Mba Y De La Educación Ejecutiva

Mba Y De La Educacià ³n Ejecutiva Publicado: Sà ¡bado, 14 de febrero de 2009 a las 06:00 Las escuelas de negocios replantean la enseà ±anza de valores tras la crisis y los fraudes recientes; la actual debacle econà ³mica es la primera que protagonizan los graduados de estos programas. expansion Estafas como la de Bernard Madoff revigorizaron la discusià ³n. (Foto: Jorge Garaiz)Estafas como la de Bernard Madoff revigorizaron la discusià ³n. (Foto: Jorge Garaiz) ARTà CULOS RELACIONADOS IPADE e ITAM, los mejores MBA en 2009 La escuela de negocios de la Universidad Panamericana corona de nuevo el ranking de Expansià ³n. MBA de Harvard lidera ranking global 6 escuelas de EU, 3 inglesas y una espaà ±ola son la mà ¡s prestigiadas en la lista 2009 de Expansià ³n. Los mejores MBA de Mà ©xico 2008 El IPADE es la mejor opcià ³n para estudiar una Maestrà ­a en Administracià ³n de Negocios en el paà ­s Los mejores MBA globales 2008 El Master de Stanford es el ganador del ranking de Expansià ³n 2008 y Harvard le pisa los talones OTROS ENLACES enfoques Testimonios y tips enfoques 17 opciones en Mà ©xico Por: Gustavo Stok y Marco Appel BUENOS AIRES/BRUSELAS — La crisis puso en evidencia las carencias de muchos ejecutivos y de su formacià ³n. Mientras asimilan el daà ±o a su imagen, las escuelas de negocios empiezan a debatir y ensayan cambios en sus programas y mà ©todos de enseà ±anza. La sucesià ³n de escà ¡ndalos financieros, desde las acusaciones al CEO de Lehman Brothers, Richard Fuld Jr, por el presunto ocultamiento de informacià ³n sobre el estado financiero del banco, hasta la estafa por unos 50,000 MDD de Bernard Madoff, ex presidente del Nasdaq, revigorizà ³ una discusià ³n que no es nueva. â€Å"Esta reflexià ³n sobre la importancia de la à ©tica, del gobierno corporativo y de la responsabilidad social ya nos la hemos hecho cuando se produjo la debacle de Enron y las puntocom. Pero no fue suficiente: al cabo de unos aà ±os, volvimos a las andadas†, dice Joan Fontrodona, director del departamento de Ética de la IESE Business School, la escuela de direccià ³n de la Universidad de Navarra, en Barcelona. No obstante, el gran cambio para las escuelas de negocios es que, a diferencia de lo que sucedà ­a hace casi una dà ©cada, esta discusià ³n sobre la à ©tica ejecutiva ya no constituye un mero ejercicio intelectual reflejado en casos de anà ¡lisis. Ahora, encontrar respuestas es una necesidad imperiosa para limitar los daà ±os a la imagen de los centros de estudios. Esa necesidad fue uno de los motores que impulsaron a mà ¡s de 250 decanos de escuelas de negocios de todo el mundo a reunirse por primera vez el 6 de diciembre pasado en la sede de las Naciones Unidas, en Nueva York, para discutir cà ³mo pueden enseà ±ar a las nuevas generaciones de là ­deres corporativos el valor global de la responsabilidad social. El Global Forum for Responsible Management Education tiene su origen en una iniciativa de varias escuelas que arrancà ³ en 2007, cuando la crisis financiera ya era un hecho. â€Å"Inclusià ³n y economà ­a global sustentable son palabras nuevas en las escuelas de negocios; hay que volverlas habituales†, dijo en aquel encuentro à ngel Cabrera, presidente de la Thunderbird School of Global Management y titular de la fuerza de tarea internacional que delineà ³ los principios à ©ticos que se difundieron en esa reunià ³n. Cambios en marcha A fines de noviembre pasado, Harvard publicà ³ una profunda investigacià ³n sobre cuà ¡l es el futuro de los MBA y de la educacià ³n ejecutiva. El informe, en el que participaron 30 decanos de las escuelas mà ¡s prestigiosas del mundo, pone sobre la mesa tres cuestiones que los centros de estudios deberà ­an incluir en sus programas para hacer frente a los desafà ­os actuales: globalizacià ³n, enseà ±anza experimental y desarrollo del liderazgo. Este à ºltimo à ­tem es, precisamente, uno de los dà ©ficits que dejà ³ mà ¡s en evidencia la crisis. Los especialistas sostienen que, en los à ºltimos aà ±os, buena parte de los MBA girà ³ hacia un tipo de educacià ³n calificada en el à ¡mbito cuantitativo, pero sin una buena formacià ³n en las llamadas ‘habilidades blandas.  ¿Resultado? Carencia de là ­deres con capacidad para gestionar, comunicar y solucionar problemas mà ¡s allà ¡ de sus funciones. A esto se sumà ³ la tendencia creciente a formar directivos cuya exclusiva preocupacià ³n pasa por otorgar beneficios a los accionistas, y lograr para sà ­ mismos los jugosos incentivos. â€Å"Con la crisis actual hemos quebrado tambià ©n una idea acerca del objetivo de las escuelas de negocios†, dijo Edward Freeman, profesor de Ética de la Darden School of Business, de la Universidad de Virginia, en un panel, el pasado 24 de septiembre. â€Å"Lo que hacen es capacitar a los estudiantes para convertirlos en especialistas funcionales, pero por lo que deberà ­an estar preocupadas, antes que nada, es por entender cà ³mo formar là ­deres que generen valor para los consumidores, proveedores, trabajadores, la comunidad y tambià ©n para los inversionistas. Esos elementos van unidos, no separados. Si yo fuera profesor de Finanzas, me sentirà ­a humillado porque da la impresià ³n que hicimos mal las cosas†. Las escuelas de negocios estadounidenses que vieron salir a sus egresados de Lehman, Merril Lynch y otras firmas en crisis, no accedieron a las solicitudes de entrevista formuladas por Expansià ³n. Harvard no respondià ³ los pedidos, en NYU Stern seà ±alaron que tenà ­an â€Å"otras prioridades urgentes que atender† y desde Wharton invitaron a consultar el anà ¡lisis realizado sobre el origen de la crisis financiera en su pà ¡gina de internet. Ética y catarsis En Amà ©rica Latina, las principales escuelas de negocios creen que los ajustes en sus programas y mà ©todos de enseà ±anza no serà ¡n tan profundos como los que se esperan en EU.  ¿La razà ³n? â€Å"(en Amà ©rica Latina) la preocupacià ³n por temas à ©ticos ya habà ­a sido consistente en los à ºltimos aà ±os†, dice Leonidas Montes, profesor de Economà ­a, Instituciones e Ideas Polà ­ticas y Ética de los Negocios de la Universidad Adolfo Ibà ¡Ãƒ ±ez, en Santiago de Chile. En todo caso, en tiempos de crisis, la apuesta pasa por fortalecer las discusiones de corte formativo, de à ©tica y balance de vida. En Mà ©xico, el IPADE, que siempre se ha enfocado en los valores, lo està ¡ haciendo mediante el anà ¡lisis de casos emblemà ¡ticos. Uno de ellos es el de Vicente, un financiero egresado de esta escuela, de 32 aà ±os, con voracidad por el dinero, que duerme poco, toma medicamentos y està ¡ distanciado de su esposa y amigos. â€Å"Todo eso conforma una problemà ¡tica oculta, de la que no se habla con los jefes. A veces porque los mismos jefes son ‘Vicentes que tienen a cargo a otros ‘Vicentes. La crisis econà ³mica es consecuencia de esos individualismos, de los problemas de personas y grupos de personas†¦ y a ese tipo de gente se le ha formado en las escuelas de negocios†, dice Carlos Alejandro Armenta Pico, profesor de Ética del IPADE. Ademà ¡s de Vicente, esta institucià ³n trabaja con otros casos paradigmà ¡tic os, como el de un ejecutivo enredado en un sistema que premia al que trabaja 16 horas por dà ­a, entre otros ejemplos. En Argentina, el IAE Business School, en tanto, incluyà ³ en su oferta una serie de seminarios utilizados para catarsis de los ejecutivos. â€Å"En tiempos de crisis, los tres grandes ejes temà ¡ticos de las escuelas de negocios debieran ser valores à ©ticos, gobierno corporativo y, el mà ¡s importante, cà ³mo motivar a la gente en situaciones como la crisis†, dice Josà © Marà ­a Corrales, profesor y director del à ¡rea acadà ©mica de Sistemas de Direccià ³n y Control del IAE, en Buenos Aires. â€Å"La escuela (†¦es) tambià ©n el à ¡mbito para que altos directivos hagan una suerte de catarsis, compartir experiencias. Hay mucha inquietud, mucha desazà ³n, y eso està ¡ generando una alta demanda en los seminarios†. Los especialistas advierten que esto tendrà ¡ efectos globales. â€Å"Los MBA no tendrà ¡n la misma influencia si se les ve como boletos automà ¡ticos a ciertos empleos†, comenta Philippe Haspeslagh, decano de la Vlerick Leuven Gent Management School, en Bà ©lgica. En tanto, para el argentino Claudio Fernà ¡ndez Arà ¡oz, socio de la firma de cazatalentos Egon Zehnder Internacional, una de las consecuencias pasarà ¡ por imponer criterios mà ¡s rigurosos de seleccià ³n del