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Beyond Grey Pinstripes
Clarkson University
All Participating Schools
Clarkson University
P.O. Box 5770
Snell Hall, Room 322-e
Potsdam, NY, 13699-5770
United States
Clarkson University
Snell Hall, Room 322-e
Potsdam, NY, 13699-5770
United States
Demographic Information
Number of full-time MBA students (2011):
63
Number of part-time MBA students (2011):
14
Total duration of full-time MBA program:
12 months
MBA faculty (Fall 2010):
38
Females as percent of student body:
31%
Private Sector (95%)
Non-profit (3%)
Government (2%)
Description of MBA Program:
The Clarkson University School of Business differentiates the student experience through deep immersion in the institution’s boundary spanning culture. Across a tightly-knit campus, collaboration with engineering, science and sustainability programs connect the processes of discovery, engineering and commercialization replicating the world business majors enter upon graduation. To Clarkson faculty and students, business means integration, globalization and most importantly, change. We defy convention by blending traditional disciplines and integrating coursework into powerful combinations that give students greater breadth and deep cross training skills that carry with them for life. Clarkson students successfully compete for the best jobs right of college and parlay their experiences into careers that are leading the next generation of business. One in six alumni is already a CEO or senior executive of a company.
Graduate programs in the Clarkson University School of Business are designed to give students a dynamic experience based on team-oriented coursework and hands-on, real-world opportunities – not real-world in the cliché way, but with gritty relevance to the actual challenges faced by innovators and industrialists competing in the global marketplace today.
What we teach is built in consultation with major international employers and with venture capitalists developing “what’s next” for society. Acclimated to both theory and practical applications in business, the faculty is well-trained and experts in their respective fields. Small class sizes and selective admission criteria also make Clarkson students more than just a number, but instead valuable peers to the dialogues and relationships created among faculty and students.
Clarkson students think globally and learn under the philosophy that effective managers today need a truly international mindset. All full-time MBAs travel abroad with a faculty-led group to investigate first-hand how business is conducted across the globe. Through consulting gigs and development of student business ideas, Clarkson students get their hands dirty both inside and outside class. Since its founding, Clarkson has held a commitment to hands-on learning. Whether working on teams, working with clients or working to promote a cause of a campus or community organization, Clarkson students gain valuable experience to use in the future.
Students learn and live the mission of the Clarkson University School of Business: "…to prepare the next generation of leaders through premier business education programs that span disciplinary boundaries and are focused on innovation and global supply chain management. These programs anticipate and respond to the need of our current and potential employers, students, alumni, the global economy and society as a whole. Our learning community creates and disseminates knowledge through high quality academic research and teaching focusing on building and sustaining globally responsible enterprises."
An integrated course module approach to cross-disciplinary problems accelerates learning in the MBA track and emphasizes global perspectives, innovation and social management throughout the program. Faculty integrate research that they are conducting on topics such as organizational behavior and leadership management into the curriculum that they teach and blend it with practical examples from their consulting services and forays into forming new business ventures. This leads to a high level visibility of today’s hot topics in social management that are then discussed in the small group settings that Clarkson provides. These small group settings allow students to explore what effective leadership management skills are and use them to build an excellent groundwork of social management knowledge to use in future projects.
The culture and business environment that the Clarkson University School of Business has to offer is a perfect way to learn about ethical decision making and ethical business management. Throughout all of the courses a wide selection of case studies provide students the opportunity to hone their skills for applying ethical principles and decision making approaches to address complex, “real-world” business problems within the context of an evolving social, economic, legal and political environment. The goal of the Clarkson University School of Business is to provide students with the material and environment in which students can learn and apply an intellectual foundation to frame a wide range of ethical and moral issues facing contemporary business organizations operating within a global environment.
One of the most rapidly changing and evolving topics in the global business environment today is environmental management. The agility of the Clarkson University School of Business coupled with the highly technical environment that Clarkson University has to offer provides a learning environment unlike any other. Our students learn about the idea and practice of “sustainability” and what it means from both an economic perspective as well as a moral perspective in a hands on group learning environment. Students walk away with the knowledge and ability to analyze and evaluate the risks and rewards associated with environmental issues and policies. Also with our world class global supply chain initiatives, students get an upfront look at planning, managing and implementing environmentally conscious solutions in a global business environment.
