies enhance the availability and accessibility
of AIDS-treatment drugs in poor nations while protecting intellectual
property and stockholders' interests?
'
Why should major corporations partner with CBOs (community-based organizations)
to implement economic-development programs and ventures in low-economic
urban or rural areas?
'
What are the issues related to developing a social-marketing project
in Zimbabwe or forming an NGO (nongovernmental organization) in Ghana
to help women build their own business enterprises and become more economically
independent?
'
What is the role of microlending in less-developed countries? Why should
banks and other investors want to develop this product?
'
Why should MNCs (multinational corporations) engage in environmentally
sustainable practices in countries or regions where this policy is neither
required nor desired?
Advertising
and Promotion
Prerequisite: GBUS
862
This
one-week course is intended to deepen students' understanding and skills
in creating and evaluating communication strategies, with the emphasis
on advertising. Other objectives include the following:
'
To develop expertise in creating positioning and copy strategies that
build brand equity
'
To understand media alternatives, terminology, and creation of a media
strategy, including examples of the use of on-line media for building
brands
'
To gain knowledge on marketing budgeting, including techniques used
to set the overall marketing spending level
'
To obtain exposure to the research techniques used in copy and media
evaluation
'
To develop expertise in creating and presenting advertising plans
'
The course is designed for those who intend to work in consumer marketing,
advertising, consulting, or retailing.
Leadership
Learning Lab
This
course is intended for second-year students who are actively engaged
in leadership positions in Darden student organizations or otherwise
within the School. It incorporates lessons learned from the students'
experiences as student leaders.
The
objective of the course is to provide a cognitive experience to complement
an existing leadership activity, specifically focusing on
'
leading in a voluntary context,
'
servant leadership,
'
dynamics of peer leadership,
'
lesdership through persuasion, and
'
conflict resolution without power.
Competitive
Dynamics
Competition
is one of the most basic subjects in business, and firms constantly
juggle their market positions by exchanging moves and countermoves.
This course provides students with an integrative-conceptual framework
and specific analytical tools for understanding how competitors actually
interact in the marketplace'within an industry, across industries, and
beyond national borders. The basic premise of the course holds that
when a firm initiates a competitive move (a new-product introduction,
a marketing campaign, an acquisition bid, or a simple price cut), it
should be prepared to meet potential counteractions from competitors.
A basic understanding of this interactive process is important for firms
attempting to build and sustain competitive advantage.
The
course objectives are to (1) enhance students' competitive thinking
and analytical skills in conducting industry and market analysis; (2)
expose students to cutting-edge academic research and its direct business
implications; (3) show broad applications of interactive competitive
analysis to other business topics such as JV partnership and stakeholder
analysis; and (4) develop a learning community through intense interactions
among all members of the class.
The
course will be useful to those pursuing careers in consulting, corporate
or strategic planning, marketing, or industry-security analysis, as
well as those who wish to develop their competitive thinking at both
an organizational and a personal level.
Consistent
with Darden's mission to contribute to thought leadership in pressing
business issues, the course covers competitive concerns underlying such
issue-based initiatives as sustainable business, managing innovation,
strategic alliance, and e-business. The course complements such
areas as consulting, general strategy, entrepreneurship, corporate strategy
and the role of mergers and acquisitions, corporate and divisional strategy,
management-decision model, and marketing strategy.
General
Managers Taking Action
This
course will focus on general managers and their requirement to 'take
action' regarding a variety of situations that may be presented to them.
General managers will be defined as those that possess profit and loss
responsibility at any level of the organization, from first-level product
line managers to Chief Executive Officers. Situations requiring action
will vary in complexity and scope. The decision settings will include
a rich variety of the dilemmas general managers must deal with. The
goal will be for students to develop a plan for action and to think
through the actions needed to implement their plans. Students should
be prepared to use current management tools, tried and true management
philosophies, and all of the multi-disciplinary tools they have internalized
in their two years of M.B.A. education, when deciding how to 'take action.'
