Stanford Mba Coursework

The mission of the Stanford Graduate School of Business is to create ideas that deepen and advance the understanding of management, and with these ideas, develop innovative, principled, and insightful leaders who change the world.

The two-year Master of Business Administration (M.B.A.) degree program prepares change agents to make a meaningful impact in the world through leadership of business, government, and social-sector organizations. The general management curriculum rests on a foundation of social science principles and management functions, tailored to each student’s background and aspirations. Interdisciplinary themes of critical analytical thinking, creativity and innovation, and personal leadership development differentiate the Stanford M.B.A. experience. Each M.B.A. student undertakes a global experience to provide direct exposure to the world’s opportunities. A Joint Degree Program allows Stanford students to combine the M.B.A. with degrees in the Graduate School of Education (M.A.), the School of Engineering (M.S. in C.S., M.S. in E.E.), the Stanford Law School (J.D.) as well as interdisciplinary degrees in Public Policy (M.P.P.) and in Environment and Resources (M.S.). Dual Degree programs are offered with the School of Medicine (M.D./M.B.A) and the program in International Policy Studies (M.A. in IPS/M.B.A).

The primary criteria for admission are intellectual vitality, demonstrated leadership potential, and personal qualities and contributions. No specific undergraduate major or courses are required for admission, but experience with analytic and quantitative concepts is important. Almost all students obtain one or more years of work experience before entering, but a few students enroll directly following undergraduate study.

The Stanford Master of Science in Management for Experienced Leaders Program (MSx)  is an intensive, one-year course of study for middle-management executives leading to the degree of Master of Science in management. Participants generally have eight or more years of work experience, with at least five years of management experience. Some students are sponsored by their company, but most are self-sponsored.

The Doctor of Philosophy (Ph.D) degree program is designed to develop outstanding scholars for careers in research and teaching in various fields of study associated with business education. Students focus on one of seven discrete areas of study including accounting, economic analysis and policy, finance, marketing, operations information and technology, organizational behavior, and political economy.

For detailed information on programs, curricula, and faculty, see the School's web site.

Emeriti: (Professors) David P. Baron, William H. Beaver, Charles P. Bonini, Paul Brest**, Alain C. Enthoven, Robert J. Flanagan*, Michael T. Hannan*, J.Michael Harrison, Charles A. Holloway, James E. Howell, Robert K. Jaedicke, Robert L. Joss*, James G. March, Joanne Martin, Arjay Miller, James R. Miller III, David B. Montgomery, George G. C. Parker*, James Patell*, Jerry I. Porras, Evan L. Porteus, Michael L. Ray, D. John Roberts, Myron S. Scholes*, William F. Sharpe, George P. Shultz, A. Michael Spence, Venkataraman Srinivasan, Myra Strober**, James C. Van Horne, Robert B. Wilson*; (Associate Professor) Andrea Shepard; (Senior Lecturers) David L. Bradford*, Steven Brandt, Kirk O. Hanson

Dean: Jonathan D. Levin

Senior Associate Deans: Yossi Feinberg, Maureen McNichols, Paul Pfleiderer, Sarah A. Soule

Associate Deans: Rajkumar Chellaraj, Stephanie Frost, Page Hetzel, Ranga Jayaraman, Dave Weinstein

Assistant Deans: Margaret Hayes, Maeve Richard, Charlotte Toksvig, Wendy York-Fess

Professors: Jennifer L. Aaker, Anat R. Admati, Susan Athey, William P. Barnett, Mary E. Barth, Jonathan Bendor, Lanier Benkard, Jonathan B. Berk, David W. Brady, Bartholomeus Bronnenberg, Jeremy I. Bulow, Robert A. Burgelman, Steven Callander, Glenn R. Carroll, Peter M. DeMarzo, J. Darrell Duffie, Yossi Feinberg, Francis J. Flynn, George Foster, Steven R. Grenadier, Deborah H. Gruenfeld, Wesley Hartmann, Chip Heath, Guido Imbens, Charles I. Jones, Ron Kasznik, Daniel P. Kessler, Roderick M. Kramer, Keith Krehbiel, David M. Kreps, Arvind Krishnamurthy, David F. Larcker, James M. Lattin, Edward P. Lazear, Charles M.C. Lee, Hau L. Lee, Jonathan D. Levin, Brian S. Lowery, Hanno Lustig, Neil Malhotra, John G. McDonald, Maureen F. McNichols, Haim Mendelson, Dale T. Miller, Benoit Monin, Harikesh Nair, Margaret A. Neale, Charles A. O'Reilly III, Michael Ostrovsky, Paul Oyer, Jeffrey Pfeffer, Paul C. Pfleiderer, Joseph D. Piotroski, Erica L. Plambeck, Hayagreeva Rao, Joshua Rauh, Stefan J. Reichelstein, Peter C. Reiss, Condoleezza Rice, Garth Saloner, Yuliy Sannikov, Amit Seru, Kathryn L. Shaw, Baba Shiv, Kenneth W. Shotts, Itamar Simonson, Kenneth J. Singleton, Andrzej Skrzypacz, Jesper Sørensen, Sarah A. Soule, Ilya Strebulaev, Zakary Tormala, Lawrence W. Wein, Seungjin Whang, S. Christian Wheeler, Stefanos Zenios, Jeffrey H. Zwiebel

Associate Professors: Mohsen Bayati, Shai B. Bernstein, Anne Beyer, Konstantinos Bimpikis, Elizabeth Blankespoor, Katherine Casey, Lisa De Simone, Pedro Gardete, Amir Goldberg, Lindred Greer, Nir Halevy, Szu-chi Huang, Dan Iancu, Saumitra Jha, Peter Koudijs, Jonathan Levav, Ivan Marinovic, Sridhar Narayanan, Navdeep Sahni, Stephan Seiler, Takuo Sugaya, Christopher Tonetti, Gabriel Weintraub, Ali Yurukoglu

Assistant Professors: Mohammad Akbarpour, Stephen Anderson-Macdonald, Juliane Begenau, Justin Berg, David Broockman, Svetlana Bryzgalova, Jung Ho Choi, Sebastian Di Tella, Rebecca Diamond, John-Paul Ferguson, Octavia D. Foarta, Brandon Gipper, Yonatan Gur, Benjamin Hebert, Michal Kosinski, Nicholas S. Lambert, Rebecca Lester, Timothy McQuade, Aruna Ranganathan, Daniela Saban, Paulo Somaini, Adina Sterling, Victoria Vanasco, Stefan Wager, Kuang Xu

Courtesy Professors: Eric P. Bettinger, Nicholas Bloom, Timothy F. Bresnahan, John H. Cochrane, Geoffrey L. Cohen, Shelley J. Correll, Jens Hainmueller, Takeo Hoshi, Ronald A. Howard, Carolyn M. Hoxby, Daniel McFarland, Paul R. Milgrom, Monika Piazzesi, Walter W. Powell, Balaji Prabhakar, Martin Schneider, Ilya Segal, Sara Singer, Robb Willer

Lecturers: Douglas Abbey, Magid Abraham, Matthew Abrahams, Richard Abramson, Burton Alper, Federico Antoni, Laura K. Arrillaga-Andreessen, Naomi Bagdonas, Tyra Banks, Matthew Bannick, Ed Batista, Sven Beiker, Kirk D. Bowman, Scott Brady, Melissa Briggs, Denise Brosseau, Jeffrey Brown, Anne Marie Burgoyne, Dikla Carmel-Hurwitz, R.E. Anne Casscells, Bryna Chang, Robert B. Chess, Leslie Chin, Stephen J. Ciesinski, George Cogan, Susan Colby, Andrea Corney, Stuart Coulson, Geoffrey Cox, Richard Cox, John Cronkite, Stephen Davis, David Demarest, Gary Dexter, Collin Dobbs, David M. Dodson, Nicholas Donatiello, Marissa Duswalt, R. James Ellis, Charles Ewald, Peter Francis, Richard P. Francisco, Ricki Frankel, Douglas Galen, Sadiq Gillani, Matthew Glickman, John Glynn, Theresia Gouw, Ann Grimes, William Guttentag, Kristin Hansen, Laura Hattendorf, Keith Hennessey, Samuel Hinkie, David Hornik, John Hurley, Mary Ittelson, Sujay Jaswa, Franklin Johnson, Stephen Johnson, Kimberly Jonker, Efrat Kasznik, David Kaval, Hugh Keelan, Peter B. Kelly, Dan Klein, Stuart Klein, Allison Kluger, Glenn Kramon, Christopher Krubert, Andrus Laats, Margaret Laws, Thomas H. Layton, Gloria Lee, Mark Leslie, Jane Leu, Aaron Levie, Peter Levine, John Lilly, Leo E. Linbeck III, Robert J. Lisbonne, Christopher Mahowald, Kevin Mak, Fern Mandelbaum, Paraag Marathe, Christine McCanna, Kelly McGonigal, William L. McLennan, William F. Meehan III, Lisa Monzon, Patricia Nakache, Raymond Nasr, Allison O'Hair, Abhishek Pani, Heidi Patel, Robert Pearl, Giovanna Prennushi, Andrew Rachleff, Anne Raimondi, Alyssa Rapp, Alan Rappaport, Dan Reicher, Barry Rhein, Joshua Richman, Gerald Risk, Dennis M. Rohan, Howard Rosen, JD Schramm, Heiner Schulz, Yifat Sharabi Levine, Robert Siegel, Russell Siegelman, Stephanie Soler, Mike Speiser, F. Victor Stanton, Kevin Taweel, Mark Thurber, Robert Urstein, Michelangelo Volpi, Jay Watkins, John G.Watson, Graham Weaver, Lauren Weinstein, Leah Weiss, Peter C. Wendell, Maxwell Wessel, Amy Wilkinson, Norman Winarsky, Donald Wood, Thomas Wurster, Peter Ziebelman

Adjunct Professors: H. Irving Grousbeck, Joel C. Peterson, Mark A. Wolfson

Visiting Professors: Henri-Claude De Bettignies, Joao de Figueiredo

Adjunct Lecturer: Kathryn Kostopoulos Amarotico

* Recalled to active duty. ** Emeritus Professor from another SU department recalled to active duty.

Accounting Courses

ACCT 210. Financial Accounting. 4 Units.

Financial accounting is the measurement of economic activity for decision-making. Financial statements are a key product of this measurement process and an important component of firms' financial reporting activities. The objective of this course is not to train you to become an accountant but rather to help you develop into an informed user of financial statement information. While financial statement users face a wide variety of decisions, they are often interested in understanding the implications of financial statement information for the future cash flows and earnings potential of a firm. We will focus on understanding the mapping between underlying economic events and financial statements, and on understanding how this mapping affects inferences about future profitability and liquidity. The following learning objectives will be emphasized: (1) familiarity with the transactions businesses engage in, (2) fluency in accounting terminology, (3) understanding the structure that maps transactions into accounting numbers, (4) understanding the rationale for various accounting methods, and (5) awareness of the judgment involved and the discretion allowed in choosing accounting methods, making estimates, and disclosing information in financial statements.

ACCT 212. Managerial Accounting: Base. 2 Units.

This course provides an introduction to the concepts and tools of managerial accounting. The first part of the course covers alternative costing methods and illustrates how the resulting cost information can be used to analyze the profitability of individual products and customers. The second part of the course will examine the role of internal accounting systems in evaluating the performance of individual business segments and divisions of the firm. Included in this part are topics related to the choice of internal pricing methods for transferring goods and services across divisions of the firm and the use of financial metrics for assessing the profitability of these divisions.

ACCT 213. Financial Accounting - Accelerated. 4 Units.

This course develops students' ability to read, understand, and use corporate financial statements. The course is oriented toward the user of financial accounting data (rather than the preparer) and emphasizes the reconstruction and interpretation of economic events from published accounting reports. The course is geared toward students with some familiarity in dealing with financial statement information and allows for deeper coverage and discussion in class.

ACCT 219. MSx: Accounting. 3 Units.

A characteristic of business is the extensive use of accounting data. The financial accounting course has the general objective of developing students' understanding of the nature, scope, and limitations of accounting information. To achieve this objective the course attempts to: (1) develop students' understanding of the conceptual accounting framework, including the objectives of financial reporting, and (2) develop students' ability to understand and critically evaluate the financial disclosures made by corporations. An issue of particular interest will be the managerial incentive aspects of accounting information and disclosures.

ACCT 311. Global Financial Reporting. 4 Units.

This course is designed to enhance students' understanding of current financial reporting issues through a detailed analysis and comparison of U.S. and International Financial Reporting Standards. The course will cover the development of accounting standards, implementation of these standards, and how to interpret output from these standards. The course highlights intermediate and advanced financial reporting topics including fair value accounting, asset securitization, consolidation including special purpose entities, foreign currency translation, derivatives and hedging, leases, revenue recognition, pensions, and equity compensation. The course also focuses on evaluating emerging financial reporting issues such as proposed financial reporting standards put forth by U.S. or international standard setting bodies. This course should help students better understand the environment governing global financial reporting and how firms develop financial statement information within this environment.

ACCT 313. Accounting-Based Valuation. 3 Units.