Originating from these best practices, the Clarkson University School of Business MBA program has created a one-year graduate MBA program with an environmental management track. The goal of this track was to take our best practices and integrate them into an effective program that makes our students professionals that are able to integrate environmental concerns into the more traditional models of business operations. Students in the environmental management track are not only able to speak the language of sustainability and the environment but they are also able to walk the talk of today’s sustainability an environmental trends. These students are well qualified to conduct environmental policy analysis and make strategic plans about environmental management through the skills that they obtain in the environmental management track.
These experiences help develop students who can lead, be an effective team member, and work well with customers, suppliers, colleagues and the community. Written, oral and technological communication skills are integrated across the curriculum. Frequent visits by executives and managers link the classroom to the business world. To extend and broaden learning and development beyond the classroom, all School of Business students are required to have an international experience. Additionally, all students are encouraged to participate in campus organizations and professional societies. Strong programs in engineering and science provide special opportunities for students who wish to combine management and technical interests.
Our undergraduate and graduate programs of the School of Business are accredited by AACSB, the most prestigious national accrediting body for business programs. Fewer than 25 percent of the nation’s business programs share this distinction, which is based on an institution’s ability to deliver a comprehensive and unique business-related educational experience to its students.
How does the MBA program 'walk the talk' of social and environmental impact?:
In 2010 with recognition of a new Institute for a Sustainable Environment and appointment of a full-time sustainability officer, Clarkson University renewed its commitment to being an environmental leader. The institution now incorporates sustainability into all aspects of its curriculum and university operations. With Clarkson’s 640-acre ‘hill’ campus overlooking the Adirondack Park, the largest national park in the lower 48 states, the University community learns and lives in a natural laboratory for environmental management, green technology and sustainable living commerce. Its campus includes a 250-acre forever-wild wooded area and stretches across reclaimed farmlands to the banks of the Raquette River, which is being redeveloped with walking and biking trails. Facilities on the waterfront area include renewable energy generation demonstration units. In addition to contemporary buildings across campus for comprehensive programs in business, engineering, science and the humanities, an Adirondack Lodge facilitates retreat learning experiences for classes and clubs, and the adjacent trails and recreational equipment provide outlets for numerous outdoor recreation, appreciation and team-building exercises. Clarkson University continues to cultivate sustainable learning and living immersion in three focus areas: development of organizational sustainability policies and guidelines, academic program sustainability involvement and student life sustainability practices. Through these three areas, awareness and actionable progress for achieving sustainability learning and living goals are evident across the University. As part of renewed environmental focus, Clarkson faculty and students have stepped up organizational sustainability practices. In construction, renovation and remodeling initiatives, Clarkson applies green building materials, decision trees and processes. All new construction, including a 18,000 square foot Technology Advancement Center and 60,000 square foot Student Center completed in the last two years, is specified to meet LEED silver certification at a minimum, with new facilities including many attributes commonly found in gold and platinum facilities. New additions to the University fleet are fuel efficient hybrid cars, including the University president’s vehicle. It is also not uncommon to attend seminars given by students about how they fuel their car with used vegetable oil from local restaurants or innovative ways to convert local dairy farm waste into energy for small scale electric systems. Document management and business processes also impact every office on campus, with a large scale phased in conversion of paper documents to electronic formats underway. Recycling and refurbishment of assets, a long-time component of Clarkson’s overall environmental management practices. This includes “Green Cycle,” a Web site that encourages the campus community to buy, sell and trade both university items as well as personal items. The institution has just moved to a zero-sort campaign for waste that allows all recyclable material to be placed into one central container which makes it much easier and efficient for the student body to recycle and adopt recycling habits. One of the most visible organizational changes revolving around sustainable practices is in the University’s dining services. The Institute for a Sustainable Environment and its affinity groups have helped identify and expand locally grown food options and have achieved ninety percent of the dining halls' chicken, beef, and poultry, and 80 percent of ice cream and cheese, being hormone and antibiotic free, and 80 percent of shrimp and scallops served to be sustainably harvested. All to-go containers are biodegradable, and nearly all meals are served without trays. Any food scraps