A study of accounting information developed for managers within an organization. Analysis of accounting statements is emphasized for planning, decision making, and controlling purposes. Issues and trends in accounting are reviewed to complete the study.

A study of organizational financial management emphasizing shareholder value. Topics studied include liquidity management, budgeting, capital structure, forecasting, risk, and cost of capital. Trends in enterprise financing complete the study.

The information requirements of organizations are studied, with emphasis on the types of information needed at the operational, administrative, organizational and strategic levels. Topics include obtaining, installing and managing software, hardware, and networks systems, information security, managing Information Technology (IT) personnel and systems, and managing the rapidly changing IT environment. Global and ethical perspectives are included.

A study of strategic marketing planning and analysis of the marketing function in relation with various internal and external environments. Designing marketing programs for various demand segments constitutes the heart of the study. Issues of innovation, implementation and evaluation of programs complete the study.

An application of micro-economic theory to business decision making. Economic concepts and quantitative methods are applied to managerial decisions regarding pricing, production, service capacity, profit maximization and government restraints.

Concepts of statistical analysis and inference are studied including descriptive statistics, probability theory, statistical estimation, tests of hypotheses, analysis of variance, and regression and correlation analysis. Emphasis is placed on applied regression analysis of service operations data.

The study of services' characteristics, services' contribution to an economy, service quality, capacity management, the relationship between organizational performance and customer retention, positioning, customer expectations, and strategic planning. The study focuses on the customer-server dyad and a balanced approach to organizational continuity. A review of recent issues completes the study.

This course is a study of the creation, management and effectiveness of organizations as open systems. Central to the study are the internal and external environmental challenges to an organization's domain and the management of change through innovation, control and efficiency. Organizational design, authority, culture, technology, conflict and competencies are included in the study.

This is a capstone course in the application and synthesis of business and economic concepts with a view toward evaluation of specific organization-wide situations. The focus of the course is on problem recognition, alternatives, recommendation and rationale. The use of policies and strategies to foster vision and mission to achieve organizational goals is included. Organizational leadership styles complete the study.

A study of the processes involved to develop and maintain positive relationships with potential and current customers. Emphasis is placed on adding value to customer activities. Various types of relationships are identified using database software to increase employee productivity in sales, service and customer management.

A study of the importance of service delivery quality as a means of customer satisfaction. A service core consistent with a strategic plan is the focus of the study. Measurement tools included case experience, mystery shoppers, surveys, critical incidents, service performance indexes, and hard and soft standards of measure a used in satisfaction analysis. The role of the customer completes the study.

A study of the role events in marketing communication. The course approaches events both as stand-alone activities and as correlates to other organizations. A promotional strategy incorporating public relations, electronic media, contests and merchandise, personal appearances and other aspects of an event proposal forms basis of the study. Licensing and venue issues complete the study.

The course focuses on ethics, appropriate e-message usage, using mailing list systems, connecting a site to search engines for good ranking, and the role of the Internet in Business-to-Business (B2B) and Business-to-Consumer (B2C) marketing. Access and audience issues complete the study.

Models of new service development including the service profit chain, conjoint analysis, service "blueprinting" and the process for service development are at the heart of the study. Creating a strategic vision is used to guide service development. Issues within an existing service and entrepreneurial aspects complete the study.

This course incorporates project management software in the study for project conception, plan and control. The course uses this software in a context of building team leadership and cohesion through organizational designs. Project objectives, change management and individual roles, risk and resource management, and management parameters are studied for efficient and effective results. Trends in project management complete the study.

(Services MBA only)

The use of brands to sustain market place value for services is the course study. The role of a brand manager to build customer equity is related to brand development. Business-to-Business (B2B) and Business-to-Consumer (B2C) customer behaviors are studied as brand-building guides in diverse cultures. Theory and practice of the role of a brand in the marketing of a service provide a background to study brand manager issues and challenges.

(Services MBA only)

A study of intermediaries, both facilitating and direct, in the distribution of services. Franchises, agents, brokers and electronic contacts are studied along with the cooperation and conflicts that arise. Dyadic events-the roles of the server and the served-are studied for their impact on service delivery and quality. The use of information to manage and control delivery systems completes the study.

Leadership in the process of providing value in the marketplace-from supplier to ultimate user-forms the basis of the study in this course. Managing capacity and demand at various points in a value chain is at the study's core of operational leadership throughout the chain. Measurement of service operations completes the study.

(Services MBA only)

This course is a study of entertainment properties in motion picture and television from the perspective of a producer. The process of script development, talent, financing, costs, pre-production, production, post-production, distribution and promotion constitutes the heart of the study. A review of issues and trends completes the study.

A course covering topics not specifically a part of other courses in the Services MBA curriculum. Topics may vary depending on faculty expertise and student interest.

Provides the opportunities to develop skills and to enhance understandings of innovative technologies including the use of the computer as a teaching tool.  Emphasis is given to a systematic approach to the selection and evaluation of media in the classroom. Attention is also given to the development of the teacher’s competencies in locating and creating instructional materials for programs in the school classroom.