This course is designed to develop students' ability to interpret and use financial accounting information in an equity valuation context. The perspective taken is that of an outsider relying on publicly available financial information for investment purposes. The course relies heavily upon financial statement analysis tools and the residual income framework for equity valuation. Through lectures, in-depth case studies, and real-time exercises, the first half of the course covers traditional financial statement analysis-based tools for critically analyzing and assessing a firm's current financial performance and economic condition, including ratio analysis, accounting quality analysis and financial distress / bankruptcy prediction models. The second half of the course introduces the accounting-based valuation framework and develops the link between financial statement analysis, forecasting and equity valuation. The capstone to the course is the completion of a comprehensive, real-time valuation of a publicly traded firm (or registered IPO candidate). The course is structured for students to gain a deeper understanding of the economic pressures behind the valuation creation and valuation process, and will be useful to those students who anticipate making investment or credit decisions at least partially based on historical and prospective financial statement information.

ACCT 317. Managerial Accounting: Performance Measurement, Compensation, and Governance. 3 Units.

The course will examine the academic and professional controversies surrounding corporate governance and executive compensation. A basic framework will be developed to integrate the many important dimensions of corporate governance in the U.S. and international settings. The institutional features of corporate governance and executive compensation will be documented using the professional business and legal literatures. In addition, the scientific research in accounting, economics, finance, and organizational behavior will be used to provide insights into the measurement and consequences of observed corporate governance and executive compensation choices. After successfully finishing the course, a student should be able to (i) understand the debates about appropriate choices for corporate governance and executive compensation and (ii) critically evaluate the implications of academic and professional research studies on these controversial issues.

ACCT 332. Mergers and Acquisitions. 3 Units.

This course provides a comprehensive overview of strategic, economic, accounting and financial issues related to mergers and acquisitions. Specifically, we review the market for corporate control, discuss strategic and governance issues related to firms' decision to acquire or be acquired, and examine the M&A regulatory environment. We analyze various pricing and deal structure considerations, identify strategies that underlay a successful negotiation, and review the financial reporting and income tax implications of M&A deals.nnIn covering these and other related issues, we will discuss both the theory and practice of mergers and acquisitions. To provide some specific context we will analyze several M&A deals (e.g., Google/Motorola, HP/Compaq, UpJohn/Pharmacia, AOL/Time Warner, Oracle/PeopleSoft, and many more). In discussing these cases, we will examine the situation faced by the company, the issues surrounding the transaction, including the financial reporting implications, and focus on the managerial incentives and the judgment applied. We will also review some of the related literature in accounting, economic, and finance, to gain broader perspectives and insights into the financial issues associated with M&A transactions. Class time comprises mini lectures that introduce some of the more technical concepts, case discussions, and guest speakers who will offer additional perspectives on the subject matters.nnThe course is co-taught by Ron Kasznik (GSB) and Safra Catz (Oracle Corporation). Ms. Catz is the CEO of Oracle Corporation and a member of its Board of Directors. She has led Oracle through more than 100 acquisitions in recent years (including PeopleSoft, Siebel, BEA, Sun Microsystems, and many more). Prior to joining Oracle in 1999, Ms. Catz was Managing Director at Donaldson, Lufkin & Jenrette, a global investment bank (now part of CSFB). Ms. Catz also serves on the board of directors for HSBC Holdings plc.

ACCT 333. Taxes and Business Strategy. 3 Units.

Traditional business courses analyze an array of factors affecting business decisions but provide little systematic consideration of the role of taxes. By contrast, tax accounting courses traditionally concentrate on technical legal and administrative issues while ignoring the environment in which taxes enter an individual's or firm's decision. This case-based course intends to bridge this gap by providing a framework for recognizing how taxes affect strategic personal and business decisions and gaining experience analyzing a wide range of tax-related issues. The key themes of the framework - all parties, all taxes and all costs - are applied to decision contexts such as investments, retirement planning, cash and equity compensation, organizational form, tax planning for multiple jurisdictions, and M&A. The goal of this course is to provide an approach to thinking about taxes that will be valuable across jurisdictions even as laws change.

ACCT 340. Alphanomics: Informational Arbitrage in Equity Markets. 4 Units.

This is an advanced elective course on the economics of active investing in public equity markets. We will cover a set of foundational skills needed to select, and manage, a portfolio of public stocks. nSpecifically, the course material is designed to improve student skills in: (1) assessing the relative attractiveness of individual companies, (2) building stock screens to filter and rank firms based on user-specified parameters, (3) buying and shorting individual equity positions, and (4) monitoring and managing portfolio risk. nThis is a hands-on course with an emphasis on experiential learning. Students will make extensive use of the analytical tools. Some of the classes will be held in the "Real-time Analytics and Investment Lab" (R.A.I.L.) facility in the Bass Center. There is no final exam. However, there will be a number of individual cases and a final group project. 25% of the grade will be based on class participation, and 75% will be based on cases and projects. nBecause it is an advanced elective, students taking this class are expected to be well versed in core economic, accounting, and finance skills. Material covered in a second Financial Modeling course, as well as in Accounting 312 (Evaluating Financial Statement Information) and Accounting 313 (Accounting-based Valuation) will come in handy. However, none of these courses are required.

ACCT 354. Analysis and Valuation for Event-Driven Investing. 3 Units.

This Bass seminar is designed to develop students' ability to interpret and use financial accounting information in credit and equity valuation contexts. The course will focus on valuing the securities of companies undergoing significant changes as a result of litigation, restructuring, regulatory changes, mergers, spin-offs or significant industry shifts. Throughout the course, students will (1) enrich their understanding of how alternative economic, legal, political and regulatory outcomes affect the value of various components of a company's capital structure and (2) develop their ability to apply financial statement analysis to assess the likelihood and valuation implications of the events of interest. nnnEvent-driven investing follows the life cycle of companies as they revamp their corporate structures in response to economic and regulatory environments. For example, in rising economic periods companies may undertake acquisitions or spin off divisions to enhance shareholder value. During adverse environments, bankruptcy and reorganizations often reshape the capital structure by offering opportunities to create value through the restructuring process. During economic transitions, debt and equity investors may make significantly different assessments of the quality of a company's earnings, its assets, and its likelihood to meet its debt obligations. To assess the probability of corporate events, investors must make judgments about the quality of a company's earnings and assets and understand how accounting policies may influence management's representations. Investors must also interpret how accounting policies function at various points in a firm's life cycle, influencing the quality of earnings for firms differently in different economic environments. nnnIn the first half of the course, we will develop the course framework, and apply it to illustrative cases. Companies featured in past years include Tyco, AIG, CIT, Fannie Mae, Tesla, Pharmasset and Gilead and Commerzbank. Students will interpret information from companies' public financial disclosures to assess the likelihood of different events or outcomes. The course will also feature readings on current accounting standards, articles from the popular press, publicly available financial statement information, and guest speakers with in-depth knowledge of investing strategies vis a vis the case companies. nnnThe latter part of the course will be devoted to project work, with students working in teams to develop an event-driven investing strategy. The aim is to allow students to conduct independent research on a company, industry, economic context, or financial reporting environment of particular interest. Students will develop their investment idea, articulate their sense of the possible outcomes for the components of the firm's capital structure, and explain how they have assessed the likelihood and valuation consequences of those outcomes. At the conclusion of the course, students will present their strategies to the class and a panel of expert judges.