that are not consumed are separated for processing in an anaerobic digester to convert scrap food to heat and electrical power. As part of the Clarkson Common Experience (the core graduation requirements) and core graduate school requirements, sustainability is infused throughout all curriculums at Clarkson University. One of the most distinguishable sustainable foci can be found in our one-year graduate MBA program and its environmental management track, also known as the “Green MBA.” Students in this track build relevant hands-on experiences by strengthening organizational best practices in environmental and social management at Clarkson and enterprises within the community. They graduate as professionals who can integrate environmental concerns into the more traditional models of business operations. Students in this environmental management track are not only able to speak the language of sustainability but they are also able to walk the talk of today’s sustainability an environmental trends. These students are well qualified to conduct environmental policy analysis and drive environmental management strategic plans. An Environmental MBA, which will accept its first cohort in Fall 2011 for a two-year full-time load, provides extensive coverage of environmental studies and environmental science, in addition to business concepts over a two year period. It is designed for students who want to market themselves as environmental managers, and delves deeper into regulatory and policy issues as well as demonstrate scientific competencies. Faculty scholars engage students and the larger community in peer-reviewed and practical content about sustainability and sustainable practices through seminars, presentations and extensive usage of students in research projects. Over the last two years our Institute of a Sustainable Environment has hosted over 65 seminars and presentations about environmental topics, ranging from Emission and Characterization of Particulate Matter and Bioaerosols to seminars about energy literacy. These seminars and presentations are open to students of all majors and prove to be a learning ground for all. Many are also open to the general public, who represent the spectrum of environmental interests and knowledge, which replicates the kinds of forums industry leaders must prepare for as well. From these seminars students can learn advanced topics of their interests and can bring the material back into the classroom where everyone can be involved in the subject matter. Students have also had the ability to participate in academic conferences such as the PowerShift conference and the Adirondack Youth Climate Summit, which is organized in partnership with the Wild Center: The Natural History Museum of the Adirondacks. The University also hosts Forever Wired, which is a conference encouraging home-based telework opportunities within the Adirondack Park as away to build responsible, sustainable economic growth in the region. Sustainable practices and strategies deployed by the University to create a greener campus are included in the opening orientation sessions for all students. In addition to an Outing Club, the largest student organization on campus that includes both undergraduates and graduate students, many students engage in other organizations with an affinity towards environmental and sustainability issues, including interdisciplinary groups like Engineers Without Borders which is designing a new drinking water system for a small village in Ecuador. As a campus in an area with abundant wildlife and nature, Clarkson University is acutely proficient at building awareness campaigns about sustainability. Examples include regular competitions between residence houses to see who can generate less garbage or reduce the carbon footprint per person over a given semester. At student urging, the majority of washing machines on campus are cold water only machines, low-flow showerheads are used and new devices and appliances have an EnergyStar rating.
Course Name: Corporate Ethical Decision Making
Instructor: Augustine Lado
Corporate Ethical Decision Making, SB609, represents one of the core courses that all students take in the Clarkson University MBA program. It is designed to give students the awareness of and confidence to engage in ethical principles and values to build organization effectiveness. Concepts are incorporated through organizational stakeholder analyses and study of performance evaluations. Coursework establishes a systematic process for thinking through economic and non-economic implications of strategic decisions and implementation plans in businesses.
Students completing the course represent well rounded individuals who are well informed for the global business environment. This course is one of the primary courses taken early in the MBA sequence in order to foster ethically sound decision making skills in future work and courses.
The goal of the corporate ethical decision making course is to give students an intellectual foundation to make sound decisions to ethical / moral / dilemmas faced in today’s contemporary business organizations operating within a global environment. By incorporating these principles and values into the curriculum of the MBA program, students are encouraged to think critically and reflect reflectively about decisions that drive strategic business initiatives and projects.
This course is built upon text of ethical theory, case studies and specific real world readings. The textbook Business Ethics: Cases and Selected Readings provides ethical theories for the students to use to form a base of knowledge. The case studies provide business cases in which ethical theory practices have been of issue to an organization. The specific real world readings frame the ethical issues covered during each week.