Our
proposed course has been adapted for Darden's environment from a similar
course that has been offered for two years by Warren Batts at the University
of Chicago's Graduate Business School. Many of you will remember Warren,
formerly CEO of Mead Corporation, Dart and Kraft, Premark Corporation,
and Tupperware, Inc. Warren visited at Darden over several years and
enjoyed a long and distinguished career as a General Manager. He is
now an Adjunct Professor at the University of Chicago.
While
this will be a stand alone elective, not closely related to any other
we are aware of at Darden, it will require the students to capitalize
on their entire Darden experience. Students will be asked to utilize
all of the other management tools they have acquired during their first-year
experience as well as in electives taken during the Second Year. This
course will fit well into the school's mission to provide top-notch
general management education and develop action-oriented graduates who
possess an enterprise perspective.
Course
materials will consist of cases, a short list of selected seminal and
current readings in all disciplines, and guest 'visitors'. We envision
having several guest 'visitors,' (Darden graduates) who will help the
class analyze the cases from the perspective of their personal experiences.
Students
will be required to attend class with a plan for 'Taking Action,' and
should be prepared to participate actively. Fifty percent of the grade
will be based on class participation and 50 percent on a final exam.
Range:
Venture Assessment
This
1.5-credit-hour elective module addresses venture assessment and feasibility
testing prior to business-plan development or start-up. It is a companion to
GBUS 895B/C, Venturing Business Project, and a precursor to (but not
a specific prerequisite for) GBUS 8504B, Range in Business Plans and Planning. The content, sequence,
and format of the course are intended to support the efforts of Darden
students and others in the University of Virginia community interested
in starting a commercial venture in the near term. Individuals within,
or seeking to affiliate with, Darden's Progressive Incubator™ will
find this course, and its business-plan sequel, relevant and valuable.
The
course is intended for venture teams comprising two to four
individuals, at least one of whom, ideally, will be a Darden second-year
M.B.A. student. Individuals must participate as team members. University
faculty, master's and doctoral students, and postdoctoral fellows in
any of the University of Virginia's
graduate schools may enroll and are encouraged to participate.
The
objectives of the course are to develop (1) a practical understanding
of venture-assessment and 'due-diligence' issues and processes as they
relate to new-venture creation and (2) essential insights into the viability
and attractiveness of a specific 'candidate' venture. Topics and activities
address a variety of issues of interest to potential venturers, especially
those interested in science- or technology-based businesses. In addition
to guest lecturers, sessions include case studies addressing general
feasibility assessment and prebusiness planning issues, as well as specific
early-stage concerns (e.g., confidentiality and intellectual property).
The
course consists of two parts: (1) seminar-format activities focusing
on the frameworks and techniques used to evaluate the attractions of,
and to identify potential 'due-diligence' issues in, new ventures and
(2) actually conducting and reporting on the feasibility assessment
of a specific proposed commercial venture.
Range:
Business Plans And Planning
This
half-term elective module addresses the practical aspects of business-plan
development and venture start-up planning. As a sequel to GBUS 8504A,
Range in Venture Assessment, this course is intended to attract and
support Darden students and others in the University community interested
in starting a commercial venture in the near term. This course may be
taken as a 1.5- credit-hour freestanding elective or as a companion
to GBUS 895B/C, Venturing Business Project. In either form, the course
is designed to accommodate the specific needs of those already within,
or seeking affiliation with, Darden's Progressive Incubator™.
The
course is open to venture teams
comprising two to four individuals, at least one of whom, ideally, will
be a Darden second-year M.B.A. student. Individuals must participate
as team members. University faculty, master's and doctoral students,
and postdoctoral fellows in any of the University of Virginia's
graduate schools may enroll and are encouraged to participate.
The
main learning objective is to develop a practical, in-depth understanding
of so-called business plans. Topics and activities address a variety
of issues of interest to potential venturers, especially those interested
in science- or technology-based businesses. In addition to guest lecturers,
sessions address alternative business-plan applications and structures,
'due-diligence' processes, liability documents, and other legal and
intellectual-property concerns. Some sessions are workshops and
problem-solving discussions supporting specific Venturing Business Projects
or Incubator-resident ventures.