ACCT 516. Analysis and Valuation of Emerging Market Firms. 2 Units.

This course examines the unique institutional, governance and transparency issues affecting corporate valuations in emerging markets. Through lectures, case discussions and the students' real-time analysis of an emerging market firm, this condensed course is structured for students to gain a deeper understanding of the economic pressures behind the value creation, value destruction and valuation process in emerging economies. The course focuses on critically interpreting financial and non-financial information for purposes of assessing firm fundamentals and corporate governance risk in the presence of weak legal systems, strong political forces, limited investor protections, limited market development, strong macro-economic forces, opacity and resultant business arrangements. The course is beneficial for entrepreneurs, consultants, investors and managers operating in or considering expansion to developing markets.

ACCT 523. Board Governance. 2 Units.

This course is focused on helping students understand the role boards and board members play in corporate governance and the lives of businesses large and small. This case-driven course is designed to help students who plan to serve on boards as private-equity or venture investors, entrepreneurs who will need to assemble and manage boards, and executives who realize they will need to interact with and answer to boards.nThe course is designed to help students understand the issues boards face - both routine and non-routine - through the eyes of the board member. By understanding the roles and responsibilities of board members and the mechanisms though which they exercise these duties, students will come away with an understanding of how boards function effectively (and in too many cases fail to function effectively). The course will include examining boards in a variety of contexts with a focus on three types of situations: public for-profit companies, early-stage private companies, and not-for-profit companies of different sizes.

ACCT 524. Individual Taxes and Financial Planning. 2 Units.

The goal of this course is to provide a fundamental understanding of the principles of taxation and tax planning as they relate to personal income taxes and considering an individuals financial position. Traditional business courses analyze an array of factors affecting business decisions but provide little systematic consideration of the role of taxes in individual financial planning decisions. By contrast, tax accounting courses traditionally concentrate on technical legal and administrative issues while ignoring the environment in which taxes enter an individual's decision-making. This case-based course intends to bridge this gap by discussing how taxes affect a variety of personal financial planning decisions.

ACCT 542. Corporate Taxes and Business Strategy. 2 Units.

The goal of this course is to provide a fundamental understanding of the principles of business taxation and tax planning, which will be relevant and valuable even as tax laws change - over time, across borders, and by taxpayer type. The role that taxes may play in business decisions are presented within an "all taxes, all parties, all costs" framework, from the tax issues at start-up (e.g., the choice of organizational form for a new venture), multistate and multinational operations, financial accounting implications, and mergers and acquisitions. We will use cases to gain hands' on experience analyzing business tax strategies and refer to financial statement disclosures as appropriate so that you can learn how taxes affect the financial reporting for transactions. A recurring theme will be linking the tax strategies that we learn with concepts from corporate finance, financial accounting, business law, and economics.

ACCT 609. Financial Reporting and Management Control. 3 Units.

This course is aimed at doctoral students in accounting and neighboring fields including economics, finance, political economics and operations management. The course seeks to provide an introduction to the role of accounting information in (i) measuring firm performance, (ii) projecting profitability and firm value for external constituents, (iii) and motivating and controlling the firm’s management. The main topics covered in this course include: 1. Profitability Measurement and Accrual Accounting. 2. Performance Evaluation and Managerial Incentives. 3. Accounting-based Equity Valuation. 4. The Informational Role of Accounting Numbers 5. Earnings Quality Constructs and Measures. The primary objective of the course is to introduce students to current research paradigms on these topics and to identify promising avenues for future research. The course readings include recent theoretical and empirical papers.

ACCT 610. Seminar in Empirical Accounting Research. 3 Units.

Empirical Research on Financial Reporting: This doctoral-level course covers research on the role of accounting information in capital markets. The focus is on introducing students to key themes in empirical accounting and capital markets research, and to key research designs applied to examine information-related questions. Course topics include the informational role of financial reports, accounting measurement attributes, earnings management, earnings quality, and the role of key actors in the financial reporting environment, including management, investors, auditors, analysts and regulators. n nThe course is interdisciplinary in nature. The readings focus on research design, and key theories, themes and approaches from the accounting, finance, economics and psychology literature. Our overall goal is develop your understanding of existing research and its strengths and limitations, and to identify new research opportunities.

ACCT 611. Applications of Information Economics in Management and Accounting. 3 Units.

This course develops tools from information economics to study the strategic interactions between agents inside a firm and between firm insiders and market participants. Common to these studies is that agents acquire private information that is valuable to other parties. The range of applications includes: the structure of managerial performance measures, buyer-supplier contracting arrangements, earnings management, voluntary and mandatory disclosure and financial analysts.

ACCT 612. Financial Reporting Seminar. 3 Units.

The purpose of this PhD seminar is to facilitate your conception and execution of substantive individual research in financial reporting. It provides a vehicle for supplementing and integrating your knowledge of basic research tools and methods, as well as an exposure to the dimensions of contemporary research in the field of financial reporting. The focus of the research we will discuss in this seminar is on global financial reporting. Such research encompasses studies dealing with contemporary financial reporting issues as well as research addressing issues relating to the globalization of financial reporting. Because these issues are also of concern to financial reporting standard setters, we will discuss whether and how the research we study informs standard setting debates. Prerequisite: Consent of the instructor.

ACCT 615. Selected Topics in Empirical Accounting Research. 3 Units.

This course examines selected topics in accounting research. The course features three faculty who will each give a focused look at a given area, introduce students to important questions in that area, key papers in the related literature, and critical aspects of the research designs applied in the area. The aim is to increase student's familiarity with empirical accounting research, their ability to critically evaluate research and research designs, and to prepare students to conduct independent research.

ACCT 617. Applications of Contract Theory in Accounting Research. 2 Units.

This course develops tools from information economics to study the strategic interactions between different agents inside a firm. Common to these studies is that agents acquire private information that is valuable to other parties. The range of applications includes: the structure of managerial performance measures, capital budgeting, intra-company pricing, discretionary bonus pools, the role of non-financial performance indicators and earnings management.

ACCT 618. Market Efficiency and Informational Arbitrage. 3 Units.

