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Autobiographical Essay...SAMPLE

autobiographical Essay Portfolio Martha L Brown I.D. # 1234567 My Learning Journey Whether positive or negative, the learning experiences throughout my professional career have molded and shaped me into the educator I am. I will explore how my experiential learning has facilitated my knowledge and skills through all areas of my learning journey. Each step in my journey has provided me with different levels of conscious learning from slightly different perspectives; for example, providing service as an early childhood educator, a pre-school resource assistant, a deafblind intervenor, and an educational assistant. Throughout this essay I will expand on and relate my learning to the criteria used to evaluate my interpersonal communication skills, my abilities in relating practice to theory and my use of critical thought processes and perspectives. My familiarity and understanding of the diversity within the human service field, my professionalism and my success as a human service educator will also be examined. This portfolio is one of many steps to realizing my true potential and expanding my skills as a lifelong learner. My name is Martha Lynette Brown and I was born on February 22, 1962. As a teenager, I met and bonded with my soul mate. Through mutual respect and deep love we built a relationship that continues to grow and evolve after almost two decades. The most important part of our life together is our two little boys, who provide us with astounding love and joy. My husband and children provide me with continuous love and patience that empower me to continue to reach for my dreams. My journey into my professional career has been filled with wonder and enthusiasm. After graduating from the Early Childhood Education program I accepted a position as an Early Childhood Educator at Pleasant View Daycare in Fairview, Ontario. During the three years I spent performing duties as an early childhood educator, I achieved vast experiential knowledge in many areas. Through continual interactions with parents, staff and community agencies, I developed the following valuable skills: to express my thoughts clearly, to deal with difficulties in a proactive and professional manner, and to work collaboratively within a team. I also gained valuable and extensive working knowledge of the Day Nurseries Act and its policies, the Early Childhood Educator’s Code of Ethics and legislation for providing care for young children in an early childhood setting. While providing care in this manner there were circumstances when I needed to demonstrate my ability to critically analyze situations and report to Family and Children's Services in order to protect the children in my care. For the duration of this part of my journey I was required to design, implement, evaluate and revise daily programs, learning plans and individual program plans that would develop learning through all areas of child development for children aged 18 months to six years. I effectively developed and sharpened skills that enabled me to observe and analyze the children’s development utilizing developmentally appropriate observation techniques. The data I collected provided me with the information I needed to implement a well-rounded program for the children in my care. I became skilled at working within an established discipline policy, anticipating and managing behavior constructively in order to support children’s self-control, independence and self-esteem. In addition, I developed valuable skills collecting relevant information and analyzing it to reach a logical professional opinion as to the potential reasons underlying a child's behavior. I also enhanced my knowledge and skills in behavioral techniques, such as positive reinforcement, motivation and reward systems. My pre-school group had the opportunity to provide an integrated setting for a variety of children with different abilities. This challenge taught me to see outside the box and incorporate a variety of multi-sensory activities and experiences within my inclusive program. I began to realize that every child has his or her own strengths and I gained insight as to how to identify those strengths and use them to facilitate learning in other areas. While working in conjunction with Community Lifestyles - Preschool Resource Services, my pre-school classroom piloted the new “Consultative Model”. This new model placed children with special needs in mainstream pre-school classrooms with an assistant who was there to support the entire group not just the child with special needs. Through my skills at positive communication, focused analysis, collaborative problem-solving and constructing innovative and workable solutions, I succeeded at incorporating this consultative model into a working model. My experiential learning as an early childhood educator was the beginning point of my career. During this stage in my journey I also attended a first aid course. I have continued to recertify my first aid certificate throughout my career. With a hands-on approach, these credentials have provided me with confidence and skills for analyzing and managing emergency situations. Some of the skills I learned included how to complete a primary and secondary survey of the scene and how to perform a head to toe examination of the victim. Procedures for performing cardiopulmonary resuscitation and rescue breathing for an adult, child and an infant were examined in great detail, along with protocols for managing shock, fractures and bleeding. I have used these skills numerous times and value my abilities. I believe these learning experiences are necessary to be prepared and competent especially when supporting people with exceptionalities. As I look back on this part of my learning journey, I appreciate the fact that I found my calling. Supporting and caring for children was the career path that was perfect for me. The experiences I had confirmed my proficiency in relating to and teaching young children. These experiential learning situations also provided me with confidence in my abilities and allowed me to discern other areas within the human service field that I had interest and skills in. I became aware that there were diverse paths I could pursue to utilize my talents and increase my knowledge. My role as an early childhood educator impacted my career by enhancing my self-esteem and enabling me to return to further my education and focus on special education. The next step in my professional journey was returning to college to obtain an Early Childhood Education-Resource Teacher Post Diploma. I have received credit for this diploma, except for one course. The course was titled “Advocacy and Professionalism in Early Childhood Education.” I completed a regular semester, earned three college credits and received a final grade of 78%. The learning I attained through this course dealt with professional ethics, support systems for early childhoodeducators and current issues and attitudes within childcare systems in Canada. Through practical examples, I gained the ability to determine appropriate statistical sources of information and to analyze the data obtained. I achieved the ability to differentiate between the roles the Federal and Provincial governments play in relation to various childcare settings. I also developed valuable insight into the philosophy and goals of existing childcare options in Canada and I am able to compare and contrast each of these options. This course enlightened me as to how the early childhood education system is interconnected within the human service field. Completing this resource teacher post diploma provided me with an inner strength. I began to see myself as a competent professional with important skills and knowledge that I could share. I was able to provide specialized abilities when integrating children with special needs into pre-school programs, which gave me essential skills that the Organization for Community Lifestyles was searching for. This program gave me the courage and self-confidence to further my career and expand my aptitudes. The next stage in my experiential learning comes from my role as a “Preschool Resource Assistant.” While working for Community Lifestyles - Preschool Services in Midtown, Ontario, I acquired proficiency in working as a team member to support children with special needs within the daycare setting. In numerous case conferences and team meetings, I have demonstrated my ability to communicate effectively, express my professional opinion and defend it, influence how programs should be delivered and creatively problem-solve to formulate workable alternatives to handling difficulties. I have also increased my knowledge and skills in many specialty areas; for example, I have the ability to place and remove leg splints, perform proper lifting and transferring techniques to assist children in and out of wheelchairs and assist with catheterization, insertion and removal of nasal-gastric tubes (N.G. feeding tubes), manual coughing techniques and infant massage. With my thorough understanding of child development and excellent skills in observation, I have become adept at selecting, creating and implementing developmentally appropriate activities designed to increase abilities and meet the needs of the children I support. The skills I acquired as a resource assistant enabled me to move on in my learning journey. The most significant aspect of this phase was the impact it made on my independence. For the first time in my career, I was given autonomy to make independent decisions and gained respect for my professional accountability. This level of trust from my superiors facilitated personal growth in many areas such as interpersonal communication skills and confidence in my ability to use critical thought processes and perspectives. The confidence they showed in my abilities encouraged me to reach for more. The freedom to develop my self-reliance was one of the most valuable learning experiences of my career. A very significant part of my learning journey was my acceptance of a position with the Garden District School Board. With my extensive knowledge and understanding of the needs of a particular child, I was hired as a Deafblind Intervenor in September 1995. Due to the fact that this child was the first student with this exceptionality to be enrolled in this school board, there were many opportunities for me to influence policy change. By means of effective collaboration between the multi-disciplinary team, and the Board of Education, the term Deafblind Intervenor/Communications Assistant was created for my position. Through my knowledge of deafblindness, capacity to bond with this child and ability to teach adapted modes of communication, I was able to provide him with a way to interact with the outside world. He taught me to never underestimate the power of a child; even with all of his complexities, he managed to learn how to communicate using physical hand over hand sign language. Since my abilities in sign language were limited at this time, I decided that I needed more skills and returned to college to take two courses. In the first course titled “Sign Language I” (25 hours) I earned a grade of 88%. During this course I obtained the ability to sign approximately 350 words and gained accuracy and fluency in the production of the finger spelled alphabet. In the second course “Sign Language II” (25 hours) I earned a grade of 85%. This course provided me with the skills to sign approximately 700 words and gave me greater fluency in signing phrases and short sentences. Through extensive training from a registered nurse and experiential learning, I became an expert at managing grand-mal seizures and the problems surrounding those episodes. Some of the skills that I obtained dealt with emergency protocols. For example, I obtained the confidence and ability to analyze and evaluate the seizure induced emergency situation and make an informed decision as to which steps should be taken next ( EMS support or to administer emergency medication –Ativan/ Lorazepam.) Due to the fact that I had such expertise in dealing with this child, there were many instances where I would train other intervenors and professionals in appropriate methods to interact and support him. In the course of my learning journey with this child I had a great deal of practice with a multi-disciplinary team of professionals from whom I gathered and synthesized many capabilities and experiential learning. Some of those capabilities are: ability to operate a frequency modulation system (augmented hearing device), arrange and incorporate therapy goals into motivational play experiences and professionally advocate for my students and their families. Through my experiential learning I was able to formulate the position that I was not just supporting a student with exceptionalities but, that I was also creating a bridge between my student and the interconnected elements of society. My role as a deafblind intervenor has impacted me on a very personal level. Although the importance of accepting limitations is crucial, I learned to never underestimate the fortitude and determination of a child. Every person has a contribution to make to this world and through accepting others’ differences; I learned how to accept myself. I found an inner force that encouraged me to advocate for this child and in doing so I gained confidence in my ability to influence change. I believe this child taught me more than I ever taught him; I learned to see and listen with my soul. Throughout the next stage of my learning journey as an Educational Assistant, I have established myself as a professional in my field. In the area of communication I have extensive practical skills. I have acquired the ability to effectively establish successful lines of communication between myself and a variety of people. These interactive and respectful contacts are facilitated by my capacity to engage in active listening, evaluate and interpret nonverbal signals, determine the main facts or information being relayed, consider underlying reasons for the exchange, analyze the information and formulate my own independent conclusion to the information presented. I have also acquired a broad knowledge-base through a variety of learning experiences within the last decade. Through extensive interaction with a variety of children, I have gained confidence with and knowledge of many developmental and physical disabilities, for instance: Autism Spectrum Disorder, Down Syndrome and Tourette’s syndrome. Some of the skills I have obtained from these learning journeys are: ability to utilize a variety of teaching strategies to facilitate learning, for instance, a multi-sensory approach and the ability to design and implement behavior management strategies; the ability to interpret and employ working knowledge of individual education plans; the ability to create, adapt or revise activities to promote student success and the ability to effectively work within a multi-disciplinary team to support the needs of the students. I have been trained in non-violent crisis intervention and safe management techniques. These protocols have provided me with many skills, for example, the ability to assess and de-escalate problem situations, the ability to select appropriate measures to protect the student as well as myself during violent situations and the ability to effectively interpret non-verbal signals. To use these techniques responsibly, I have learned to problem solve within very intense situations, evaluate the circumstances, measure emotions within that context, formulate a plan of action, implement that action and reflect on different ways to manage similar situations. Theses skills and abilities attest to my level of professionalism within my career. Throughout my daily role, I have had numerous opportunities to expand my knowledge of the human service sector. I have had continual and ongoing interaction with speech pathologists, behavioral consultants, autism specialists, school staff and occupational therapists. I have learned to collect and relate information and knowledge from each area and create an intricate teaching style of my own. My comprehensive professional style enables me to provide extraordinary support for my students, the school community and the other professionals I collaborate with. During this stage of my experiential learning I realized my need for professional development in the areas of behavioral techniques and behavior modification strategies when managing explosive and violent behaviors. I effectively advocated for my student with severe autism and the other children within the class for specialists in behavior to be involved with programming for this student. My success as an educator and consequently the child’s success as a student have evolved from my active pursuit of specialized skills along with advocating for necessary support. The learning that I have attained in this section of my journey has assisted me in believing that I am an accomplished educator and that with determination I will achieve my dreams. Reflecting back on the diverse capabilities I have acquired from these experiences, I believe this stage has honed and polished my proficiencies. I have practiced skills in promoting values and ethics within my profession along with utilizing appropriate concepts and resources when problem solving or supporting my students. My critical thinking skills have progressed and I am capable of conceptualizing effective strategies to promote change. The experiences I have had with such a wide variety of human service professionals have enabled me to view this sector from many different perspectives. Each professional perceives the person or the situation in a slightly different way and my ability to evaluate and compare each of their ideas and integrate my own knowledge allows me to formulate innovative and individual support for the students I teach. While collaborating and maintaining professional relationships, I have had the opportunity to advocate for many of my roles within the human service profession. I believe that when intelligent and confident advocates express their views, others will gain interest and that is the start to enhancing professionalism within our field. The multitudes of skills I have acquired through this phase of my learning journey have enhanced my self-confidence and leadership qualities, and now I can visualize my dreams becoming reality. In conclusion, my experiential learning has made many of my skills and knowledge possible. In my adult life, I have been an active learner and acquired valuable knowledge, skills and abilities. Hence, with my professional capabilities and background, the next step in my learning journey is to pursue my dream of being a teacher. Returning to school is a decision that was not made lightly. With family support, friends and colleagues I am determined to reach my goal of being a certified teacher. Throughout this autobiographical essay, I have explored and demonstrated my expertise within the areas of interpersonal communications, relating my skills to the theories and philosophies within the human service sector and my ability to use critical thought processes and perspectives. I have also demonstrated my knowledge and comprehension of a variety of human service fields, my outstanding professionalism, my success as a human service educator along with my personal reflection regarding my learning. I believe that I have given a detailed account of my experiential learning and in doing so, provided a vivid picture of the professional and lifelong learner that I am. http://priorlearning.athabascau.ca/virtual-portfolio/autobio-essay.php

FAQ – Doctor of Business Administration

FAQ – Doctor of Business Administration What are the admissions requirements? 1. An MBA or related master’s degree from a U.S. school accredited by one of the regional accrediting associations, or from a non-U.S. institution with comparable accreditation. Educational Credential Evaluators, Inc. (ECE) must evaluate a degree awarded from a non-U.S. institution as equivalent to a master’s degree awarded by a U.S. institution. 2. A minimum grade point average of 3.25 on a 4.0 in their master’s course work. 3. A minimum of five years of professional experience related to business, management or administration. 4. Three professional references. 5. Completed application form and application fee. 6. Writing sample. 7. Access to a computer and the internet. Do you accept transfer credits? Yes. Students may transfer up to 12 graduate credits taken at other regionally accredited schools. Credits applied to another degree are not eligible. In order to be transferred a grade of B or better must have been achieved in the course. What is the cost? Tuition is $450 per credit hour. The total cost of the program is $40,500. What are the program requirements? The program requires 90 quarter credits of doctoral level study, which includes a research-based dissertation worth 20 quarter credits. Required seminars and research requirements are listed below. YEAR I BUS 800 Doctoral Seminar in Information Proficiency BUS 801 The Scholar Practitioner BUS 810 Leading 21st Century Organizations BUS 811 Managing in a World-Wide Context BUS 812 Knowledge Management and Information Systems BUS 840 Statistics for Executives BUS 813 Quality Improvement and Organizational change BUS 880 Professional Residency BUS 890 Portfolio Development I BUS 891 Portfolio Development II BUS 892 Critical Reading Essay YEAR II BUS 841 Introduction to Research Design BUS 844 Defining the Dissertation Research Problem and Research Question BUS 842 Designing Qualitative Dissertation Research or BUS 843 Designing Quantitative Dissertation Research BUS 881 Professional Residency BUS 893 Qualifying Paper One of the Following: BUS 861 & 871 Doctoral Seminar in Finance Part I & II BUS 862 & 872 Doctoral Seminar in Marketing Part I & II BUS 863 & 873 Doctoral Seminar in Information Systems Part I & II BUS 864 & 874 Doctoral Seminar in Leadership and Change Part I & II BUS 865 & 875 Doctoral Seminar in HR Part I & II BUS 866 & 876 Doctoral Seminar Self Designed Part I & II YEAR III BUS 814 Corporate and Personal Ethics BUS 896 The Dissertation Proposal BUS 897 Conducting Dissertation Research Part I BUS 898 Conducting Dissertation Research Part II BUS 899 Completing Dissertation Research BUS 882 Professional Residency How long will the program take? The program is designed for working adults. Students who are working full-time should be able to complete the program in three years. Is there a residency requirement? No. The program is 100% on-line. Baker College has been a pioneer in delivering high quality online education dating back to 1994. Students are expected, however, to attend at least one professional conference per year during their program of study where they will meet with other students and faculty. Is there a dissertation requirement? Yes. By the time you reach the second year of the program, you should have narrowed your area of interest into several possible research ideas. The DBA program is designed to help you accomplish this, beginning with BUS 801 The Scholar Practitioner in which you create your Autobiographical Learning Plan and continuing through BUS 844 Defining the Dissertation Research Problem and Questions at the beginning of the second year. In that course, you will develop a prospectus, in essence a concept paper for your dissertation research. What is the Autobiographical Learning Plan? The Autobiographical Learning Plan consists of three parts: 1) a reflection on past personal and professional experiences and a statement of goals for the program, 2) an assessment of academic and professional strengths and weaknesses and overall readiness to start the program, and 3) a learning plan to achieve learning and professional goals, with a clearly identified program of study, identifying first, second and third year milestones. Is there a comprehensive or qualifying exam? No. However, you will be asked to write a comprehensive essay synthesizing the content of the courses and the material collected in your Reading Asset Library during the first year. At the end of the second year of the program you will be asked to submit a qualifying paper suitable for publication. What is the Reading Asset Library? Beginning with the first course and throughout the program, you will be expected to critically annotate what you read. These annotations will form an important resource for you as you conduct your research projects in the program, including the dissertation. It should also serve you well when you graduate, forming the basis of a robust professional library. You will maintain the Library in the Scholarly Activity Portfolio. Do I have a faculty advisor? Yes. Upon enrollment, doctoral students are assigned a first-year advisor. The first-year advisor also teaches their initial course in the program, BUS 801, The Scholar Practitioner. The role of the first-year advisor is to assist students in getting off to a strong start in the program. In this role, faculty members evaluate student work and progress as documented in their portfolios, and assist students in the completion of program requirements in the first year, such as the Autobiographical Learning Plan, and the Program of Study form. The first-year advisor also may assist students with program planning and course selection and will be the instructor for BUS 890 Portfolio Development I and BUS 891 Portfolio Development II. At the beginning of the second year students request an advisor for the remainder of the program. This may or may not be the first-year advisor, and should be determined by the student’s research interest. The role of the advisor at this stage of the program is to help the student develop their research skills and to develop their dissertation topic and proposal. In the third year, the student’s faculty advisor becomes the dissertation committee chair. The dissertation committee will be comprised of three DBA faculty members, the committee chair and two committee members. A fourth member from outside Baker may be added with the mutual consent of the chair and student and with the approval of the Dean of Doctoral Studies. Who should I contact for additional information? Admissions Advisor adm-ol@baker.edu