The
course consists of two parts: (1) a weekly seminar, focusing on the
nature, content, assessment, and uses of business plans and (2) a weekly
clinical practicum, focusing on resolving issues encountered in the
development of team-specific venture-business plans. The seminar addresses
general and theoretical issues regarding business plans; the practicum
provides shared clinical experience in the manner of medical 'grand
rounds.'
Leading
Strategic Change
Focuses
on the leadership issues necessary to design and implement strategic
change successfully. Change at a strategic level requires leadership.
Leadership without the understanding and elements of change has little
meaning. Explores the various aspects of leading strategic change. Feedback
in the form of the students' final papers suggest a value in repeating
their experience for future classes. Focuses on leadership as an active
engagement process that requires individuals to be willing to define
and declare themselves in strategic ways. Emphasizes thinking at a personal,
professional, and enterprise level, and applying this thinking to the
critical issues of leading (and managing) individual and organizational
change. It is essential that students studying for an M.B.A. have a
rich appreciation of the implications of personal and organizational
change. Leadership is a personal declaration and, as such, is the essence
of change. Change without leadership at multiple levels simply does
not happen. Leadership without change is a nonevent.
Personal
Leadership
Enables
students to articulate a compelling vision for their professional and
personal lives and to develop the commitment, confidence, and skills
necessary to translate their visions into actions. The intended outcome
is an enhanced feeling of direction and control over one's life; an
ability to live consistently with one's vision, values, purpose, and
goals for life and work; and to make choices consistent with one's ideals.
As students assume positions of increasing responsibility for other
people in organizations, this course will strengthen their ability to
help others realize their highest aspirations for work and life.
Level
Three Leadership
This
course will attempt to answer the questions: What are the interpersonal
skills of influence? How can one be influential in relationships? What
skills and tools of communication will help? The focus will be a decidedly
'micro,' as opposed to 'macro,' view of large-scale organizational change.
The course covers skills that help individuals in all relationships,
including student-teacher, superior-subordinate, leader-follower, peer,
friendship, and marital. There is a workshop flavor in that it focuses
on developing skills rather than on mere knowledge about these skills.
Leadership,
Values, and Ethics
Examines
concepts of leadership where values and ethics play a central role,
or 'leading by values.' Specifically, the course provides students with
examples and models of ways that leaders have incorporated ethics and
values into a multiplicity of definitions of leadership. Requires students
to reflect on their own values and ethics and examine the importance
of them to their own definition of leadership. Explores the design of
organizational structures and processes that are based on values, and
how 'leading by values' can be understood at all levels of the organization.
Emphasizes the cognitive dimension of leadership, even though materials
are used that often.
Leadership
and Diversity Through Literature
Integrates
diversity and leadership themes while broadening literary exposure.
Although the 'classics' are used, the selection of readings has culturally-diverse
protagonists who confront leadership challenges encountered today. Moreover,
the readings used in the course continue to influence our thinking and
assumptions about how we manage people.
900
Courses
The
Darden School offers, on a selected basis, courses approved by the faculty
that are pertinent to the students enrolled in its doctoral program.
Courses differ each term, depending on the doctoral students in residence
and their fields of concentration. Doctoral students, and other students
for whom these offerings might be appropriate, should contact the director
of the doctoral program for current course descriptions at (434) 924-7247.
|
||||||
Robert
S. Harris, B.A., Ph.D., Dean
Brandt
R. Allen, B.S., M.B.A., D.B.A., Associate Dean for Executive Education
James
R. Freeland, B.S.I.E., M.S.I.E., Ph.D., Associate Dean for Faculty
Anne
S. Harris, B.S., M.S., Assistant Dean for Career Development
Mark
Reisler, B.A., M.B.A., Ph.D., Associate Dean for Administration
Randall
R. Smith, B.A., M.S., Chief Technology Officer
Elliott
N. Weiss, B.S., B.A., M.B.A., Ph.D., Associate Dean for M.B.A. Education
Professors
Brandt
R. Allen, B.S., M.B.A., D.B.A., James C. Wheat Jr., Professor of Business
Administration
Alan
R. Beckenstein, A.B., M.A., Ph.D.
Samuel
E. Bodily, B.S., S.M., Ph.D., John Tyler Professor of Business Administration
L.J.