The informational efficiency of stock markets has been a central theme in financial economic research in the past 50 years. Over this period, the focus of academic research has gradually shifted from the general to the more specific. While earlier studies tend to view the matter as a yes/no debate, most recent studies acknowledge the impossibility of fully efficient markets, and focus instead on analyses of factors that materially affect the timely incorporation of information into prices. At the same time, increasing attention is being paid to regulatory and market design issues that either impede or enhance market pricing efficiency.nIn this course, we will cover recent research on the role of informational arbitrage in asset pricing. Our starting point is the observation that, with costly information, equilibrium prices will invariably reflect some mispricing. The existence of mispricing introduces a role for informational arbitrage, whereby some traders will invest resources to become informed about the mispricing, with hopes of profiting from it. We review recent academic evidence on this process, and reflect on its implications for future market-related research. We will also discuss how academic research might help lower information/arbitrage costs.nThis is a doctoral level course. Our goal is not only to review existing research, but also to stimulate new work in the area. As such, I expect it will be of primary interest to Ph.D. students majoring in accounting, finance, and economics. Given our focus on returns prediction and the role of information in arbitrage strategies, this course should be of particular interest to those interested exploring the relation between information flows and market pricing dynamics. nThe course content is interdisciplinary in nature, spanning finance, economics, and accounting. Most of the readings in the earlier readings derive from finance and economics (market efficiency, limits to arbitrage, and behavioral finance); most of the later readings derive from financial accounting (equity valuation, fundamental analysis, earnings management, and analyst behavior).

ACCT 691. PhD Directed Reading. 1-15 Unit.

This course is offered for students requiring specialized training in an area not covered by existing courses. To register, a student must obtain permission from the faculty member who is willing to supervise the reading.
Same as: FINANCE 691, GSBGEN 691, HRMGT 691, MGTECON 691, MKTG 691, OB 691, OIT 691, POLECON 691, STRAMGT 691

ACCT 692. PhD Dissertation Research. 1-15 Unit.

This course is elected as soon as a student is ready to begin research for the dissertation, usually shortly after admission to candidacy. To register, a student must obtain permission from the faculty member who is willing to supervise the research.
Same as: FINANCE 692, GSBGEN 692, HRMGT 692, MGTECON 692, MKTG 692, OB 692, OIT 692, POLECON 692, STRAMGT 692

ACCT 698. Doctoral Practicum in Teaching. 1 Unit.

Doctoral Practicum in Teaching.

ACCT 699. Doctoral Practicum in Research. 1 Unit.

Doctoral Practicum in Research.

Economic Analysis and Policy Courses

MGTECON 200. Managerial Economics. 3 Units.

MGTECON 200 is a base-level course in microeconomics. It covers microeconomic concepts relevant to management, including the economics of relationships, pricing decisions, perfect competition and the "invisible hand," risk aversion and risk sharing, and moral hazard and adverse selection.

MGTECON 203. Managerial Economics - Accelerated. 3 Units.

MGTECON 203 uses the same math as 200 (derivatives and algebra, and not much more) but uses it more often. Previous economics is not necessary, but it does help to be comfortable with simple mathematical models. The business world has become more quantitative and economics-oriented in the last 30 years, but many of the key ideas in economics, relating to topics such as pricing, monopoly, imperfect competition, game theory, moral hazard and adverse selection, public choice, externalities, risk aversion, capital market pricing and equilibrium, and auction theory can all be usefully approached with this relatively small amount of math. The key is for students to develop the small number of intellectual tools that enables one to analyze a wide variety of economic problems.

MGTECON 209. MSx: Economics. 3 Units.

This course is an introduction to Microeconomics, focusing on microeconomic concepts relevant to managerial decision making. Topics include demand and supply, cost structure, price discrimination, perfect competition, externalities, and the basics of game theory. No prior Economics background is required but students who have not had courses in this area (or not had one in a very long time) may want to brush up on math prior to the start of classes.

MGTECON 300. Growth and Stabilization in the Global Economy. 3 Units.

This course gives students the background they need to understand the broad movements in the global economy. Key topics include long-run economic growth, technological change, wage inequality, international trade, interest rates, inflation, exchange rates, and monetary policy. By the end of the course, students should be able to read and understand the discussions of economic issues in The Economist, the Wall Street Journal, the New York Times, or the Congressional Budget Office.

MGTECON 327. Business and Public Policy Perspectives on U.S. Inequality. 3 Units.

This class will analyze the growth in inequality in the US over the last several decades and how that trend is likely to continue or change in the future. We will ask if and how public policy can affect inequality. We will also focus on business's role -- what are the responsibilities of private sector companies, how does inequality affect them, and how should the growth in inequality affect their strategies? We will look at inequality in income, some of its potential sources, and its effects in other areas. Specifically, we will look at education, housing, the social safety net, migration, and the job market. The class will be very interactive and will be based on readings drawn from academic research, case studies, news, and opinion readings. We will also have guest speakers from industry, government, and non-profits. The class will be co-taught by a GSB labor economist and an advisor to policy makers with decades of business experience.nnLOGISTICAL NOTE: The class will not meet on May 23 or May 25. Instead, there will be a mandatory, all-day class field trip to explore inequality issues in depth and in person on Wednesday, May 24. If you have an academic-related reason you cannot make the trip, we will assign alternative work. However, the trip is required unless you have a conflicting class or academic obligation.

MGTECON 331. Health Law: Finance and Insurance. 3 Units.

This course provides the legal, institutional, and economic background necessary to understand the financing and production of health services in the US. Potential topics include: health reform, health insurance (Medicare and Medicaid, employer-sponsored insurance, the uninsured), medical malpractice and quality regulation, pharmaceuticals, the corporate practice of medicine, regulation of fraud and abuse, and international comparisons.

MGTECON 343. The Evolution of Finance. 3 Units.

This course provides a framework to understand how uncertainty and technology affect the evolution of finance (and businesses generally), and its illustration with heavy emphasis on recent developments and future trends. In recent years Myron Scholes has given about half the lectures with the other half given by prominent guests. The guest list changes year to year but 2016's list included David Booth, Howard Marks, Martin Chavez, James Manyika, Kevin Warsh, Tom Kempner, and Larry Summers.

MGTECON 349. Smart Pricing and Market Design. 3 Units.

This course is an Advanced Applications option in the Economics menu. The focus of the course is on pricing mechanisms and the design of marketplaces. The pricing component of the course will handle both traditional topics, such as price differentiation, and more modern ones, such as dynamic pricing. In the market design component of the course, we will consider such topics as auctions (e.g., designing auctions for selling online advertising slots) and matching (e.g., designing mechanisms for matching students to schools).

MGTECON 381. Contemporary Economic Policy. 3 Units.

Economic issues permeate all that happens in government. This topics-based course will exam a variety of historic and current issues on the political agenda where economics is central to decision making. It is taught by faculty who served at the White House in either the Clinton or George W. Bush Administration.

