Application deadlinesDec 15 for application and supporting documents
- all Graduate School Requirements, including the TOEFL Exam for Non-Native English Applicants
- Two recommendations
- GRE general test or GMAT
- TOEFL minimum score of 250 computer-based or 600 paper-based
- Management (Ph.D.)
- organizational behavior
- production and operations
- managerial economics
Accounting deals with the theory and practice of developing financial data for two purposes: to enable management to control and plan the development of the enterprise and to enable others to appraise its condition.
Finance focuses on the financial structures and requirements of corporations of various types, the problems of maintaining sound financial condition, the organization and behavior of financial markets of different types, and the influence of public policies on those markets and on corporate finance. A knowledge of accounting is essential.
Marketing adapts analytical and behavioral theories commonly used in such disciplines as economics, operations research, psychology, and sociology. Topics addressed include models for new products, pricing theories, theories about advertising effects, advertising and promotion response models, market research techniques, and theories about marketing decisions.
Organizational behavior focus on social and behavioral science approaches to the study of human activity in organizational settings. The major concern is with regularities, differences, and relationships in purposive behavior. A fundamental grounding in at least one of the basic behavioral disciplines is essential.
Production and operations management emphasizes the study of quantitative methods of analysis, including the use of the computer, in the solution of major economic decision problems of production and operations management.
Quantitative analysis stresses modern developments in the uses of mathematical and statistical tools and computer technology for the solution of managerial problems.
The most desirable preparation is strong undergraduate work in relevant fields such as economics, engineering, mathematics, operations research, psychology, sociology, or another physical or social science. Students may be admitted directly from a bachelor's degree program or after a distinguished record in an M.B.A. or other master's program. A knowledge of mathematics at least through calculus is essential. Applicants are required to submit GRE general test or GMAT scores.
JOHNSON GRADUATE SCHOOL OF MANAGEMENT
The Johnson School Ph.D. program has five major concentrations: Accounting, Finance, Management & Organizations, Marketing, and Operations Management. While the specifics differ across the different areas, the broad goals, objectives, and the framework of measures and assessment processes are consistent across areas. In the interest of parsimony, this document focuses on the learning goals, objectives, measures and assessment processes at the level of the overall program.
Our Ph.D. program has three major learning goals:
- Our students will be trained to be cutting-edge scholars in their respective disciplines.
- Our students will be trained to be effective communicators and teachers.
- Our students will have an ethical perspective and a service orientation, and will live up to the highest professional standards in their future careers.
Outlined below are the objectives associated with each goal, the measures designed to assess the achievement of objectives, the processes in place to collect and analyze assessment information, and our efforts to use the assessment information for continual self-improvement.
LEARNING GOAL 1: Our students will be trained to be cutting-edge scholars in their respective fields.
Our students will exhibit mastery of the methodological tools and techniques required for scholarly advancement in their respective fields.
· Each of the five areas has designed a course map, appropriate to their field, that students are expected to follow. Satisfactory performance in these courses is a requirement for funding and continuation in the program.
· Satisfactory performance in preliminary and/or comprehensive exams is a requirement for funding and continuation in the program.
Our students will exhibit a mastery of extant literature in their field.
· Effective participation in all relevant Ph.D. seminars is a requirement.
· Satisfactory performance in comprehensive exams is a requirement for funding and continuation in the program.
Our students will exhibit the ability to critically evaluate the work of other scholars.
· Attendance and participation in weekly research workshops is a requirement.
· Effective participation in Ph.D. seminars is a requirement.
Our students will demonstrate the ability to propose and execute novel research.
· Students are required to produce and present an original, publishable-quality research paper in their second or third year in most areas of the program.
· Students must pass their A- and B-Exams, wherein they propose and defend their dissertation research.
Assessment of some of the measures above occurs at discrete points in time (e.g., a student receives a grade of “Pass” in the Economics Preliminary examination, or does not; a student receives a grade of “B” or better in required coursework, or does not). Other assessments occur on a continuing basis during the year (e.g., quality of student participation in weekly research workshops).
Each of the five areas has a representative who serves on the Ph.D. Committee, and is a liaison between the area and the Ph.D. program as a whole. At the end of each academic year, each area representative, in consultation with faculty in the area, reviews all aspects of each student’s performance and provides a progress report on each student to the Director of the Ph.D. Program.
Our ultimate measure of success in achieving the goal of producing cutting-edge scholars is our ability to place our students as faculty members in premier research institutions and to have our former students continue to publish scholarly articles throughout the course of their careers. To assess our success along this measure, we have compiled a database of Ph.D. student placements, publications and awards since 1999.
LEARNING GOAL 2: Our students will be trained to be effective communicators and teachers.
Our students will exhibit the ability to prepare and deliver well-written materials on relevant technical topics.
· Effective presentation of other scholars’ work in Ph.D. seminars.
· Effective presentation of own work in research workshops.
Our students will exhibit the ability to support faculty members in their teaching efforts.
· Effective conduct of review sessions.
· Adequate assistance with grading and evaluation of student work.
Our students will exhibit the ability to plan and deliver relevant course material.
· Development of satisfactory course syllabus.
· Competent delivery of material.
· Adequate classroom control.
An assessment of each student’s research presentations forms part of the student’s annual progress report.
We have newly instituted a requirement that all of our Ph.D. students serve several stints as Teaching Assistants to more experienced instructors, prior to teaching a course themselves. We do not yet have formal mechanisms in place to gauge the effectiveness of each student as a Teaching Assistant, but hope to have such mechanisms in place shortly.
Formal instructor and course evaluations serve as our means of assessing our students’ success in the classroom in the semesters when they teach.
LEARNING GOAL 3: Our students will have an ethical perspective and a service orientation, and will live up to the highest professional standards in their future careers.
Our students will know the professional code of conduct in their respective fields.
· Appropriate interactions with each other, with current faculty, with presenting scholars at research workshops, etc.
· Effective participation in the “professional seminars” offered by some areas.
· Effective participation in Ph.D. luncheon workshops focusing on issues such as dealing with referees and journal editors.
Our students will exhibit the ability to identify issues likely to pose ethical challenges.
· Effective participation in Ph.D. luncheon workshops focusing on some potentially thorny areas. Recent examples include a discussion of possible responses to vignettes such as “You are teaching a course, and a student has apparently plagiarized…”; a session by the Cornell Interactive Theater bringing to light issues relating to power imbalance, diversity, etc.