ELECTRONIC THESIS & DISSERTATION CORRECTIONS SHEET

http://www.gradschool.uky.edu/CurrentStudents/Documents/Corrections%20Sheet_Theses_Dissertations.pdf

Dissertations

University of Kentucky - Electronic Theses and Dissertations Kentucky Browse Available ETDs by Author: A Louisiana State About ETDs@VT from the Digital Library and Archives at Virginia Tech's University Libraries Virginia Tech Electronic Theses & Dissertations Brigham Young http://www.lib.ncsu.edu/etd/ North Carolina State UM Fogler Library Electronic Theses and Dissertations Maine http://www.library.duq.edu/etd/ Duquesne ETD - Electronic Theses & Dissertations Vanderbilt Electronic Theses by Author Williams University of Pittsburgh Pittsburgh Electronic Thesis and Dissertation Archive Home Page Penn State Theses and Dissertations Florida OhioLINK ETD Center Ohio Electronic Thesis and Dissertation Initiative Florida International Electronic Theses & Dissertations | University Libraries Wake Forest http://etd.wmich.edu/ Western Michigan http://etd.vcu.edu/ Virginia Commonwealth ETD | Home West Virginia Celebrating our 10 year anniversary since 2001! DegreeInfo Distance Learning - online degree forum - Powered by vBulletin Join the oldest and largest online community for distance/online learning today! Register Home Forum Today's Posts FAQ Calendar Community Forum Actions Quick Links Search for Schools Blogs What's New? Advanced Search Home Forum General Distance Learning Discussions Actual DBA Dissertations/Theses If this is your first visit, be sure to check out the FAQ by clicking the link above. You may have to register before you can post: click the register link above to proceed. To start viewing messages, select the forum that you want to visit from the selection below. + Reply to Thread Results 1 to 6 of 6 Thread: Actual DBA Dissertations/Theses LinkBack Thread Tools Search Thread Rate This Thread Display 11-27-2010 04:47 AM #1 freakoutguy freakoutguy is offline Registered User Join Date Mar 2010 Posts 20 Actual DBA Dissertations/Theses Can somebody point me to a repository for DBA theses and dissertations that were submitted? The university or school doesn't really matter. I have googled but have not been able to come up with a comprehensive database that is accessible to everybody. Reply With Quote Reply With Quote 11-27-2010 05:33 AM #2 AV8R AV8R is offline Registered User Join Date Jul 2004 Posts 911 International Business Dissertations | Southern New Hampshire University BS Excelsior College 1997 (Sociology Concentration) BS Peru State College 2009 (Accounting) MBA Regis University 2002 Reply With Quote Reply With Quote 11-27-2010 05:48 AM #3 Cyber Cyber is offline Registered User Join Date Apr 2010 Posts 608 Dissertation are not freely available. If you attend a doctoral degree or a doctoral granting institution, you usually get access to UMI/Proquest's dissertation database. Except the school stores their dissertations internally (many usually do - you just have to find the school's intranet for it), Proquest is where all dissertations are published in the web that I know of. Another issue you may run into with dissertations is that areas of study are not usually included in most dissertations, although, one can decode the area a dissertation title might belong to, in some cases. That is, you'll get something like this: "Dissertation Submitted to ABC UNIVERSITY Graduate Faculty of the School of Business in Partial Fulfillment of the Requirements for the Degree of DOCTOR OF PHILOSOPHY." Anyway, good luck with looking. Reply With Quote Reply With Quote 11-27-2010 06:08 AM #4 Kizmet Kizmet is offline Moderator Join Date Feb 2007 Location East Coast Posts 5,259 I think that the most popular place to find dissertations of all sorts is at Proquest. ProQuest - Central To Research Around The World Reply With Quote Reply With Quote 11-28-2010 12:01 PM #5 Anthony Pina Anthony Pina is offline Registered User Join Date Oct 2001 Location Kentucky, USA Posts 2,643 Try these: University of Kentucky - Electronic Theses and Dissertations Kentucky Browse Available ETDs by Author: A Louisiana State About ETDs@VT from the Digital Library and Archives at Virginia Tech's University Libraries Virginia Tech Electronic Theses & Dissertations Brigham Young http://www.lib.ncsu.edu/etd/ North Carolina State UM Fogler Library Electronic Theses and Dissertations Maine http://www.library.duq.edu/etd/ Duquesne ETD - Electronic Theses & Dissertations Vanderbilt Electronic Theses by Author Williams University of Pittsburgh Pittsburgh Electronic Thesis and Dissertation Archive Home Page Penn State Theses and Dissertations Florida OhioLINK ETD Center Ohio Electronic Thesis and Dissertation Initiative Florida International Electronic Theses & Dissertations | University Libraries Wake Forest http://etd.wmich.edu/ Western Michigan http://etd.vcu.edu/ Virginia Commonwealth ETD | Home West Virginia Last edited by Anthony Pina; 11-28-2010 at 12:08 PM. Anthony Piña, Ed.D. Dean of Online Studies Reply With Quote Reply With Quote 11-29-2010 07:30 PM #6 freakoutguy freakoutguy is offline Registered User Join Date Mar 2010 Posts 20 Thanks, Dr. Pina, Kizmet,Cyber and AV8R Reply With Quote Reply With Quote + Reply to Thread « Graduate Courses in Math | Nations U » Similar Threads ProQuest Analysis of Best-Selling Dissertations and Theses By tesch in forum General Distance Learning Discussions Replies: 11 Last Post: 01-07-2006, 06:41 PM Look Up doctoral theses online By gustavhelstrom in forum General Distance Learning Discussions Replies: 10 Last Post: 08-16-2005, 12:28 AM University of Pretoria Theses By muhammad_alhor in forum General Distance Learning Discussions Replies: 4 Last Post: 07-08-2005, 06:04 AM Classified Theses/Dissertations By Ian Anderson in forum Off-Topic Discussions Replies: 3 Last Post: 01-26-2004, 11:32 PM Dozens of Australian Theses/Dissertations Available Online, Free of Charge By Tom Head in forum Off-Topic Discussions Replies: 4 Last Post: 03-03-2002, 12:31 PM Posting Permissions You may not post new threads You may not post replies You may not post attachments You may not edit your posts BB code is On Smilies are On [IMG] code is On HTML code is Off Trackbacks are On Pingbacks are On Refbacks are On Forum Rules Contact Us Degreeinfo.com -- Distance Learning and Online Degree Resources Archive Top All times are GMT -8. 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Cleveland resident receives one of first doctorates from Baker

Cleveland resident receives one of first doctorates from Baker: FLINT, Mich. — Five students graduated from the first Doctor of Business Administration degree program at Baker College Center for Graduate Studies after having successfully defended their disserta...

Managing in a World-Wide Context

Managing in a World-Wide Context 4 Quarter Hours Whether you work in a large or small company, a governmental agency, a nonprofit or community-based organization, or run your own small business, you must function in a new and highly interconnected world-wide context. This course explores this new environment from multiple perspectives. You will examine cultural, environmental, ethical, political, and legal differences across different regions of the world. Attention is focused on how to manage and lead across boundaries to meet the challenges of this new context. Theories of international management, international human resource management, and international finance and accounting are considered as is the role of information technology in creating greater access to the world-wide economy. https://carina.baker.edu/CRSDSC?DLV=G&WSE=Z000056475&DATEE=20100624&TIMEE=92447&DSCCRS=BUS%20%20811&CVER=2007A

Strategies to kick-start a job hunt

You've let January pass by, and you still haven't revised your resume. Don't despair. There's still a long way to go in 2012, and you can still keep your resolution to find a new job. It is true that unemployment remains high, but don't let the idea of competition keep you from looking for different work, particularly if you are in midcareer. Many companies complain about needing to fill positions but getting few qualified applicants. The lack of skilled candidates is a problem even in some parts of the financial industry, which has been hit hard in the past year as banks struggle to recover from the economic meltdown. Applications flow steadily for entry-level positions at Columbus, Ohio-based Huntington Bank, for example. But Jim Young, director of talent acquisition there, said the bank must recruit to fill higher-level spots, because the number of qualified job seekers doesn't meet demand. Whether you're starting out in your career or looking to transition to a new job, here are three tips for a successful search: 1. Focus on your accomplishments Writing a resume that focuses on your responsibilities is a classic mistake. For example, "Led a team of seven staffers responsible for product development," doesn't highlight what you've got to show for your work. Instead, tweak the wording to say something like, "Led a team of seven in developing a new product that brought in $3 million in sales." "You've only got seconds to impress someone that you've got something that other applicants do not have," Young said. 2. Target your application Generic resumes and plain vanilla cover letters won't cut it in today's market. You need to tailor both to make it clear you're the right person for the job and the company you're targeting. Use background research on the company and key words from the job advertisement to highlight your skills and make it clear you've got the skills for the position. For example, if you learn that the company uses a particular type of software that you're an expert with, mentioning that in your application materials can give you an edge. 3. Use all available tools to network Talking with someone about a potential employer can give you important insight into how it operates and whether you would want to work there. If you're able to use that connection as a reference or to pass along your application, you have an even better chance of getting noticed. These days, networking involves not only traditional methods, like professional and social organizations, but also creating an effective online presence. Use social networks, such as LinkedIn, for example, to reach out to employees of a company that interests you to learn about its operations and any openings. Most people will be happy to answer a few questions for a new acquaintance. After you've established a relationship, they may be willing to go the extra mile to help you land a job. But don't rely solely on virtual networking over the old-fashioned face-to-face kind. Nothing beats a tip or a recommendation from someone who really knows you and can vouch for your abilities. Survey your social networks: Are your privacy settings secure on Facebook? Are there photos posted that could sabotage your job hunt or comments that you’d prefer not to show to a prospective employer? Are you presenting yourself as a professional on LinkedIn and utilizing Twitter in a smart manner? Before you dive into a job search, make sure a Google search of your name produces the image you’d like to project. Go back to school: Your college or graduate school career services center is a good place to start a hunt. You’ll find advice for writing resumes and cover letters, interview preparation and other helpful hints on their websites; see Virginia Tech’s. www.career.vt.edu/. Additional services such as job alerts and free or low-cost career counseling also may be available. Fill your time: If you’re out of work, find some way to show companies that you’re keeping your skills up to date. That might mean volunteering with an organization that can use your expertise. Pick a charity you support and ask if it can use your professional skills. If you don’t have a group in mind, take a peek at the service and volunteering page on your local government’s website. Another option is to seek out programs like the Taproot Foundation, www.taprootfoundation.org/, which pairs professionals with marketing, technology and management skills and organizations that need that expertise. Join the Conversation The Detroit News aims to provide a forum that fosters smart, civil discussions on the news and events that we cover. The News will not condone personal attacks, off topic posts or brutish language on our site. If you find a comment that you believe violates these standards, please click the "X" in the upper right corner of the post to report it. http://www.detroitnews.com/article/20120206/BIZ01/202060302/1488/BIZ01/Strategies-kick-start-job-hunt

The Baraza Center for Leadership Development, LLC

The Baraza Center for Leadership Development is a web-based consulting firm that provides leadership and organizational development training in the form of workshops/seminars, coaching, and speaking engagements to individuals and organizations. The Baraza Center for Leadership Development, LLC (TM) is on the cutting edge in terms of leadership and organizational development. Our Mission: To help clients develop their leadership from the bottom-up. Our Vision: Uplift the human condition by teaching individuals and organizations how to lead their existence from the bottom-up. Our Creed: Help develop those who want to develop themselves. Specialties http://youtu.be/hzBCI13rJmA Personal Leadership and Organizational Development, Organizational Change Consulting, Coaching, and Public Speaking

Leading 21st Century Organizations

BUS 810 Leading 21st Century Organizations 4 Quarter Hours Leading in today's complex, world-wide environment necessitates teamwork and collaboration to sustain a competitive advantage. You will examine practices required to lead organizations with highly diverse workforces distributed across international, cultural, and regional boundaries. You will systematically investigate the latest ideas emerging from both the world of practice and leadership research to identify "best practices" in the ever changing and dynamic workplace of the 21st Century. https://carina.baker.edu/CRSDSC?DLV=G&WSE=WEB0011821&DATEE=20080724&TIMEE=14905&DSCCRS=BUS%20%20810&CVER=2007A Kotter’s 8-Steps: Leading Change in the 21st Century Organization April 10, 2010 by sourcepov 1 Votes Is there a good way to attack change in organizations? To influence (and maybe even ‘fix’) the complex org cultures that drive the collective behavior of their members? That’s the focus in the 5th and final post in my series on culture change. John Kotter gave us perhaps the best-circulated approach for change in his HBR paper that turned into the classic: Leading Change (1996). With the caveat that there are no silver bullets I believe Kotter provides a strong, intuitive and timeless approach to grappling with change. Unfortunately, too many have given up along the way. Organization change and, more specifically, changing an organization’s culture, share a common scope and scale. They are, in many ways, intertwined. That means Kotter can take us in the right direction. Let me recap his 8-point outline here, providing some 21st century insight and ‘solution language’ of my own to update his framing. Urgency. Per Kotter, one of the biggest enemies is complacency. Why change? Keeping things the way they are is easier. That may be. But the path to major improvements of any kind will be held hostage with this mindset. Low standards or segmented (silo’d) accountabilities can create a false sense that eveything is okay. Change requires everyone to get beyond that comfort zone, to “step up” for something new, different, and better. Coalition. Inspiring and sponsoring change is the work of leaders, so it’s critical that they engage. That means an oversight group that includes respected leaders is key. Without it, the organization will sense management’s lack of investment and will fail to participate. Vision. The organization needs to know where it is being asked to go. Having a strong, unambiguous statement that frames the future state is the only way for the organization to focus on it. A well-written vision is motivating, inspiring the organization to come together. Communication. Many change efforts fail because they don’t reach far enough into the organization. An effective communication program makes the work of the change initiative part of the organization’s daily affairs, embedding messages in as many artifacts and venues as possible. Think ‘saturation’ and you’ll be on the right track. But it needs to be simple and actionable, to retain people’s attention. Empowerment. Employees often don’t feel they can influence the vision. If they feel disconnected and removed from the issues, they will feel ineffective and powerless, and will not to want to waste their time. The key is to establish a link between how specific employee and departmental actions can realize the vision. Barriers must be removed. And management must start letting go of their unilateral decisions, trusting larger cross-functional teams to work things out. There is less control and predictability in this mode, but empowerment creates the conditions where new ideas can spark and flourish. Momentum. Major change takes time, and there will be detractors. Kotter notes that posting interim gains drives credibility when it is most needed – on the long road toward implementation. Focus here also puts energy to fine tuning the vision, applying lessons learned along the way. Integration. I love Kotter’s quote “resistance always waits to reassert itself,” so ‘consolidating gains’ is important. If change initiatives have structures that sit outside of daily operations, we must weave the new programs, policies, people and structures back in. If change remains outside the mainstream for too long, it can seem foreign to the rest of the organization. Anchoring. The organizations culture must reflect the new changes if they are to survive long-term. Organizations tend to have long memories, and if the leadership changes or the initiative is called into question, there will be many who offer the “old way” as an alternative solution to all the change. That is why bringing the culture forward to align with the change is critical. Kotter says “human beings are emotional creatures, and we ignore that at our peril.” I agree. I put it like this: It is not enough to make the case in facts and figures. People have to believe in the change, own it, and live it. Ensuring organization culture incorporates the change elements is the only way to ensure long-term viability. Again, it would be a mistake to simply follow these steps (or others like them) and expect change to result directly. As we’ve discussed at each post in this series, the many dimensions, structures, and complexities in organizations create challenges at every turn. Leaders recognize this, and adapt their approach over the life of the change effort. At the core of it, is a commitment. They can’t ever lose faith. To lose forward momentum is to accept defeat. We started talking in January on barriers to ’2.0′, with the idea that ‘social media’ integration and, more broadly, ‘innovation’ itself faced many cultural barriers. Leading coordinated change initiatives (vs. traditional ‘change management’) appears to be the only truly viable path forward. It is truly ‘no small task’. But that’s not to say it’s impossible. It’s simply hard work. Call me old fashioned, but the sooner we start, the sooner we’ll be done. I say (again): let’s get going. http://sourcepov.com/2010/04/10/org-culture-intervention/