A study of cases providing a legal framework for the operation of the educational system and the environment in which school personnel function.  Specific topic areas include academic freedom, attendance, busing, conduct (employee and student), integration and segregation, liability (institutional and personal), malpractice, protected speech, pupil assignment, religion and search and seizure.

ISLLC STANDARDS FOR SCHOOL LEADERS:

STANDARD III: A school administrator is an educational leader who promotes the success of all students by insuring management of the organization, and resources for a safe, efficient, and effective learning environment.

• Manage the human, fiscal, material, physical, technological, and time resources to provide, a safe, healthy, aesthetically pleasing and effective instructional environment.

STANDARD IV: Promotes the success of all students by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources.

• Ensure that diversity is recognized and valued through the whole school community.

STANDARD V: Promotes the success of all students by acting with
integrity, fairness, and in an ethical manner.

• Apply laws and procedures fairly, wisely, and considerably.
• Treat people fairly, equitably, and with dignity and respect.
• Understand various ethical perspectives and serve as a role model of ethical behavior and professional practice.

STANDARD VI: A school administrator is an educational leader who promotes the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.

Designed to acquaint students with current trends in curriculum design, legislation affecting curriculum, state mandated programs, innovative programs, and organizational patterns.  It is designed also to encourage educators to anticipate needs of learners in the next generation and to elucidate means by which these needs can be met through curriculum design.

A study of school budgeting techniques, financial management, grants, and practices related to school finance. School operations, facility development, transportation, and other educational services related to school operation.

ISLLC STANDARDS FOR SCHOOL LEADERS:

Standard I: Promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community.

• Develop an implementation plan with objectives and strategies to achieve the vision and goals of the school and system.

Standard III: Promotes the success of all students by ensuring
management of the organization, operations, and resources for a safe, efficient, and effective learning environment.

• Manage the human, fiscal, material, physical, technological, and time resources to provide a safe, healthy, aesthetically pleasing and effective instructional environment.

Standard VI: Promotes the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.

• Understand and influence the environment in which the school operates on behalf of students and their families.

A study of counseling and conflict resolution skills for the school leader.  Assignments and readings assume basic understanding of introductory issues in psychology and in educational psychology.

ISLLC STANDARDS FOR SCHOOL LEADERS:

STANDARD II: A school administrator is an educational leader who promotes the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth.

A study of current research on the unique characteristics of various student diverse needs within school and community settings. populations in the educational systems and innovative programs to address.

ISLLC STANDARDS FOR SCHOOL LEADERS:

STANDARD III: A school administrator is an educational leader who promotes the success of all students by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment.

STANDARD IV: A school administrator is an educational leader who promotes the success of all students by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources.

STANDARD VI: A school administrator is an educational leader who promotes the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.

A study of the skills required to be a successful school leader. Areas of interest include leadership style, management, assessment, and motivation.

ISLLC STANDARDS FOR SCHOOL LEADERS:

Standard I: Promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community.

• Develop an implementation plan with objectives and strategies to achieve the vision and goals of the school and system.

• Communicate, implement, marshal resources, monitor, evaluate, and revise the plan in a process of continuous improvement.

Standard II: Promotes the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth.

• Foster a culture of high expectations for self, students, and staff to maximize student and professional growth and development.

• Promote, plan, implement, monitor, and evaluate professional development that focuses on student learning consistent with the school and system vision and goals.

• Promote student learning using knowledge of human development and learning theory, best practice, assessment, data, technologies, and support services appropriate to the grade levels of the school.

STANDARD V: A school administrator is an educational leader who promotes the success of all students by acting with integrity, fairness, and in an ethical manner.

Experiences to practice skills in educational leadership in the school setting.

ISLLC STANDARDS FOR SCHOOL LEADERS:

Standard II: Promotes the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth.

• Promote, plan, implement, monitor, and evaluate professional development that focuses on student learning consistent with the school and system vision and goals.

• Promote student learning using knowledge of human development and learning theory, best practice, assessment, data, technologies, and support services appropriate to the grade levels of the school.

Standard IV: Promotes the success of all students by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources.

• Establish partnerships with area businesses, institutions of higher education, and community agencies, organizations, and parents to strengthen programs and support school and system goals.

Standard V: Promotes the success of all students by acting with
integrity, fairness, and in an ethical manner.

• Understand various ethical perspectives and serve as a role model of ethical behavior and professional practice.

Standard VI: Promotes the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.

A course designed to introduce the student to methods and applications of research and analysis.  A unique aspect of the course is an opportunity to extend research beyond the specified semester.

A study of policy and governance for school leaders. The course will present policy study and governance at the national, state and local levels.

ISLLC STANDARDS FOR SCHOOL LEADERS:

STANDARD V: A school administrator is an educational leader who promotes the success of all students by acting with integrity, fairness, and in an ethical manner.

STANDARD VI: A school administrator is an educational leader who promotes the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.

Emphasis on interactive issues pertaining to the improvement in relationships among schools, families, and communities.  It also includes exposure to a network of field contracts and to relevant methodology and research experience.

ISLLC STANDARDS FOR SCHOOL LEADERS:

STANDARD I: A school administrator is an educational leader who promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community

STANDARD IV: A school administrator is an educational leader who promotes the success of all students by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources.