Wednesday, February 29, 2012
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/
Tuesday, February 28, 2012
Doctor of Business Administration
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