Students are graded based on research reports, case analyses and reflective papers. The research report allows the students to conduct research on a topic of interest related to strategic management. This allows the students to apply their knowledge and theoretically solve real world cases. The case analyses and papers reflect what the students have learned about ethical decision making and allow for discussion among the class on ethical principles.
The objective of this class is to build a strong base of knowledge for students to make sound and strong ethical decisions. As the course progresses, students will become more aware of the importance of ethical principles and values in the global business environment.
Course Name: Environmental Economics
Instructor: Martin Heintzelman
The Environmental Economics course is one of the newest courses in the MBA track developed over the last few years. This course covers the application of economics to problems of the environment and natural resources. By exploring the failings of the “invisible hand,” students gain relevant knowledge and understanding of how economic incentives can be exploited to ameliorate these failings in the real-world marketplace. A primary emphasis is on using economics as a tool in the formation of environmental policy. Divided into four major sections, the course addresses economics of the environment, cost / benefit analysis, environmental policy and sustainability, and trade and international issues.
Students learn to apply an economic paradigm to analyzing individual, firm-level and social decision-making within the framework of economic rationality. By identifying the conditions under which this framework is an appropriate model of human behavior, the class gains insights into its shortcomings as well as strengths. Within this framework, students will move towards understanding of how individual incentives can lead to conflict as well as cooperation on issues in the environment. By studying relevant problems in the political economy in a debate format, students are exposed to analysis of environmental policies and follow how they are developed and derailed depending on the context and nuances of political discussion.
Students learn about subjects presented in this course in a variety of manners. The textbook Environmental Economics: An Introduction provides the majority of the course knowledge and serves as a base for other supplemental learning materials. Every week students are able to engage beyond the text by reading relevant news articles and case analyses. Students are also required to participate in a game centered on externalities and public goods at the beginning of the course which serves as a stepping stone for the rest of the course.
Students are asked to present their knowledge of the material in a variety of ways. Students are graded on standard grading topics such as homework, midterms, a final exam and in class participation but this course asks students to take this to the next level. Four times throughout the course students are asked to answer a “tough” question that is based on either a policy question or a more philosophical question in the field of environmental economics. In these writing assignments, students must combine their knowledge gained during the course with relevant readings provided both in and outside the course in order to present an answer to the question with thorough analysis and support evidence.
After a semester of forming opinions and sifting through conflicting sources of fair play and consequences, students walk away from this course with a firm grasp on environmental policy and the effects that individual incentives, the political economy and moral perspectives have on environmental policies. As interested partners in fair policy development, they will be able to identify and develop ways to mitigate the conflicts inherent in thinking about intergenerational equity as well as intra-generational equity.
Course Name: Environmental Supply Chain Management
Instructor: Santosh Mahapatra
The next generation of leaders must be able to span boundaries. The Environmental Supply Chain Management course in the MBA track has proven to be an extremely relevant course to our students who are entering global business environments that must address environmental concerns while managing complex innovation and delivery processes across organizations.
The purpose of this course is to introduce the key principles of environmentally responsive supply chains and the required practices that surround them. These include the managerial tools and techniques that are useful in environmentally responsible practices as well as the implications of an environmental orientation on product and process design, strategic sourcing and logistics.
To address the breadth of environmental practices in the supply chain, students enrolled in this course focus on specific areas of the supply chain where environmental practices would have the greatest effect. These areas include understanding supply and waste flow, lean and green principals, product differentiation and development, pollution and environmental metrics.
This course utilizes recent materials and events occurring in the global business environment. Therefore, materials for this course are constantly changing. The professor has chosen an intensive case study format, supplemented with a course pack and suggested online materials. No hard course textbook is required in this course. By showing students where to consistently find relevant materials, students are building lifelong information gathering skills to become informed employees of the global market.
Students are tested in this course through four main parts. They are asked to present their knowledge in class through class participation and three main exams. Students are also asked to present their knowledge out of class by completing eight case analyses and a term paper. These case analyses and term paper require students to read and find relevant materials to topics and companies that are implementing environmental practices or are having issues with environmental practices.