Bourgeois III, B.S., M.B.A., Ph.D.
E.
Richard Brownlee, II, B.B.A., M.B.A., Ph.D., C.P.A
Robert
F. Bruner, B.A., M.B.A., D.B.A., Distinguished Professor of Business
Administration
Susan
J. Chaplinsky, A.B., M.B.A., Ph.D.
James
G. Clawson, A.B., M.B.A., D.B.A.
John
L. Colley, Jr., B.S., M.I.A., D.B.A., Almand R. Coleman Professor of
Business Administration
Robert
M. Conroy, A.B., M.B.A., D.B.A.
Edward
W. Davis, B.A., M.S.I.E., M.Phil., Ph.D., Oliver Wight Professor of
Business Administration
Wendell
E. Dunn III, B.A., M.B.A., Ph.D.
Kenneth
M. Eades, B.S., Ph.D.
Mark
R. Eaker, B.S., A.M., M.B.A., Ph.D.
Paul
W. Farris, B.S., M.B.A., D.B.A., Landmark Communications Professor of
Business Administration
James
R. Freeland, B.S.I.E., M.S.I.E., Ph.D., Sponsors Professor of Business
Administration
R.
Edward Freeman, B.A., Ph.D., Elis and Signe Olsson Professor of Business
Administration
Sherwood
C. Frey, Jr., A.B., M.S., Ph.D., Ethyl Corporation Professor of Business
Administration
Robert
S. Harris, B.A., Ph.D., Charles C. Abbott Professor of Business
Administration and C. Stewart Sheppard Professor of Business Administration
Mark
E. Haskins, B.B.A., M.B.A., Ph.D., C.P.A.
Alexander
B. Horniman, A.B., M.B.A., D.B.A.
Robert
D. Landel, B.M.E., M.S.I.M., Ph.D., Henry E. McWane Professor of Business
Administration
Michael
J. Moore, B.S., M.B.A., M.A., Ph.D.
Mark
E. Parry, B.A., M.A., Ph.D., Robert F. Vandell Professor of Business
Administration
Phillip
E. Pfeifer, B.S.I.E., M.S., M.S.O.R., Ph.D.
William
W. Sihler, A.B., M.B.A., D.B.A., Ronald Edward Trzcinski Professor of
Business Administration
C.
Ray Smith, B.A., M.B.A., C.P.A., Tipton R. Snavely Professor of Business
Administration
Robert
E. Spekman, B.A., M.B.A., Ph.D., Tayloe Murphy Professor of Business
Administration
Sankaran
Venkataraman, M.A., M.B.A., Ph.D., Samuel L. Slover Research Professor
of Business Administration
R.
Jack Weber, B.S., Ph.D.
Elliott
N. Weiss, B.A., B.S., M.B.A., Ph.D., Isidore Horween Research Professor
of Business Administration
Patricia
H. Werhane, B.A., M.A., Ph.D., Ruffin Professor of Business Ethics
Associate
Professors
Robert
L. Carraway, B.S., M.B.A., Ph.D.
Ming-Jer
Chen, B.S., M.Ed., M.B.A., Ph.D. , E. Thayer Bigelow Research Associate
Professor of Business Administration
Dana
R. Clyman, A.B., A.M., M.B.A., S.M., Ph.D.
Martin
N. Davidson, A.B., Ph.D.
Joseph
W. Harder, B.S., M.B.A., Ph.D.
Lynn
A. Isabella, B.S., Ed.M., M.B.A., D.B.A.
Erika
H. James, B.A., M.A., Ph.D.
Andrea
Larson, B.A., Ph.D.
Wei
Li, B.S., A.E.A., Ph.D.
Jeanne
M. Liedtka, B.S., M.B.A., D.B.A.
Randall
R. Smith, B.A., M.S., Associate Professor and Chief Technology Officer
Christine
H. Stinson, B.A., M.A., M.B.A., Ph.D., Ph.D.
Elizabeth
O. Teisburg, A.B., M.E., M.S., Ph.D.
Andrew
C. Wicks, B.A., M.A., Ph.D.
Ronald
T. Wilcox, A.B., M.S., B.A., Ph.D.
Assistant
Professors
George
Allayannis, M.B.A., M.Phil., Ph.D.
Melissa
M. Appleyard, B.A., Ph.D.
Petra
Christmann, M.B.A., Ph.D.
Gregory
B. Fairchild, B.S., M.B.A., Ph.D.
Celia
V. Harquail, A.B., Ph.D.
Luann
J. Lynch, B.S., M.B.A., Ph.D.
Elizabeth
E. Powell, B.A., M.A., Ph.D.
Kamalini
Ramdas, B.S., M.S., Ph.D.
Michael
J. Schill, B.Sc., M.B.A., Ph.D.
June
A. West, B.S., Ed., M.Ed., Ph.D.
Lecturers
Frank
E. Genovese, B.S., M.B.A.
John
W. Glynn, Jr., B.A., LL.B., M.B.A. , Senior Lecturer
Peter
D. Prowitt, B.A., M.B.A.
Ervin
R. Shames, B.S., M.B.A.
Norman
S. Siegel, B.S., C.P.A.
Wallace
Stettinius, B.A., M.B.A.
Robert
C. Vaughan III, B.A., M.A., Ph.D.
Tihamer
von Ghyczy, M.B.A.
Instructors
Theodore
M. Forbes III, B.A., M.B.A.
Marc
W. Modica, B.S., M.A.
James
R. Rubin, B.A., M.A. , Ph.D.
Visiting
Richard
J. Ash, B.S., J.D., Visiting Lecturer
Lucien
L. Bass, III, B.M.E., M.B.A., Visiting Lecturer
Robert
W. Billingsley, B.S., Visiting Professor
Jacqueline
L. Doyle, B.S.M.E., M.B.A., Ph.D., Visiting Assistant Professor
Robert
D. Hardie, B.A., M.B.A., Ph.D., Adjunct Assistant Professor of Business
Administration
Yoko
Ishikura, B.A., M.B.A., Ph.D., Visiting Professor
Mary
Ann Leeper, B.S., M.S., M.B.A., Ph.D., Visiting Professor
Geoffrey
P. Lewis, BappSC, M.B.A., Ph.D., Visiting Professor
George
W. Logan, B.A., M.B.A., Visiting Lecturer
Paul
G. Mahoney, B.S., J.D., Visiting Professor
Marian
C. Moore, B.A., M.S., Ph.D., Visiting Associate Professor
Judson
P. Reis, B.A., M.B.A., Visiting Professor
Wolf-Dietrich
Stoff, M.Eng., Ph.D., John Alden Purinton, Jr. Visiting Professor in
International Management
Robert
I. Webb, B.B.A., M.B.A., Ph.D., Visiting Professor
Honorary
Appointments
Rosalyn
W. Berne, B.A., M.A., Lecturer
Karl-Adam
Bonnier, B.S., B.A., A.M.P., Ph.D., Lecturer
Diana
W. Chazaud, B.S., M.B.A., Lecturer
Carl
H. Cofer, B.A., Lecturer
Richard
D. Crawford, B.A., M.B.A., J.D., Lecturer
William
G. Crutchfield, B.S., Lecturer
Richard
D. Fairbank, B.A., M.B.A., Lecturer
Richard
S. Helstein, B.A., M.B.A., Lecturer
Paul
H. Hunn, B.A., M.B.A., G.B.A., Lecturer
Tetsundo
Iwakuni, B.A., Visiting Professor
Stuart
W. James, B.A., M.B.A., Lecturer
Seymour
Jones, M.B.A., C.P.A., Lecturer
Thomas
A. Massaro, B.S., M.S., M.M.S., M.D., Ph.D., Harrison Foundation Professor
of Medicine and Law, Professor of Pediatrics, and Professor of Business
Administration
William
A. McDonough, B.A., M.Arch., Professor
Alfred
L. Michaelsen, B.S.M.E., J.D., Lecturer
James
F. Moore, M.S., M.Ed., Ph.D., Lecturer
P.