PUC DBA PROGRAM: STRATEGIES AND ACTION PLANS

PUC DBA PROGRAM: STRATEGIES AND ACTION PLANS I. Introduction The DBA Program of Pannasastra University of Cambodia envision to contribute to the advancement of management profession and to the expansion of knowledge guided by humanistic and ethical values. It’s mission objective is to meet the needs of professional managers and business leaders with emphasis on practitioner-oriented scholar model. II. Facts of the Case A survey was conducted among PUC graduate students last May 11-18, 2004. Sixty students responded to the survey questionnaire. 13 out of 60 are females and 47 out of 60 are males. Eighty percent (80%) of those who responded are presently employed. One of the questions asked is “ Will you take up further study in DBA or Ph.D, program? If yes, what are your reason(s) for taking the course? “ Primary data gathered are as follows: A. Plan to take Doctoral Program (DBA/PhD) Frequency Percent No Yes Not sure 21 32 7 35.0 53.3 11.7 Total 60 100 B. Reasons for taking DBA/PhD Reasons Frequency Percent No response Depending on economic situation If given a chance Business competency Higher learning It’s a dream No time Boring Good life. society & country Be a consultant 19 12 5 1 7 1 5 2 5 3 31.7 20.0 8.3 1.7 11.7 1.7 8.3 3.3 8.3 5.0 Total 60 100 III. Situational Analysis Using the above preliminary information, the MBA senior students of Strategic Management & Electronic Commerce conducted a SWOT analysis considering their experiences in the University and their assessment of the cultural, socio-economic, political and competitive environment of the educational system in Cambodia. A detailed evaluation and matching of external and internal factors of PUC’s strengths, weaknesses, opportunities and threats are conducted. The SWOT matrix is outlined below with twelve (12) strategic options identified. SWOT MATRIX STRENGTHS Good English-based educational program & curriculum Convenient/Good location Qualified 7 quality professors/teachers [Providing] exchange program Providing discount for family [with more than one student enrolled] Have support funds from donors Good management structure WEAKNESSES Too long, time constraint & boring program Small building, [inadequate ] laboratory & small library compared to competitors Poor management of curriculum poor administrative performance High/expensive [tuition fees]/price [Do] not [have] enough professors Poor internal communications OPPORTUNITIES Demand for Business Competency Growing economy [in Cambodia] Support from international community (World Bank & US universities) Demand for international relationship with overseas universities More MBA graduate students[ intend to take DBA], 53.3% on survey SO Strategies [ Using Strengths to take advantage of Opportunities] Continue strengthening English-based education Provide/Develop good DBA/doctoral program & curriculum for business competency Provide high quality standard to meet needs for higher education Pursue linkages with universities abroad for exchange of PUC students WO Strategies [Overcome Weaknesses by taking advantage of Opportunities] 1.Open an evening/weekend classes for higher education for business competency 2. Use high technology to provide online learning 3. Use higher quality of standard to overcome high [tuition fees]/price 4. look for sources of funds from outside organization (WB..) to [partly finance] decrease high fees/price THREATS Political/headed by political party many competitors [are] internationally accredited – BBU, NIM. Government regulations High unemployment Language [barriers] ST Strategies [Use Strengths to avoid Threats] Provide qualified teachers to improve language Build up Human Resources [on teaching profession] WT Strategies [Minimize Weaknesses to avoid Threats] Lower [tuition fees] to minimize competition Improve management of curriculum & administrative performance A. Competitive environment There are about forty-nine (49) private institutions operating in Cambodia today. Twenty-seven (27) are universities and colleges out of thirty six (36) who are registered institutions. The major thrust of PUC is in Business and Economics where 60-70% of its students are enrolled in the MBA program. This bias is in response to market demand for business and economics courses compared to student’s interests in science and technology courses. Limited information are known with regards to DBA program in Cambodia. Only two universities are known actively promoting their DBA programs, Build Bright University(BBU) and National Institute of Management (NIM). The latter, NIM, is reportedly to introduce their DBA Program in partnership with De La Salle Graduate School of Business from the Philippines. The Program is to be partly financed by CIDA of Canada, from reliable source. The successful launch of NIM’s DBA program for this term, starting June 2004, is mainly due to it’s partnership with DLSU-GSB Manila and the grant provided by CIDA. DLSU-GSB Manila will provide initial faculty for the DBA program. An entrance examination and interviews are conducted by representatives of DLSU last May 15-16, 2004 where 30 students mostly faculty of NIM are admitted to the program. The Institute (NIM) provides 50% financial grant to the first batch of DBA students. Comparative information gathered are as follows: BBU AUH* NIM PUC Total Enrollment (as of May 2004) >10,000 >200 <10,000 @4,000 Estimated DBA Enrollment >100 <50 @30 10 (prospects) Tuition Fee ( 2 terms/year) $1,020/year $2000 per program US $5000/program US $1,040/term Total Number of Units on the DBA Program (# of years to finish) N/A N/A 36 units (3 years) 54 units (4 years) * Lost court case in Hawaii; students demanded refund of tuition fees. The above table confirmed major weakness of PUCs doctoral programs – “High/expensive (tuition fees)/price.” At $1,040 per term, the DBA program of PUC costs $8,320 to finish compared to NIM’s $5000, BBU’s $3,060 and AUH’s $2000. the high cost of education and low barrier to entry of “mushroom universities” are disadvantageous to PUC competitively. All of the above institutions provide English-based DBA program, hence, no distinct competitive advantage on the part of PUC-DBA program. B. Competitive Strategies and Strategic Options Theoretical framework based on the “Generic Strategy Model” of Michael Porter showed that PUC can very well adopt any two combination of the three available strategies for PUC’s entry in the DBA market to be competitive. The framework has the following strategic options: Option 1. Cost leadership [If there is broad market, price as determinant factor, competitive pricing] Option 2. Differentiation [If there is distinct characteristic, unique selling proposition that competitor cannot match] Option 3. Focus [identified market niche] Initially FOCUS on our graduate students and faculty and be a COST LEADER , through fellowship and discounting without necessarily reducing current published tuition fee of $1,040 per term, best fit PUC’s DBA Program in its introductory stage. C. Strategic Options ( From the SWOT Matrix) The following strategic options are the perceptions of PUC’s MBA graduating students based on their situational analysis of PUC’s academic programs. Option 1. Continue strengthening English-based education Option 2. Provide and develop good DBA doctoral program Option 3. Provide high quality standard of education Option 4. Provide qualified teachers to improve language Option 5. Build human resources on teaching profession Option 6. Open evening/weekend classes for higher learning Option 7. Use high tech for online learning Option 8. Use higher quality of standards to offset high price Option 9. Look for source of funds Option 10. Lower tuition fees to minimize competition Option 11. Improve management of curriculum Option 12. Pursue linkages with universities abroad for exchange Options 1 to 6 are being addressed by PUC management ( that students may not be aware of). Opening weekend classes are well taken and maybe considered for DBA Program. BBU is offering Saturdays and Sundays classes for their doctorate program. Options 7 to 12 are given consideration in this report with recommended actions/programs outlined below. IV. Recommendations A. Short Term Plan ( 1-2 years) 1. TO ADDRESS ISSUES ON HIGH TUITION FEES AND COMPETITIVE PRICING, ADOPT THE LOW COST, FOCUS STRATEGY TARGETING OUR OWN FACULTY AND STUDENTS. THE PUBLISHED TUITION FEES ( $1,040 PER TERM) SHALL BE MAINTAINED, HOWEVER, AS PIONEERS IN THE DBA PROGRAM, THE FOLLOWING EXEMPTIONS ARE RECOMMENDED: a. Provide Graduate Fellowship ** b. Provide 50% discount to PUC faculty c. Provide 20% discount to PUC MBA/MA graduates who passed the qualifying exam (AVAILABLE ONLY FOR THE FIRST TERM) ** This Graduate Fellowship (GF) is an opportunity for very promising graduate students to pursue full-time studies in the university to accelerate their graduate education. It allows a grantee at least more units every term and to engage in teaching assistantship or research assistantship as specified by the Faculty of Graduate Studies. [Policy to be drafted to include How can student avail of the GF?; What are the benefits of a graduate fellow?; What are expected from a graduate fellow?] 2. ON MARKETING AND PROMOTIONAL ACTIVITIES: Considering that a focused market is identified, mass market strategies like the traditional Print and Media advertisements are deemed less effective and expensive. Non-traditional marketing approaches are recommended such as: a. Direct marketing or mail campaign using brochures/flyers b. The DBA Program Office to conduct free seminars on Research Design Methodologies for CEOs and/or Strategic Management/Corporate Planning Seminars for Top Level Executives c. Three (3) streamers announcing exclusively the offering of the DBA Program (distribution limited to the three PUC campuses only) d. Sustaining advertisement (taking advantage of the ongoing quarterly advertisement of school undertakings in “The Cambodia Daily” B. Medium Term Plan ( 3-4 years) 1. EXPLORE STUDY GRANTS FROM INTERNATIONAL INSTITUTION LIKE CIDA TO FUND DBA PROGRAM, ESPECIALLY FOR THE SALARIES OF FACULTY AND RESEARCH AND DEVELOPMENT. 2. The DBA Program Office to initiate publication of research studies conducted by thesis and non-thesis graduate students. All publications must be reviewed and refereed by a “ Committee of Faculty Members “ handling DBA courses. 3. CONTINUE LINKAGES PROGRAM TO INCLUDE EXCHANGE WITH FUTURE DBA STUDENTS OF PUC. C. Long Term Plan ( 4-5 years) 1. EXPLORE ONLINE PHD/DBA ACCREDITATION PROGRAM IN CONJUNCTION WITH PRESTIGIOUS INTERNATIONAL UNIVERSITIES IN USA AND/OR EUROPE . Example: The American City University USA), Schillers University (London) and Sydney University have ongoing online MBA/DBA/Ph.D program with an institution in Manila. ` 2. PUC TO TAKE THE LEAD IN THE ORGANIZATION OF “MANAGEMENT ASSOCIATION OF CAMBODIA”, A PRIVATE-ACADEME FORUM FOR BUSINESS MANAGEMENT PRACTITIONERS IN CAMBODIA. V. Timetable Implementation Date: July 1st, 2004. http://puc.edu.kh/weekend%20program_%20DBA/DBA%20Study%20&%20Recommendation.htm