The main objective of this course is to pinpoint a few of the key principals of an environmental responsive supply chain and practices associated with them. Students gain the ability to see the challenges / opportunities of implementing environmental practices, the managerial tools and techniques of implementing environmental practices and the implication of environmental orientation.
Course Name: Global Business Strategies
Instructor: Augustine Lado
Students enrolled in Global Business Strategies achieve a transnational perspective on strategic management by exploring the integrative and cross-functional nature of organizational strategy and decision-making within a global environment. By working on a wide range of strategic problems, opportunities, challenges, dilemmas, puzzles and paradoxes involved in forming and implementing organizational strategies, students gain knowledge in effective strategic company planning while incorporating business ethics and social responsibility.
Supplementing in and out of class discussions, materials used in this course include a text book and cases. The textbook, Transnational Management: Text, Cases and Readings in Cross-Border Management, provides students with information on developing transnational strategies and business policies. The cases provide real life examples for student to use to connect coursework to relevant realities in contemporary organizations. The combination helps students develop sophisticated, critical thinking skills and understanding necessary to manage effectively in an increasingly globalized world.
Students are evaluated based on an exam, team projects and case write-ups. The team projects allow students to combine and discuss the class material in a climate of real world situational analysis. These reports encourage students look at the policies and situations of today’s organizations and evaluate them for strategic and ethical fit. The case assignments push students to reflect on what they have learned and apply their knowledge to their own personal cases.
The objective of this course is to develop knowledge an understanding of strategic planning with a transnational perspective. In the end students will be able to understand and appreciate the complexities of ethics and social responsibility in a global view. Students will also develop ethical awareness and sensitivity about strategic management issues.
Course Name: Human Resource Management
Instructor: Sandy Fisher
People are a major source of competitive advantage; therefore, Human Resources Management represents a critical area to master for graduate program students. The purpose of this course is to enhance understanding of the management of people from a strategic, value-added perspective. Addressing issues of who to hire, what training to give employees, how to reward them and other talent sourcing, compensation and benefits issues, it is considered a building block in instilling principles for ethics and fairness.
Using the backdrop of the current economy as an example of the difficult decisions that impact the relationships between employers and employees, this course prepares students for the management of all aspects of human capital regardless of the role a student eventually takes in the workplace.
The content for this course is based on material from the textbook, A Framework for Human Resource Management, and supplemental cases such as Employment Downsizing and its Alternatives. These provide additional information and views of the overall course material and discussions to paint a reflective picture of the human resource management environment.
Operated in a small seminar format, the main outputs that students provide for this class are investigation papers and presentations. This combination lets students combine what they have learned inside the class with what real world information that they find relevant to make and support theories on human resource management. Students become well informed to make ethically sound decisions with their workforce teams.
Students walk away from this course understanding strategic human resource management and how it is built and enforced in the global business environment. Through the trials and tribulations of applying this course material to other courses that engage in team-based learning, this course prepares students to learn what works well when and for them. This education provides students the opportunity to learn and apply ethical and fair decision making processes.
Course Name: Information Sysyems
Instructor: Weiling Ke
Students enrolled in this course engage in an overview of essential information technologies present in today’s organizations. The role of information systems and information technology in managing modern information age enterprises are explored. Students acquire an overview of the basic technological components of a generic information system, emphasizing the basic knowledge of information systems and investing the strategic significance of information systems to various business applications and industries as well as the role of information systems in transforming modern organizations. Database management, system analyses and design, telecommunications and network technology, enterprise resource planning, electronic commerce, Web-based information systems and decision support systems come together under a common framework of strategic information planning.
In the exploration of these areas of strategic information planning, students are presented with a variety of topics which include privacy, legal, ethical and social issues. Students in this course obtain relevant materials through three sources. The basis of all material comes from the textbook Managing Information Technology. Other sources include course presentations / videos and cases. These presentation / videos are an essential part of the course and allow distance learning beyond the Clarkson campus and present the students will modern valuable information through a different type of media.