personal. â€Å"La demanda de los MBA no deberà ­a disminuir, si bien las compaà ±Ãƒ ­as tendrà ¡n que ser mucho mà ¡s cuidadosas y selectivas en sus contrataciones†, dice. Avaricia y falta de à ©tica, ausencia de liderazgo e individualismo. La crisis dejà ³ al desnudo las carencias de muchos ejecutivos y, por extensià ³n, de su formacià ³n. â€Å"Nos guste o no, las escuelas de negocios nos veremos afectadas () Eso sà ­, es probable que, en primer tà ©rmino, se observe mà ¡s hacia las escuelas estadounidenses, mà ¡s enfocadas en finanzas†, comenta Camino de Paz, directora ejecutiva de programas MBA de la IE-Instituto de Empresa Business School, en Espaà ±a. Las escuelas europeas, incluso, esperan que crezca el interà ©s por estudiar en Europa por sobre EU. A Katia Muà ±oz Serrano le ofrecieron una beca para estudiar un MBA en Boston, â€Å"pero lo rechacà © porque culturalmente no encontraba valor agregado en Estados Unidos†, dice. Ella escogià ³ la Vlerick Leuven Gent Management School porque era la à ºnica que tenà ­a un enfoque en la Responsabilidad Social Corporativa. Las escuelas europeas confà ­an en que casos como à ©ste se multipliquen e intentan marcar distancias con las estadounidenses. â€Å"Hay una gran diferencia entre las escuelas que orientan sus MBA a una enseà ±anza mà ¡s amplia del management, y las otras que llamamos ‘fà ¡bricas de MBA, que està ¡n dirigidas a (satisfacer) a Wall Street o Londres: mà ¡s de 60% de los estudiantes de MBA està ¡n trabajando en el sector financiero†, seà ±ala Haspeslagh, de la Vlerick Leuven Gent Management School. â€Å"El prestigio de nuestras escuelas podrà ­a verse un poco menos daà ±ado que el de las estadounidenses, y aunque todavà ­a es muy pronto para determinar si mà ¡s candidatos latinoamericanos van a volver la vista a las escuelas europeas, si el debate y la polà ©mica sobre los valores crecen, es posible que haya mà ¡s interesados en Latinoamà ©rica por nuestras escuelas†, prevà © Camino de Paz, de la IE.

A Good Persuasive

A good persuasive essay topic would consist of two essential components; the capability to persuade people with your writing skills and the second is to select a persuasive essay topic, which would interest the large number of audience. One of the trickiest tasks in persuasive essay writing process is choosing a right topic. Make sure the topic you choose must be creative, original, of your interest and you have some knowledge regarding it. It must be presented in a most convincing matter. Many students fail to choose a convincing topic and therefore, they are unable to attain good marks.Utilize all the available resources in order to find a topic for your persuasive essay. You can find numerous topics from books, class lectures, Internet, magazines, newspapers, television programs and experiencing the phenomena on your own. Following are some persuasive essay topic from, which you can choose a topic of your choice: ‘ Advertisement targeting practices ‘ Internet privacy i ssues ‘ Clash of civilization ‘ Environmental issues ‘ Homosexuality ‘ Is music downloading illegal? ‘ Wealth and power ‘ Life beyond earth ‘ Women and Islam Steroid and sports ‘ Discuss the difference between the life of big city and small city ‘ Importance of games in a student's life ‘ Effects of globalization on one's life ‘ Space exploration ‘ Morality and Religion ‘ Commercials of liquor ‘Cyber stalkers ‘ Immigration Policies ‘ Religion in Schools and Colleges ‘ Nurture versus Nature ‘ Influence of media on one's life ‘ Salary caps for professional students ‘ Is human cloning right? ‘ Terrorist attack in Iraq ‘ Are beauty contests harmful? ‘ Disney films ‘ Violent movies Internet filters ‘ Plastic surgery programs ‘ Sports gambling ‘ Effects of beer commercials on elementary school children ‘ Professional athlet ic strikes ‘ Benefits of team work in an organization ‘ Criminals and Criminology ‘ Ecology of Earth ‘ Understanding Addictions ‘ Commercialization of sports Above are some persuasive essays topics that help students in choosing a topic of their interest. When selecting a topic, it is necessary to keep in mind, the topic you choose must be of your interest and you have some knowledge regarding it.