Henry Mueller, B.S., Lecturer
W.
Gregory Robertson, B.S., M.B.A., Lecturer
Diana
W. Reid, B.S., M.B.A., Lecturer
Peter
C. Schultz, B.S., Ph.D., Lecturer
David
R. A. Steadman, B.S., Lecturer
Bruce
Stronach, B.A., M.A., M.A.L.D., Ph.D., Lecturer
Charles
Thompson, B.S., M.Ed., Lecturer
Henry
B. Turner IV, A.B., M.B.A., Lecturer
James
R. Walker, B.S., M.B.A., J.D., Visiting Lecturer
Carol
C. Weber, B.A., M.Ed., Ph.D., Visiting Lecturer
T.
Mitchell Willey, B.A., M.B.A., J.D., Visiting Lecturer
C.
William Zadel, B.S., M.B.A., Lecturer
Brian
Bell, B.S., M.S.
Luciano
Centini, B.S., M.S.A.
Dawna
M. Clarke, B.A., M.Ed.
Thomas
A. Cross, B.S., M.B.A.
Barbara
Draper, B.S., M.S.
J.
Elizabeth Flye, B.A., M.B.A.
Anne
S. Harris, B.S., M.S.
James
B. Kaczorowski, B.A., M.B.A.
Karen
King, B.A., M.S.L.S.
Susan
L. Levine, B.A., M.Ed.
A.
Jon Megibow, B.A., M.A., Ph.D.
Barbara
A. Millar, B.A., M.Ed., Ph.D.
Rita
R. Morrow, B.S., M.A.
Laurence
G. Mueller, B.A., M.B.A.
Elizabeth
O'Halloran, B.A., M.B.A.
Diana
P. Pickral, B.A.
Kathleen
A. Reardon, B.A., M.B.A.
Faith
J. Rubenstein, B.A., M.A.
George
R. Shaffer, B.S.
Paul
C. Velasco, B.Ph., M.B.A.
Frank
H. Wilmot, B.A., M.L.S.
John
C. Worth, B.A., M.Ed.
Neil
H. Borden, Jr., B.A., M.B.A., D.B.A., Professor Emeritus of Business
Administration
James
C. Dunstan, B.S., D.B.A., Professor Emeritus of Business Administration
Robert
R. Fair, B.M.E., M.B.A., Professor Emeritus of Business Administration
John
Douglas Forbes, A.B., M.A., A.M., Ph.D., Professor Emeritus of Business
History
Christopher
Gale, A.B., M.B.A., D.B.A., Professor Emeritus of Business Administration
Leslie
E. Grayson, B.A., M.A., Ph.D., Professor Emeritus of Business Administration
Robert
W. Haigh, A.B., Doctor of Humanities, M.B.A., D.C.S., Distinguished
Professor Emeritus of Business Administration
Thomas
C. MacAvoy, B.S., M.S., Ph.D., Professor Emeritus of Business Administration
Eleanor
G. May, B.S., M.B.A., Professor Emeritus of Business Administration
Charles
O. Meiburg, B.S., M.A., Ph.D., Professor Emeritus of Business Administration
Louis
T. Rader, B.Sc., M.S., Ph.D., Professor Emeritus of Business Administration
John
W. Rosenblum, A.B., M.B.A., D.B.A., Professor Emeritus of Business Administration
William
Rotch, A.B., M.B.A., D.B.A., Professor Emeritus of Business Administration
Robert
J. Sack, B.S., C.P.A., Professor Emeritus of Business Administration
Charles
Frederick Sargent, B.S., M.S., M.B.A., Professor Emeritus of Business
Administration
C.
Stewart Sheppard, B.A., M.B.A., Ph.D., Professor Emeritus of Business
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