Assessment of the learning materials is conducted in two ways in this course: through cumulative exam and case study presentations. The objective of this course is for students to understand the basic knowledge of information systems and their effect on various business and industries. Students will learn about database management, telecommunications, system and network design and decision support systems during which topics such as ethical consideration are discussed.
Course Name: Marketing Management
Instructor: Rajesh Sethi
Clarkson’s Marketing Management course module provides students with a background on the nature and scope of marketing management processes. The course is designed to help students develop an understanding of central marketing concepts and how these apply to real world marketing problems. The acquisition of strategic and tactical marketing decision making skills is paramount during the duration of the course, regardless of intended career path. By building sensitivity to the larger role of marketing, students will ultimately take the concepts learned to affect the ethical, diversity and global concerns of a global business environment.
Students engage in the coursework through interactive simulations along with case analysis and text readings. A core part of this course comes from the Markstrat Participant Handbook, which is a simulation device that allows students to actively engage and learn the marketing-related decision making skills. Students are also presented with cases and text that support the primary topics of this course.
In this course students are graded equally between the case analyses, the electronic simulation and the final exam. These evaluative measures allow students to apply their knowledge in different manners and build confidence in evaluative methods that they may currently exhibit as strengths and weaknesses. Students who choose to be active in the course will move on with a well formed understanding of what comprises a marketing-oriented company, hold a solid grasp on marketing strategy and its components, and know what goes into formulation and critical evaluations of marketing plans. From a practical standpoint, students will finish the course experiencing first-hand the need to not just develop strategies, but to sell their business proposals to others for successful implementation in complex and dynamic environments.
Course Name: Negotiations & Relationship Management
Instructor: Floyd Ormsbee, Stephen Sauer
The purpose of this course is to provide students with an understanding and application of current research and practice in the areas of negotiations and relationship management. Covering contemporary and historical theories as well as techniques developed and used in organizational practices, students learn about topics such as the importance of trust and ethical approaches to negotiation. Key topics include understanding bargaining concepts and theories to foster negotiation skill development, including negotiations with individuals from opposing sides to the issue. Experiential learning during class time includes opportunities for each student to evaluate and develop his/her own interpersonal heuristics for leading in these complex situations.
As part of an active learning approach, students are expected to be involved in the teaching process. This effort is supported through the usage of texts and team and individual-based case studies to build students’ knowledge. Active learning adds value to practicing the skills of negotiation and relationship management. The textbook, Essentials of Negotiation, provides students with the knowledge needed to make sound and ethical negotiations and procure strong relationships. Students are encouraged to develop proficiency in negotiation skills to improve the effectiveness of outcomes and the quality of interpersonal and intra-organizational relationships. This includes an inherent awareness of the conflicts that occur in labor-management relations.
Students are graded on class participation and teamwork skills and the quality of analysis papers. The latter assignments are based off of the literature from the book and cases in order to solidify the link between practice and theory. This practice, coupled with the theory of sound negotiation and relationship management, creates well rounded students who can apply influential and ethical negotiations to the real world business environment.
Students will move on from this course with a greater big picture perspective of negotiations and relationship management, while developing practical skills of negotiation and relationship management. Through this coursework students should be able to apply what they have learned to help them understand the ethical effects of decisions in organizations.
Course Name: New Products Marketing
Instructor: Larry Compeau
Acknowledging the art and science of new product marketing, the purpose of this course is to provide the knowledge and confidence for students to utilize tools and techniques effectively in order to manage new product strategy. By the end of the course, students will possess a deep understanding of consumers, how they arrive at their decisions, and how this is a critical factor to new product success. As part of the class progression, students gain increased sensitivity to ethical, diversity and global concerns related to new products marketing as well as the inherent failures associated with marketing new ideas.
The course is designed to underscore the critical strategy components for the marketing leaders in a firm engaged in introducing new products. Students will walk away knowing the “pain” of the pace of technological advances, the need to anticipate what’s next, and the ability to deliver value in order to create competitive advantages for firms. Additionally, the faculty has developed team projects to also reflect the sparks needed for creativity in generation, design and implementation of new products.
The course material for this course comes from a custom course pack designed specifically for this course. This course pack is filled with articles and cases that are integral to the development of knowledge towards the course topics. These materials give students multiple angles to view new product development and the ethical and social concerns related to new product development.