Psychology-Naturalistic Observation Essay - 1781 Words

Naturalistic Observation Primary Reference Source Loucopoulos P and V Karakostas (1995) System Requirements Engineering. McGraw Hill International. Summary description Observational methods involve an investigator viewing users as they work and taking notes on the activity which takes place. Observation may be either direct, where the investigator is actually present during the task, or indirect, where the task is viewed by some other means such as through use of a video camera. Typical Application Areas Useful early in specification for obtaining qualitative data. This method is an alternative (non-involving) version of Contextual Inquiry. It is useful for studying currently executed tasks and processes. It has been†¦show more content†¦The book by Rubin is cited on account of its clarity of exposition, but this approach is documented in many sources. J Nielsen advocates an approach he calls discount usability engineering. Typical Application Areas These approaches may be used at any stage in the process, although discount usability engineering assumes the existence of a prototype that can stand on its own. Benefits The method can be seen as an alternative to more extensive trials, which may take place later, prior to a release of a product. Limitations If planning and preparation work is underestimated, results may be of little value. Cost of use Basic needs for this approach are paper forms for the observers, and equipment to show the interface on a screen or wall. This equipment could include an overhead projector, a computer screen, a barco, or a video based system with monitor. Optional materials needed would be a video camera to record the test session, log software and a computer with a simple data logging program. Costs of Acquisition This approach is public domain. The work of Rubin is particularly useful as a starting point. 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When looking at it from a psychology stand point, the scientific method allows psychologists to formulate a way to study and make sense of human nature and support their â€Å"haunches and plausible sounding theories†(Myers, 2010). Within the scientific method a theory is formed by everyday observations. It predicts behaviors or possible outcomes. Next a hypothesis must be formed. A hypothesis is â€Å"a testable predictionRead MoreThe Relationship Between Gender And Amount Of Participation910 Words   |  4 PagesRelationship between Gender and Amount of Participation in a Class In a classroom setting, who is more vocal in asking and answering questions men or women? This is the question we hope to answer in our naturalistic observation study. This question has been studied in numerous other observations. Dillon (2001) observed a high school classroom setting to see if male would participate more than women to see if â€Å"male predominance† of participation is true. 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Ethical Journalism During the Vietnam War Essay - 1890 Words

Ethical Journalism During the Vietnam War During the Vietnam War, a rift between government officials and journalists emerged. The American government felt the need, for various reasons, to censor many war developments. In an attempt to act ethically, the press fought the censors, trying their hardest to report the truth to the general public. Despite claims of bias and distortion by several prominent government officials, these journalists acted completely ethically, allowing the general public to obtain a fair, informed opinion. The Society of Professional Journalists (SPJ) provides a very clear and thorough Code of Ethics, which serves as a good definition of ethical journalism. According to this code, an ethical journalist†¦show more content†¦Researcher Clarence Wyatt described this incident vividly. The South Vietnamese had captured and beaten a prisoner. In front of several reporters, Brigadier General Nguyen Loan, who was chief of the National Police, shot and killed the prisoner at point blank range without saying a word. Unbeknownst to Loan, there were cameras rolling as he executed the prisoner. Eddie Adams, a photographer from the Associated Press, took a picture that would later prove to be one of the most memorable images from the war. As if that was not enough, Vo Suu, cameraman for NBC correspondent Howard Tuckner, shot film of the incident. The photo and the film would dramatically shock the general public (Wyatt 165-167). By reporting this simple event without sensationalizing anything, Adams and Suu gave a classic demonstration of the ethical nature of American Journalism. As Wyatt states, The photograph and film speak of the presence and characteristics of American journalism. Adams, Tuckner, and Suu were skilled reporters with an instinct for the dramatic incident. The pictures they shot that day were valued examples of that sort of reporting. Adams won almost every possible award that year, and [NBC News executive producer Robert] Northshield hailed the film as an important and powerful statement of the reality of war (166-167). Clearly, this was an example of ethical, mindful journalism. As a result the public was better informed of the reality and emotional issues of war. TheyShow MoreRelatedEthics in Photojournalism1007 Words   |  5 Pagesbalance effective journalism with good taste. Ethics is a major part of journalism. The images are extremely powerful, as they get to a lot of people and are responsible for shaping culture in various ways. The types of judgment calls that occur with photojournalism are represented through images such as those that were captured when people jumped off the side of the World Trade Centre when the building was on fire after the terrorist attacks. 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