MGTECON 383. Measuring Impact in Practice. 4 Units.

This class will provide students practical skills for measuring impact in business and social enterprise, with a principal focus on evaluating, conducting, and analyzing experiments and quasi-experiments. How large is the impact of raising prices on sales? Is an advertising campaign working? Does a non-profit actually improve people's lives? Students will finish the course with the ability to design, analyze, and skeptically evaluate experiments that can rigorously answer questions like these. Students will learn: how to evaluate claims of causality; how to conduct and analyze experiments and quasi-experiments; the advantages and disadvantages of experiments; how to quantify uncertainty; and what can go wrong in experiments. Students will acquire a conceptual understanding of basic experimental statistics to inform these skills. Students will also be exposed to how leading companies, researchers, and social innovators strategically deploy experiments. Finally, students will conduct their own experiments on a topic of their choosing in small groups. The class will not assume any prior statistical or mathematical training. Completing short problem sets will require acquiring basic knowledge of R.

MGTECON 513. Platform Competition in Digital Markets. 2 Units.

This class will analyze the economics of digital platform markets. The class format will consist of lectures and guest speakers. Concepts will be presented in the context of leading examples of internet and technology platforms such as online advertising, computing technology platforms (e.g. mobile), marketplaces, social networks, cloud computing, and financial technology platforms. The course will begin with economic definitions of platform markets, and it will review the most important insights from recent research in economic theory and strategy. It will then consider the role of scale economies and network effects in determining the dynamics of platform competition and long-run industry structure. Next, the class will consider key strategic decisions for firms, including entry strategies, vertical integration and exclusive deals.

MGTECON 515. Cryptocurrency. 2 Units.

This class will provide an overview of the rapidly evolving area of distributed ledger and blockchain technologies, with a focus on economic and strategic issues. We will cover key components of the architecture that affect the products derived from cryptocurrency. We then consider tokens as a store of value and exchange, analyzing models of cryptocurrency pricing and as a vehicle for raising of capital. Next, we consider use cases including payments, micropayments, asset registries, and smart contracts. We then analyze barriers to entry in cryptocurrencies, as well as how the new products they enable affect industry structure in both the financial sector and the economy and society as a whole. For example, how might decentralized systems like the blockchain impact the sharing economy? The government? We consider the governance of these decentralized systems and how decentralization affects the potential for the management and success of platforms. We discuss the potential for national digital currencies and the end of cash. Finally, we consider consumer protection, privacy, security, regulation, and the power of governments and regulators over borderless, decentralized systems. Students will benefit from guest lectures by industry and thought leaders.

MGTECON 526. Inclusive Economic Growth and Poverty Reduction in Developing Countries. 2 Units.

Poverty rates have fallen markedly in countries around the world, as more households have joined the lower middle-class. Indeed, though U.S. income inequality has increased, inequality has fallen around the world. However, by developed country standards, poverty remains pervasive. What has caused the decline in rates of poverty and can we expect further decreases or can we act to accelerate the improvements? One answer is that countries that have experienced "inclusive growth", in which the growth of the economy (i.e., GDP) has elevated the incomes of the poor, have done better at creating jobs for the poor, especially in the private sector. Therefore, the class will consider the evidence on the factors that have contributed to inclusive economic growth in developing countries. A second answer as to why poverty has fallen, but remains at high levels, is that governments and aid agencies and foundations have targeted programs to the poor. This course discusses macroeconomic policy, targeted government policies, aid, and entrepreneurship in developing countries. Examples will be given from Latin America, South Asia, and Africa. The course is co-taught by a Stanford economist and a World Bank consultant and will build on examples from recent experiences. The class is aimed at GSB students who are either intellectually curious about the topic or anticipate doing business in developing countries.

MGTECON 527. Business and Public Policy Perspectives on U.S. Inequality. 2 Units.

This class will analyze the growth in inequality in the US over the last several decades and how that trend is likely to continue or change in the future. We will ask if and how public policy can affect inequality. We will also focus on business's role -- what are the responsibilities of private sector companies, how does inequality affect them, and how should the growth in inequality affect their strategies? We will look at inequality in income, some of its potential sources, and its effects in other areas. Specifically, we will look at education, housing, the social safety net, migration, and the job market. The class will be very interactive and will be based on readings drawn from academic research, case studies, news, and opinion readings. We will also have guest speakers from industry, government, and non-profits. The class will be co-taught by a GSB labor economist and an advisor to policy makers with decades of business experience (see http://www.ppic.org/main/bio2.asp?i=431).

MGTECON 535. Statistical Experimentation in Businesses. 2 Units.

Most statistical questions involving data ultimately are about causal effects. What is the effect of changing prices on demand? What is the effect of an advertising campaign on demand. In this course we discuss statistical methods for analyzing causal effects. We look at the analysis and design of randomized experiments. We also look at various methods that have been used to establish causal effects in observational studies. Students will develop the skills to assess causal claims and learn to ask the right questions and evaluate statistical analyses. You will carry out research projects and work with statistical software.

MGTECON 536. Data Driven Decision Making. 2 Units.

This is a short course on data driven decision making. The purpose of the course is to help students become intelligent consumers and producers of data analytics in the business context. Each class meeting will consider a different case/caselet involving data and statistical analyses. We will spend a lot of time on understanding the difference between correlation and causation, and measurement issues such as small sample problems and selection bias. By the end of the course students will have sharpened analytical skills, and will be more critical of data and statistical analyses. This is *not* a data/statistical methods course, but is rather an analysis course. The course requires only the tools learned in D&D.

MGTECON 541. Topics in International Macroeconomics and Finance. 2 Units.

This course gives students a background to understand fundamental issues in international macroeconomics and finance. Key topics include international asset pricing, hedging exchange rate risk, the relation between interest rates and exchange rates, business cycle fluctuations in emerging markets as well as in developed countries, banking and currency crises. By the end of the course, students should be able to read and understand the discussions of these topics in a publication such as The Economist. Each week we will have one lecture on fundamental concepts and one that applies these to recent events.

MGTECON 591. Global Management Research. 2 Units.

The course will review the results from a large management practices project involving Cambridge, Harvard, the London School of Economics, McKinsey & Company and Stanford. McKinsey have developed a basic management practice evaluation tool - detailing about 20 key practices - which has been used to evaluate about 20,000 organizations in manufacturing, retail, healthcare and education across North and South America, Europe, Asia, Africa and Australasia. These data provide a global insight into the basic management practices around monitoring, targets and talent management that firms adopt around the world. We will examine the link between management and performance, and the reasons for differences in management across firms, industries and countries. This will be supplemented with the results from more recent research with Accenture and the World Bank in India on change management interventions in a developing country context.n nThe course will focus on making students familiar with this research and in particular the scoring grid so that they can easily performance an initial overview of the management practices of any organization. For example, this would be ideal for an initial evaluation of the management practices in a target company for private equity investment or a preliminary evaluation ("diagnostic"€) of a potential client by a consulting firm. Interested students can look at some of the academic, business and media focused output from the research on: http://www.worldmanagementsurvey.com, including over dozens of articles in the New York Times, Economist, Wall Street Journal, Business Week, Newsweek, Washington Post and the Financial Times.