This course is heavily structured upon team discussion and team projects. This is why the students are graded on primarily a team project and team case submissions. These projects are important because they integrate topics such as marketing research, new product development and concept testing / evaluation and allow students to discuss the benefits and problems with each. Students learn firsthand some of the ethical and social implications of new products marketing.
The objective of this course is to provide students with relevant material to new products marketing. These materials highlight how new product marketing occurs and the strategic process behind it. They also highlight the problems and hurdles that can occur in moving this strategic process and creative direction forward.
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Type: Forum
Date: October, 2009
The Clarkson School of Business Sustainability Forum is a campus wide event which focuses on issues related to managing and operating business in an economically and environmentally sustainable fashion. A series of round table discussions occur through out the day of the event and highlight material related to the issues at hand from various industries and governmental and academic institutions. This event is facilitated by leaders of local industries and by Clarkson University faculty whose specialty area of research are focused around the issues at hand. MBA students are encouraged to attend and take part in the discussions in order to gain a better aspect of issues related to managing and operating business in an economically and environmentally sustainable fashion.
Business School Housing? Yes
Number of Faculty: 5
Contact Name: Marc Compeau
Contact Email: mcompeau@clarkson.edu
The Center for Entrepreneurship at Clarkson University is an invaluable opportunity for MBA students to become involved with hands on work with real businesses in the North Country
The mission of the center is "Using a focused and action oriented approach to developing sustainable micro business, the Clarkson University Entrepreneurship Center will develop sustainable businesses through lasting partnerships between universities, government support programs and micro enterprises."
Under this mission the Center for Entrepreneurship has created many opportunities for students to work with real business on issues such as sustainability and environmental management.
Some of the projects that students are currently working on include: ADK Compliance, SLC Arts Council and TAUNY.
Business School Housing? No
Number of Faculty: 10
Contact Name: Matt Draper
Contact Email: mdraper@clarkson.edu
"Innovations drive modern, globalized knowledge-based economies. Innovations accumulate primarily at universities. To be useful they need to be translated into practice through commercialization. The mission of the Shipley Center is to turn discovery-driven innovations into inventions, inventions into intellectual property, and intellectual property into wealth. To accelerate the translation of Clarkson innovations into the marketplace, we foster the exchange of ideas and collaboration between the various schools on campus and industry, as well as prepare and educate the faculty and students for the 21st century entrepreneurial workplace.
Clarkson University is well suited to reach these objectives, as it is a center of technology, engineering, applied science and education, all in one, in a large geographical area. University-industry culture already exists through the Center for Advanced Material Processing (CAMP). The Business School provides unique opportunities to achieve educational goals and support broader Shipley Center objectives.
All MBA students have the opportunity to work with the Shipley Center for Innovation on various projects and assignments. Check out some of the current projects that our students are working on:
Clarkson Innovators are focused on Green solutions to answer the market demands of today’s global economy. Key areas of focus are transportation, wind energy, and regional agriculture (including growth of produce as well as extracting energy from waste). Projects include ways to better educate people on the use of wind energy, ways to efficiently transport people without the use of fossil fuels, and re-thinking traditional methods of agriculture with a cold-weather approach. Several start-up ventures have been created to commercialize these innovations and many have multiple GREEN ideas and technologies to pursue and bring to market.
These projects represent both faculty and student projects, highlighting the innovative culture at Clarkson.
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Business School Housing? No
Number of Faculty: 60
Contact Name: Phillip Hopke
Contact Email: stoddard@clarkson.edu
The Institute for a Sustainable Environment at Clarkson University provides opportunities for students across the university to be involved in environmental and sustainability issues while at Clarkson. These opportunities are both formal and informal. Informally, the ISE supports a number of student groups dedicated to promoting sustainability on campus. These include Sustainable Synergy (http://clarksonsynergy.com/) which is dedicated to promoting energy efficient and renewable energy technologies on campus and has a history of including students from across the University. Another student-run organization is ECO which is a more traditional pro-environmental organization on campus with a focus on global sustainability issues. A more formal opportunity is through the EPA P3 Environmental Design competition (http://www.clarkson.edu/speed/speed_teams/environmental_design.html) which is part of Clarkson's SPEED (Student Projects for Engineering Experience & Design) program. This program involves students from across the university in a national sustainable design competition sponsored by the EPA. Clarkson has a history of success in this area. Finally, the ISE encourages MBA students with sufficient science background to take environmental science and policy graduate classes. This interdisciplinary approach is in the process of being formalized through the proposed Environmental MBA program which has been approved at all levels within the University and is now only awaiting approval from New York State.