The Scholar Practitioner

A deep connection exists between your role as a learner and your role as a practitioner. At the heart of the DBA program is the belief that ideas will improve your professional practice and reflection on your professional practice will create new ideas. These relationships are explored in the course. You will use readings, assessment tools, experiential exercises, and reflection on your past and current experiences to develop a deeper understanding of the extent of your knowledge of business and management, your learning styles and skills, and your professional strengths and weaknesses. You will also explore the nature of scholarly inquiry and scientific method. You will explore connections between theory and practice and the importance of these considerations in doing applied research. The course also provides practical guidance on how to critically read scholarly artciles, how to formulate researchable questions, and how to ensure scholarly integrity and avoid plagiarism. You will learn to properly present and publish research findings including the use of APA formatting. As the first course in the DBA curriculum, you will be asked to reflect on your reasons to seek a doctorate and to develop an Autobiographical Learning Plan, which will include your professional and academic action plans for the program. https://carina.baker.edu/CRSDSC?DLV=G&WSE=Z000056475&DATEE=20100624&TIMEE=92447&DSCCRS=BUS%20%20801&CVER=2007A

Doctoral Seminar in Information Proficiency

BUS 800 Doctoral Seminar in Information Proficiency 2 Quarter Hours Being a doctoral student requires proficiency at identifying the need for information, finding it, and evaluating its accuracy, significance, and relevance to your research. In this course, you will be introduced to the information resources available to you as a doctoral student at Baker College and will develop proficiency at using them. Library services such as remote access to resources, supply materials, and search strategies are explored. You will also become familiar with the My eLibrary module available in each doctoral seminar. https://carina.baker.edu/CRSDSC?DLV=G&WSE=WEB0001360&DATEE=20080802&TIMEE=11726&DSCCRS=BUS%20%20800&CVER=2007A

This is Baker College’s flagship campus. The extensive campus contains modern classrooms with multi-media systems, offices, comfortable residence halls and apartments, state-of-the-art medical and computer labs, and a technology center—along with a library, a fitness center, bookstore and even a café. Although we have the facilities of a big-college campus, we offer a friendly and personal atmosphere. Classes are small. Instructors and staff are committed to doing what it takes to help you succeed.

DBA vs. PhD in Business Administration Programs Learn if there's a difference between the major doctor of business administration degrees. Other Business Degrees | Find Business Schools The Programs The DBA and PhD degrees are very similar in most respects: They are "academically equivalent" Both entail rigorous courses of study with a heavy emphasis on research Students must write and defend a doctoral dissertation, in addition to taking a comprehensive exam The DBA and PhD are generally designed to prepare students for academic careers, either in teaching or research or both. There is no hard and fast rule about which degree you need in order to be hired by a university. PhD in Business of Administration dba and phd in business administration students talking PhD programs in business focus intensively on preparing candidates for academic careers and to conduct highly specialized scholarly research, both in theory and application. They focus on the development of new theory in management, public administration, consulting, economics and several other related business fields. Most PhD in Business Administration graduates lead careers as university researchers and professors or as senior researchers in business or government. Doctor of Business Administration (DBA) Doctor of Business Administration (DBA) programs focus on the application of theory rather than on the development of new theory, which is geared more to the PhD program. While also intended to prepare graduates for academic careers, the Doctor of Business Administration, by virtue of its focus on application of theory, has more practical application in managerial settings than the PhD. As such, the DBA is designed to provide business professionals and executives with advanced research skills and tools. http://www.allbusinessschools.com/business-careers/business-school-101/dba-phd

Welcome to the International School of Management

ISM upholds very strict policies for the admissions process including dates for applications, tests and first payments : 1. Please read the guidelines below 2. Complete the academic inquiry form 3. Write your personal statement Due to the number of prospective candidates applying to each program, applications must be sent to ISM by the precise deadline. No extensions can be given without approval from the ISM Admissions Committee. Accepted students must confirm their payment option and pay their first tuition installment precisely on time in accordance to the deadlines stated in their letter of acceptance. Failing to respect the payment deadline will result in the automatic cancellation of the accepted student’s candidacy. The Admissions Committee can award a maximum financial assistance of 30% of the tuition fees; however, financial aid is very competitive and is awarded to only 10% of all matriculating students. 1. Complete the academic inquiry form After examining the programs and selecting the program most suited to your career goals, please submit an academic inquiry form by clicking here. Upon receiving your submission, the ISM admissions committee will review your qualifications and inform you of whether or not your profile meets program requirements and standards. Note : if you do not submit your CV with your initial inquiry, you will be required to do so before your application can be properly reviewed. If your initial application is approved, an ISM admissions officer will contact you to arrange a date for an interview, which can be in person or by telephone. 2. Send a complete application packet Before the interview takes place, you are required to submit a full application packet, including the following documents: Copies of diplomas, certificates, and transcripts Copy of passport or other identification Personal statement : See guidelines here 2 passport-sized photos Application fee of $216* PayPal is our preferred payment method, and it guarantees you the fastest, most reliable service. You may use your PayPal account if you have one or a major credit card. All transactions are secured via the PayPal system. However, if you wish to pay this application fee by wire transfer or by personal cheque, please contact the admissions office at info@ism.edu. *Please note that the application fee will be refunded in the event that you are not accepted into one of ISM's programs. International School of Management 148, rue de Grenelle 75007 Paris, France Tel : +33 (0)1 45 51 09 09 Email : info@ism.edu http://www.ism.edu/

What classes should I take to prepare for a job as a DBA?

What classes should I take to prepare for a job as a DBA? In grad school, all IT and CS students take courses like Operations Research where they learn to develop complex decision rules and them apply them to real world datasets. Using Oracle as the back-end storage of data and decision rules is a great way to prepare for real-world applications of expert systems, DSS and AI. Also, advanced statistics courses (multivariate analysis) are a good way to prepare for a career in Oracle data mining and Business Intelligence (BI). For details, see my notes on expert systems and decision support systems using Oracle. What College Degrees are best for the DBA? Companies are now requiring a combination of technical and managerial skills and the best-fits are those with an undergraduate degree in Computer Science and a MBA in Information Systems. Employers need a DBA who can understand business systems areas (accounting, finance, marketing) and MBA's are a perfect fir for the DBA job role. The hard-working kids who have distinguished themselves by graduating from a top-tier university are aggressively courted by the major software vendors (Oracle likes to hire from Harvard, MIT, etc.). Do I really need a Masters Degree to be a DBA? Not always, but articles note that Tech jobs are way-up for those with advanced degrees and Experts say IT hiring up 40% for top college graduates. Remember, there is a difference between working in database administration and being "the" DBA, the person solely responsible for the corporations data resources. How much can I earn as an Oracle DBA? Here are my notes on Oracle Salary Compensation, and there is a wide variation according to the responsibilities of the DBA job, the quality of the DBA, the cost of living, and the experience of the DBA. Here is a good Oracle DBA salary survey showing the national average at $65,000 per year. However, there is a huge variation in DBA salary. Back in 1981, the average DBA salary was about age+10, and a DBA right out of college could expect to earn $32k/year, a nice salary back when gasoline was 80 cents a gallon. Today, inflation and increased demand have increased the DBA pay scale: Low Tier DBA An Oracle DBA without college and less than 10 years experience earns about (age*2), a 25 year-old earning about $50k/year. Middle Tier DBA A DBA with a Bachelors degree and ten years full-time work experience can earn up to (age*3), with a 35 year-old DBA earning about $105/year. Senior DBA A senior DBA with a Masters degree, 20 years experience managing mission critical database can earn up to (age*4), with a 45 year-old DBA manager earning up to $180k/year. Superstar DBA For those DBA Superstars with advanced degrees and specialized skills (RAC, Oracle Apps), the pay is often as high as (age*6) and a 35 year-old superstar can earn up to $210k per year. In sum, becoming a DBA requires a lifetime commitment. Large corporations will not entrust their life-or-death data to just anyone, and most insist on hiring DBA's who have demonstrated a commitment to the profession, constantly acquiring new certifications, degrees and knowledge. http://www.dba-oracle.com/t_how_to_become_an_oracle_dba.htm

How to get an Oracle DBA Job

How to get an Oracle DBA Job By Sara Cushman, Assistant Site Editor 09 Apr 2003 | SearchDatabase.com In just 48 hours, 120 resumes from Oracle DBAs landed on the desk of Debbie Reames, a senior technical recruiter for Los Angeles-based staffing company Commercial Programming Systems. So Reames did what a lot of recruiters do. She wiped out half the pile in a three-step process. Need an H-1B visa? Gone. Need to relocate? Not for this job. Only worked at small companies? This job might be too big for you. Despite the steepest downturn in the history of IT, there are jobs to be had by Oracle certified professionals and DBAs, according to many surveys. Of course, there are also longer lists of qualified candidates. When it comes to searching for a job in this market, even the most experienced IT pros need to remember some of the rules they learned long ago and apply some new strategies as well. In many ways, the DBA market can be divided into two groups – juniors and seniors. The junior DBAs, those with less than three years of experience, are the ones facing layoffs and a meaner job market, according to Don Burleson, owner of Kittrell, N.C.-based BC Oracle Consulting. Burleson is the author of 17 books related to Oracle technology and careers, including Conducting the Oracle Job Interview, a guide for IT managers who have to assess Oracle job candidates. "Many companies will not hire beginners, period," Burleson said. However, Burleson said, there is hope for junior DBAs. Companies that are not willing to spend $120,000 annually for a seasoned professional will sometimes take rookies and train them. Burleson suggested the health care industry and universities as two places that new DBAs should look for that critical first job. Government security clearance key for veterans Then there are the veterans. DBAs who have more than 10 years of experience, who hold advanced degrees and who have specialized skills are still in strong demand. Knowledge of Oracle financials, SAP, PeopleSoft, 9i RAC, 9iAS and Unix are qualities that carry weight, Burleson said. Also, government security clearance is something that gets many Oracle DBAs past the first round of resume cuts. In addition, development skills such as Java, Windows, J2EE and portals lend candidates a competitive advantage. More important, Reames said, a candidate's skill set has to match a company's needs. "They really need to have every skill," Reames said. "If the job calls for someone with data modeling," she said, "and I don't see any specific data modeling experience, I'll discount it." In addition to specific technical skills, Burleson says, many companies are looking at educational backgrounds, preferring to hire candidates who have graduate degrees or MBAs. Companies value DBAs who have an understanding of finance or accounting, the business processes that DBAs support. Follow-up calls, first-round interviews For both groups, there are some basic ground rules to getting through the critical first round of interviews. Simply getting the resume in as early as possible can help. With 120 to read, Reames might not see each of them before she finds enough qualified candidates to interview. Candidates should call recruiters too see whether their resume was received, she said. "Don't be afraid to call to follow up," Reames said. "It may give you an advantage, and we may not have looked at the resume otherwise." Applicants who make the first cut are usually interviewed on the telephone. It's important to remember that the person conducting the interview may not have a technical background, Burleson said. At this point, candidates are being judged on their non-technical qualities. Communication skills are crucial here, experts say. Because communication skills are so critical on the job, Burleson recommended that candidates provide potential employers with writing samples, preferably ones that have been published. Several online sites, including this one, accept submissions of technical tips, he pointed out. Real techie talk The handful of applicants who survive the telephone interview can expect an interview at the job site and what Burleson calls the "teching" of the candidate. He advises interviewers to ask specific questions, such as "What is the default password for the sys user in Oracle?" There's no faking answers to those questions, and an interviewer can easily judge the technical skills of the candidates. "Only a practicing DBA knows the answer is 'change_on_install,'" Burleson said. "A seasoned DBA can spot a faker instantly." Then comes the last stage, on-site meetings with a company's IT staff. These meetings typically last about half a day, and this is where the potential hires will really be tested. Sometimes there are open-ended questions, such as "What would be the first thing you would do if an end user complains that performance is poor?" The answers to these questions can be very revealing, Burleson said, because they don't have one right answer, and they show how candidates can think on their feet, or how innovative a DBA is. Perhaps more important, this final interaction is where the intangibles, like interpersonal skills, are judged. Having a DBA who is a team player is a priority for most, if not all, companies. In many cases, the intangibles make the difference. "I've seen companies reject the most technically qualified candidate. It happens all the time," Burleson points out. "DBAs have to be able to play well with others." Finally, Burleson said, forget casual Fridays. "It's the kiss of death to underdress for an interview," he said. "Appearance does count." http://www.dba-oracle.com/art_so_dba_job_quote.htm

Business networks within a regional industrial cluster

Cooperative strategies are becoming increasingly relevant in coping with an increasingly dynamic and complex business environment. A concentration upon core competencies is made easier when businesses are able to cooperate with other specialist businesses with different core competencies. Cooperative strategies range from formal alliances reinforced by contracts through to informal networks based upon relationships cemented by trust. Some examples of the motivators of networks include working together to win or carry out a project, or learning. However, unless the network delivers mutual benefit, it is unlikely that the trust and relationships necessary to cement the network will eventuate. Interaction based upon mutual benefit is normally expected to result in strengthened relationships and trust, provided the experience was positive for all concerned. This study explores a formal business networking group in a regional industrial cluster. The research question that emerges from this background is: how does knowledge sharing emerge within a formal business networking group? Knowledge is a common component across the research issues that support this research question. Exploring the type of alliance, network or cluster that the formal business networking group takes is the first research issue. The second research issue examines how members perceive benefits from networking and how members build and maintain relationships is the third research issue. How do members exchange knowledge is the fourth research issue and the role of the active members in integrating knowledge is the fifth research issue. The sixth and final research issues examine how important trust is to members. A qualitative methodology based upon the analysis of case studies is used for this explorative study. Fourteen embedded case studies are used with each case being a small, large or medium sized member business. A literature review provided prior theory, which is combined with in depth pilot interviews to formulate an interview protocol. Primary data was collected by conducting a total of 24 interviews with owners or senior managers of the participating businesses. In summary, the group is a formal business networking group that includes informal relationships between members. Benefits of membership include both intangible and tangible benefits. Relationships are built through community focused participation enabling interaction around issues, problems and domain similarity. Knowledge is exchanged primarily through relationship development and with active members acting as knowledge integrators. Trust is built over time through demonstrated dependability. Open and honest communications cements all aspects of this relationship-based formal business networking group. The main contribution to theory was a confirmation that the literature based around cooperative strategies was applicable to a formal business networking group in a regional industrial cluster. It was confirmed that participation in networking group activities enabled the interaction required to build the relationships and trust necessary to exchange knowledge by way of rational discourse. A definition of a formal business networking group was developed and confirmed by members. Benefits of networking paraphrased from the literature are confirmed by members as are the indicators of trust. A formal business networking group model was also developed as a product of this research project. The contribution to management practice include a number of education tools that can be used to improve the performance of the formal business networking group and the member businesses. The tables of the benefits of networking and indicators of trust developed for this research can be used as a discussion tool for learning within or outside the group. A better understanding of the knowledge exchange process may encourage interaction amongst members with a resultant strengthening of relationships, trust and knowledge. Finally, the formal business networking group process model is an educational tool that can be used as a discussion piece for members, industry groups or Government when reviewing the allocation of scarce resources. Whilst of interest academically, this study may assist industry groups, Government policy, business networking groups, and individual businesses in working towards outcomes that deliver increased productivity and a greater business knowledge base. http://eprints.usq.edu.au/114/

OVERVIEW OF BUS 801 Week I The state of doctoral education in USA How doctoral education is different than Masters The DBA vs PhD Overview of the Baker DBA Theories of learning & Teaching and Baker College DBA Cognitive Map of the DBA PROGRAM Learning resources available at Baker The Professional Development Plan Week 2 How well did your previous education prepare you for career challenges and success? What has been missing? Computer Skills readiness and the DBA Library resources and skills development for doctoral education Writing style and the Baker College DBA program Week 3 What does it mean to be a truly reflective practitioner? The five mindsets of managers “Exemplars” and why we should care about them in a Business Administration doctoral program. Professional exemplars, role models and mentors, and how they have impacted your life/career. Sharing career stories, insights, inspirations and frustrations. Business Administration Doctor of Business Administration Structured as a three-year, 90 quarter credit program, the DBA curriculum blends taught interdisciplinary content and research seminars with assessed scholarly and professional development activities organized around two portfolios, the Scholarly Activities Portfolio and the Professional Activities Portfolio. The program culminates in a research-based dissertation focused on a real problem facing today's business leaders and managers. Over the course of the program, students develop the capacity to work independently and in more depth, moving from prescribed content in the first year of the program, to supervised scholarly activities in the second year, to independent research focused on his or her area of interest in the third year. Students may choose from five areas of specialization or design their own specialized field of study. Course Number Course Title Credit Hours DOCTORAL CORE REQUIREMENTS - 42 HOURS BUS 800 Doctoral Seminar in Information Proficiency 2 BUS 801 The Scholar Practitioner 4 BUS 810 Leading 21st Century Organizations 4 BUS 811 Managing in a World-Wide Context 4 BUS 812 Knowledge Management and Information Systems 4 BUS 813 Quality Improvement and Organizational Change 4 BUS 814 Corporate and Personal Ethics 4 BUS 840 Statistics for Executives 4 BUS 841 Introduction to Research Design 4 BUS 844 Defining the Dissertation Research Problem and 4 Research Question SELECT 1 COURSE FROM THE FOLLOWING: BUS 842 Designing a Qualitative Dissertation Study 4 BUS 843 Designing a Quantitative Dissertation Study 4 DOCTORAL SPECIALTY REQUIREMENTS - 8 HOURS SELECT 1 GROUP FROM THE FOLLOWING: BUS 861 Doctoral Seminar in Finance I 4 BUS 871 Doctoral Seminar in Finance II 4 OR BUS 862 Doctoral Seminar in Marketing I 4 BUS 872 Doctoral Seminar in Marketing II 4 OR BUS 863 Doctoral Seminar in Management Information 4 Systems I BUS 873 Doctoral Seminar in Management Information 4 Systems II OR BUS 864 Doctoral Seminar in Human Resource Management I 4 BUS 874 Doctoral Seminar in Human Resource Management II 4 OR BUS 865 Doctoral Seminar in Leadership I 4 BUS 875 Doctoral Seminar in Leadership II 4 OR BUS 866 Doctoral Seminar Self Designed I 4 BUS 876 Doctoral Seminar Self Designed II 4 OR BUS 867 Doctoral Seminar Public and Nonprofit 4 Management I BUS 877 Doctoral Seminar Public and Nonprofit 4 Management II PROFESSIONAL RESIDENCY REQUIREMENTS - 4 HOURS BUS 880 First Year Professional Residency 2 BUS 881 Second Year Professional Residency 2 COMPREHENSIVE & QUALIFYING ASSESSMENT REQUIREMENTS - 8 HOURS BUS 890 Portfolio Development I 2 BUS 891 Portfolio Development II 2 BUS 892 Comprehensive Essay 2 BUS 893 Qualifying Paper 2 DISSERTATION REQUIREMENTS - 28 HOURS BUS 896A Dissertation I 8 BUS 897A Dissertation II 8 BUS 898A Dissertation III 8 BUS 899A Dissertation IV 4 QUARTER HOURS REQUIRED FOR GRADUATION 90 https://carina.baker.edu/MSTSTPO?DLV=G&DEG=DBA&CON=BA&CVER=2010A&VER=2010A&DIVTTL=Doctor%20of%20Business%20Administration&PGMTTL=Business%20Administration&PGMTTL1=&OFRTTL=THIS%20PROGRAM%20IS%20OFFERED%20AT%20THE%20FOLLOWING%20BAKER%20COLLEGE%20CAMPUS%3A&CMPOFR=Center%20for%20Grad%20Studies&DEPT=DOC

DBA Learning Outcomes

At the end of the program, students will be able to: 1. Assess the relevance of current and emerging business theory and practice from an interdisciplinary perspective. 2. Formulate and execute effective solutions to complex, real-world problems common to the practice of business and management. 3. Apply the current research literature from business and management to practical problems found in business and management. 4. Design and conduct rigorous research that contributes to the professional body of knowledge on business and management. 5. Clearly communicate to stakeholders about problem statements, research approaches and results, solutions, and assessment. 6. Explain their ethical responsibilities as a member of the business community and citizens in society. http://catalog.waldenu.edu/preview_program.php?catoid=57&poid=10521&returnto=8052 Learn more about DBA, DBA Programs, Top DBA programs, Top programs for DBA A DBA, or Doctor of Business Administration, is usually structured for business professionals with significant experience to advance their careers into leadership and executive positions, or to teach at a university level. DBA programs are available on a full-time or part-time basis, requiring MBA, MSc, or similar master’s degrees, unless otherwise qualified in the field as determined by the admissions department. A DBA is a research driven degree designed for the development of independent research skills for business practice. DBA candidates, whether in a traditional classroom setting or online, utilize applied research and are required to have advanced skills and competence in theory and its application to practice. DBA candidates also develop advanced leadership skills in strategic decision making and the ability to manage change. Aspects of the interconnected international business market and economy are examined, including globalization, ethics, social responsibility, and stakeholder relationships. Candidates of DBA programs can choose specialization areas such as marketing, leadership, entrepreneurship, global supply chain management, social impact management, and international business, among other options. DBA programs require a dissertation that must be defended in front of a panel of experts. The dissertation should impact and help elucidate the strategic issues faced in relevant professions and practices. Scroll through the options below to learn more about DBA programs. It will be the next step in meeting your career goals! DBA Specializations Entrepreneurship Finance Global Supply Chain Management Information Systems Management International Business Leadership Marketing Social Impact Management Technology Entrepreneurship Self-Designed http://www.masterstudies.com/PhD/DBA/Walden-University-International/Doctor-of-Business-Administration-%28DBA%29/

Doctor of Business Administration

The degree of Doctor of Business Administration, abbreviated, (DBA) or (D.B.A.) and equivalent to (PhD in Business Administration), is a research doctorate in business administration. The D.B.A. requires coursework and research beyond the masters degree that normally results in a dissertation and possible journal publication that contributes to business practice. Purpose and Recognition The D.B.A. is usually identical to a Ph.D in Business Administration, except that it tends more towards applied research rather than theoretical research, especially during the thesis writing phase. A few schools, prominently among them Harvard Business School and Boston University School of Management, offer D.B.A.s out of tradition or for lack of agreement with the Graduate School of these respective universities which control the granting of Ph.D.s.[1] Most schools that offer D.B.A.s, however, do this for lack of recognition (i.e. the university is not accredited to grant the Ph.D.) or to serve a different market segment of current or potential executives and consultants.[2][3][4] As a result, D.B.A. students are more likely to study part-time, while this is strictly avoided in the Ph.D. programs of top-ranked business schools; they may also be older.[2][5] The portion of the program that consists of coursework may be comparable to that of a Ph.D.[1] However the larger part of the program, consisting of independent research and the writing of a thesis, is geared towards more applied research in D.B.A. programs, with the research making a direct contribution to business practice.[2][5] Another way to see the distinction is that Ph.D.s aim at the creation of new theory, while D.B.A.s aim at applying theory to business problems.[3][6] Contribution The choice of D.B.A. or Ph.D is always relevant for those considering a doctorate and its contribution. A Ph.D in Business is more suitable for students who want to pursue a career exclusively in academics, while the D.B.A. has been designed for students who might wish to pursue a career in the profession as well.[7] A typical D.B.A. program has a dual purpose: (1) to contribute to both theory and practice in relation to business and management; and (2) to develop professional practice and to contribute to professional knowledge. Nevertheless, the D.B.A. degree can suffice to obtain tenure-track positions at research-oriented schools, provided the research conducted was of high quality. [edit] Structure and Format Typical entry requirements include M.B.A., MSc, or similar masters degrees, or equivalent qualifications in general management, or in a functional field by examination awarded by a professional body. Some universities also ask for significant experience in a managerial or professional supervisory position involving responsibility for strategic issues. The D.B.A. normally requires a significant thesis, dissertation or final comprehensive project including a formal defense and approval by nominated examiners or an officially sanctioned and qualified doctoral review committee. The degree is conferred when all coursework, testing, and written research are completed and reviewed and approved by the awarding institution. D.B.A. candidates may specialize in areas such as management science, technology management, organizational behavior, economics, or finance or other practical fields. Curricula may be offered on a full-time or part-time basis. According to the European higher education standards set by the Bologna Process, it is stated that the normal duration of a doctorate should correspond to 3–4 years of full time study. [edit] D.B.A. program quality The responsibility for the overall quality of a D.B.A or other doctoral programs resides within the graduate research degrees committees or their equivalent within the university. As such, D.B.A programs must have a specific set of university regulations and must be subject to appropriate quality approval processes. Regulations should include reference to protocols for treating ethical issues in research, including those involving researchers working within the organisation that employs them and/or having access to privileged information. The implementations as above are widely used in Australian Universities, for instance a D.B.A student cannot embark into research phase before passing all his/her courseworks, research proposal and ethics, upon passing proposal stage, he/she still needs to clear ethics from Ethics Committee. Even after completing the dissertation writing, the D.B.A candidate still needs to go through numerous internal moderations of the dissertation before submitting to external examinations (at least two external examiners). For successful candidates in the external examinations stage, they usually need to revise their dissertations before final approval from the D.B.A committee of granting the degree. The research phase is always a tedious and demanding phase. http://en.wikipedia.org/wiki/Doctor_of_Business_Administration Online DBA Degree & Doctor of Business Administration Programs Candidates for a Doctorate in Business Administration (DBA degree) typically specialize in a particular area of business, such as economics, finance, management or several others. Earning this degree requires three to four years of full-time postgraduate study and a dissertation or similar research/publishing project. Online DBA degree holders are the elite of the business administration world, commonly holding jobs such as corporate CEO or university professor. http://www.usnewsuniversitydirectory.com/doctorate/business/business-administration-management.aspx