MGTECON 600. Microeconomic Analysis I. 4 Units.

This course provides an introduction to the foundations of modern microeconomic theory. Topics include choice theory, with and without uncertainty, consumer and producer theory, dynamic choice and dynamic programming, social choice and efficiency, and fundamentals of general equilibrium.

MGTECON 601. Microeconomic Analysis II. 3 Units.

This course studies the roles of information, incentives and strategic behavior in markets. The rudiments of game theory are developed and applied to selected topics regarding auctions, bargaining, and firms' competitive strategies; information economics; and contracting and market design.

MGTECON 602. Auctions, Bargaining, and Pricing. 4 Units.

This course covers mostly auction theory, bargaining theory and related parts of the literature on pricing. Key classic papers covered in the course are Myerson and Satterthwaite on dynamic bargaining, Myerson on optimal auctions, and Milgrom and Weber's classic work, the Coase Conjecture results. We also cover a few more recent developments related to these topics, including dynamic signaling and screening. In some years we also cover topics in matching theory.

MGTECON 603. Econometric Methods I. 4 Units.

This is the first course in the sequence in graduate econometrics. The course covers some of the probabilistic and statistical underpinnings of econometrics, and explores the large-sample properties of maximum likelihood estimators. You are assumed to have introductory probability and statistics and matrix theory, and to have exposure to basic real analysis. Topics covered in the course include random variables, distribution functions, functions of random variables, expectations, conditional probabilities and Bayes' law, convergence and limit laws, hypothesis testing, confidence intervals, maximum likelihood estimation, and decision theory.

MGTECON 604. Econometric Methods II. 3 Units.

This course presents a comprehensive treatment of econometric methods used in economics, finance, marketing, and other management disciplines. Among the topics covered are: the classical linear regression analysis, linear simultaneous equations systems and instrumental variables techniques, panel data models, generalized method of moments, selection models, and limited dependent variable models. This course uses Matlab or similar computational software, but previous experience with such software is not a prerequisite. This course assumes working knowledge of undergraduate econometrics, basic linear algebra, basic probability theory, and statistics that are covered in MGTECON 603. Those who did not take MGTECON 603 or similar should see the instructor.

MGTECON 605. Econometric Methods III. 3 Units.

This course completes the first-year sequence in econometrics. It develops nonparametric, semiparametric and nonlinear parametric models in detail, as well as optimization methods used to estimate nonlinear models. The instructor will discuss identification issues, the statistical properties of these estimators, and how they are used in practice. Depending on student and instructor interest, we will consider advanced topics and applications, including: simulation methods and Bayesian estimators.

MGTECON 608. Multiperson Decision Theory. 3 Units.

Students and faculty review and present recent research papers on basic theories and economic applications of decision theory, game theory and mechanism design. Applications include market design and analyses of incentives and strategic behavior in markets, and selected topics such as auctions, bargaining, contracting, signaling, and computation.

MGTECON 610. Macroeconomics. 4 Units.

This course covers various topics in macroeconomics and is designed to expose students to macroeconomic methods, classic papers in the field, and the latest research at the frontier. The current focus is on economic growth. Using theoretical and empirical tools, we consider questions like: How do we understand long-run growth in per capita income? Why are some countries so much richer than others? Other topics include misallocation as a source of TFP differences, the direction of technical change, growth and the environment, the rise in health spending, patenting, and international trade.nnThis course satisfies the GSB PhD macro requirement.

MGTECON 612. Advanced Macroeconomics II. 4 Units.

Modern macroeconomics of aggregate fluctuations in advanced economies. Current research on sovereign debt, fiscal policy and financial flows, low growth and stagnation, low interest rates, financial crises, unemployment fluctuations, and other timely topics. The course will be organized around the detailed study of recent research papers. Some lectures will be given by visiting macroeconomists. Students enrolled in MGTECON 612 take the class for 4 units. Students develop a research proposal and present it to the instructors as the final exam. Prerequisite: Satisfaction of the economics department's core macro requirement or consent of the instructors.

MGTECON 615. Theory and Practice of Auction Market Design. 4 Units.

This class will focus on several topics in auction market design and related areas. It is an advanced course, intended as a sequel to the more basic market/mechanism/auction design courses offered at the Economics department and the GSB. Students are expected to be familiar with the material in those courses. We will briefly review some basics of auction theory, but the main goal of the class is to bring students closer to doing independent research and introduce them to recent contributions and currently active research areas. Specific topics may include: multi-item and combinatorial auctions; robust auction design; applied auction design with practical applications; Internet advertising; radio spectrum auctions; securities markets; commodities; complex procurements.

MGTECON 616. Topics in Game Theory. 3 Units.

This is an advanced game theory course and requires a basic background in game theory or an advanced applied game theory course. The course covers foundational topics such as type spaces, modeling reasoning and rationality, game forms, solution refinements and more. A collection of additional topics will be covered independently via problem solving assignments in workshop style meetings with student presentations.

MGTECON 617. Heterogeneity in Macroeconomics. 3 Units.

The goal of this course is to introduce students to frontier research in quantitative macroeconomics and finance with heterogeneous agents. We study models with imperfect financial markets and/or search frictions. We emphasize theory and numerical methods as well as tools to confront model predictions with both micro and macro data. Potential applications cover a wide range of topics in household finance, corporate finance and firm dynamics, asset pricing, housing and labor markets, business cycles and growth.

MGTECON 618. Social Insurance and Urban Economics. 3 Units.

The course covers various topics relating to social insurance. The first half of the course covers the rationale for government interventions into private insurance markets, adverse selection, social insurance design and the intersection between social insurance and intra-family insurance. The second half of the course covers local public policy through the lens of social insurance, and includes topics such as spatial equilibrium, placed-based policies and housing policy.

MGTECON 624. Dynamic Political Economy Theory. 4 Units.

This course is intended to be an introduction to dynamic political economy theory. We will cover research at the frontier of this field and some useful tools. Tools will be primarily dynamic game theory - including Markov models and models of reputation. Topics covered will include dynamic legislative bargaining, dynamic coalition formation, endogenous institutions, endogenous policy formation, and policy experimentation.

MGTECON 626. Continuous-time Methods in Economics and Finance. 3 Units.