The Graduate Business Association (GBA) is an organization managed by the graduate business students. The GBA is designed to foster a positive learning community through social events, service opportunities, and extra-curricular educational activities.
The GBA also acts as a primary mechanism for managing student concerns outside the classroom. We aim to provide opportunities to learn, build community, network, and have fun by applying the core values underlying the Clarkson School of Business Graduate Programs: resourcefulness bounded by integrity, accountability, collaboration, tolerance, understanding the value of diversity, resolve, confidence, and commitment to learning and excellence.
Each year, students organize fundraising events, which fuel some of the activities each year. These activities are encouraged to bring together faculty and students, while simultaneously building a stronger sense of community within each year’s class.
This years events have included adopt-a-highway, culture night, intramural sports, student/faculty mixers and events, and "Make a Difference" day.
Clarkson Women in Business is a professional organization
associated with the National Association of Women MBAs (NAWMBA), providing educational and empowerment opportunities for MBA students in support of women in business.
Clarkson Women in Business is very active in the MBA community at Clarkson University. Every semester they hold a variety of events. This semester they are sponsoring a series of guest speakers highlighting successful business women and entrepreneurs. These guest speakers highlight what they have done in their careers and focus providing knowledge about the challenges, such as ethics and sustainability management, that they see on a daily basis in the workplace.
Clarkson Women in Business gives back to the local community through community service initiatives. Over the past semesters these initiatives have ranged from "Make a Difference" day to holding a food drive to replenish food supplies at local food banks.
The common-property problem results in excessive mining, hunting, and extraction of oil and water. The same phenomenon is also responsible for excessive investment in R&D and excessive outlays in rent-seeking contests. We propose a "Partnership Solution" to eliminate or at least mitigate these excesses. Each of N players joins a partnership in the first stage and chooses his effort in the second stage. Under the rules of a partnership, each member must pay his own cost of effort but receives an equal share of the partnership's revenue. The incentive to free-ride created by such partnerships turns out to be beneficial since it naturally offsets the excessive effort inherent in such problems. In our two-stage game, this institutional arrangement can, under specified circumstances, induce the social optimum in a subgame-perfect equilibrium: no one has a unilateral incentive (1) to switch to another partnership (or create a new partnership) in the first stage or (2) to deviate from socially optimal actions in the second stage. The game may have other subgame-perfect equilibria, but the one associated with the "Partnership Solution" is strictly preferred by every player. We also propose a modification of the first stage which generates a unique subgame-perfect equilibrium. Antitrust authorities should recognize that partnerships can have a less benign use. By organizing as competing partnerships, an industry can reduce the "excessive" output of Cournot oligopoly to the monopoly level. Since no partner has any incentive to overproduce in the current period, there is no need to deter cheating with threats of future punishments.
In this paper we report the results of two experimental studies designed to test how demographic characteristics affect outsiders' assessments of a firm's top managers. We draw on theories of evaluation and status characteristics to examine the interactive effects of managers' racial characteristics and educational prestige on external perceptions. In the first study, we find that top executives' educational background and race affected analysts' valuation of a firm's stock. Outside analysts made the highest stock price projections for firms led by white executives who had highly prestigious educational backgrounds but made the lowest valuations for firms led by African Americans with the same prestigious education. We posit that the moderating effect of executives' racial characteristics stems from outsiders' assumptions that African American managers received preferential treatment in the admissions process for high prestige universities. In the second study, we find that when we explicitly removed the possibility of preferential selection, analysts gave the same stock valuation to firms led by white and African American executives with high educational prestige. We discuss the implications of these findings for theory and management
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