Continuous-time methods can, in many cases, lead to more powerful models to understand economic phenomena. The Black-Scholes option-pricing formula is significantly more tractable than discrete- time methods of option pricing based on binomial trees. There is an established tradition in continuous-time asset pricing, and there is increasing use of these methods in other fields, such as game theory, contract theory, market microstructure and macroeconomics.nnThe goal of this class is to explore some of the old classic research as well as new economic models, and to discover areas of economics where continuous-time methods can help. The intention is to give graduate students a tool, which they can use to gain comparative advantage in their research, when they see appropriate.nnWith this goal in mind, 25% of the class will focus on mathematics, but with economically relevant examples to illustrate the mathematical results. Up to one half of the class will cover established models, and the rest will focus on new papers. If students have their own work that uses continuous time, we can take a look at that as well.nnCoursework will include biweekly problem sets and a take-home final exam. There will also be room for short student presentations (related to homework assignments, economic papers, or definitions and results related to specific math concepts).

MGTECON 627. Empirical Applications of Dynamic Oligopoly Models in I.O.. 2 Units.

This course will provide an overview of recent advances in, and applications of, dynamic oligopoly models in I.O. We will start by introducing a simple framework for dynamic oligopoly in the context of a dynamic investment model. We will move on to other applications and extensions of the framework, including dynamic entry models and dynamic mergers, with a discussion of antitrust issues. We will cover an empirical model of dynamic network adoption and participation. We will learn alternative econometric approaches to the identification and estimation of dynamic oligopoly models, including a discussion of serially correlated unobserved shocks. Finally, we will discuss methods for computing counterfactuals and welfare, and then speculate about some unresolved issues and the potential for future work in this area.

MGTECON 628. Reading Group in Industrial Organization. 1 Unit.

This course meets weekly on Tuesdays at Noon. The primary purpose of the course is to read and discuss current working papers in Industrial Organization and related fields (e.g., Econometrics, Marketing, and Labor). Students are required to present papers once per quarter and both students and faculty may also present their own working papers.

MGTECON 629. Microeconomics Workshop. 3 Units.

Each week, a different economics faculty member will discuss his or her important and /or current research. The course is an important introduction to PhD level research topics and techniques. Attendance is mandatory.

MGTECON 630. Industrial Organization. 4 Units.

This is an introductory course in Industrial Organization. The goal is to provide broad general training in the field, introducing you to the central questions around imperfect competition, market structure, innovation and regulation, as well as the models and empirical methods commonly used to tackle these questions.

MGTECON 632. Topics in Continuous Time Dynamics. 3 Units.

This seminar-style course studies a selection of micro-economic models in dynamic settings, and explores the use of continuous-time methods to solve them. Topics to be covered include experimentation games, social learning, principal-agent problems, career concerns/market-agent models, security design and strategic trading. For every topic discussed, the class introduces gradually the set of relevant mathematical tools: dynamic programming and Hamilton-Jacobi-Bellman equations, Pontryagin's maximum principle, Euler-Lagrange equations, Brownian and Poisson processes, Bayesian inference and linear filtering, change of measure, martingale representation, Malliavin derivatives, stochastic maximum principle, expansions of filtrations. nThe course emphasizes high-level intuition rather than mathematical rigor. It is targeted at those who seek to become familiar with the literature on continuous-time dynamics and want to understand the functioning of these models, either by general interest or to apply these techniques. n.

MGTECON 634. Machine Learning and Causal Inference. 3 Units.

This course will cover statistical methods based on the machine learning literature that can be used for causal inference. In economics and the social sciences more broadly, empirical analyses typically estimate the effects of counterfactual policies, such as the effect of implementing a government policy, changing a price, showing advertisements, or introducing new products. Recent advances in supervised and unsupervised machine learning provide systematic approaches to model selection and prediction, methods that are particularly well suited to datasets with many observations and/or many covariates. This course will review when and how machine learning methods can be used for causal inference, and it will also review recent modifications and extensions to standard methods to adapt them to causal inference and provide statistical theory for hypothesis testing. We consider the estimation of average treatment effects as well as personalized policies. Applications to the evaluation of large-scale experiments, including online A/B tests and experiments on networks, will receive special attention.

MGTECON 640. Quantitative Methods for Empirical Research. 3 Units.

This is an advanced course on quantitative methods for empirical research. Students are expected to have taken a course in linear models before. In this course I will discuss modern econometric methods for nonlinear models, including maximum likelihood and generalized method of moments. The emphasis will be on how these methods are used in sophisticated empirical work in social sciences. Special topics include discrete choice models and methods for estimating treatment effects.

MGTECON 652. Personnel Economics. 3 Units.

This seminar will examine applications of labor economics to business issues and firms' practices. Material will include both theoretical and empirical work, and the syllabus will range from classics in Personnel Economics to current (unpublished) research. Some of the topics to be covered include, but are not limited to, compensation practices, assignment of decision rights, organizational structure, attracting, retaining, and displacing employees, and workplace practices (such as team-based organization, profit sharing, etc.).

MGTECON 691. PhD Directed Reading. 1-15 Unit.

This course is offered for students requiring specialized training in an area not covered by existing courses. To register, a student must obtain permission from the faculty member who is willing to supervise the reading.
Same as: ACCT 691, FINANCE 691, GSBGEN 691, HRMGT 691, MKTG 691, OB 691, OIT 691, POLECON 691, STRAMGT 691

MGTECON 692. PhD Dissertation Research. 1-15 Unit.

This course is elected as soon as a student is ready to begin research for the dissertation, usually shortly after admission to candidacy. To register, a student must obtain permission from the faculty member who is willing to supervise the research.
Same as: ACCT 692, FINANCE 692, GSBGEN 692, HRMGT 692, MKTG 692, OB 692, OIT 692, POLECON 692, STRAMGT 692

MGTECON 698. Doctoral Practicum in Teaching. 1 Unit.

Doctoral Practicum in Teaching.

MGTECON 699. Doctoral Practicum in Research. 1 Unit.

Doctoral Practicum in Research.

Finance Courses

FINANCE 121. Undergraduate Finance Research and Discussion Seminar. 1 Unit.

This seminar is designed to provide some experience with research methods and topics in finance, and to assist undergraduates with career interests in financial research, whether academic or not, with preparation for those careers. The seminar meetings are weekly and discussion based, covering a range of issues and methods in financial economics. Students are expected to prepare a 30-minute research presentation once during the quarter.

FINANCE 201. Finance I. 3 Units.

This course covers the foundations of finance with an emphasis on applications that are vital for corporate managers. We will discuss many of the major financial decisions made by corporate managers, both within the firm and in their interactions with investors. Essential in most of these decisions is the process of valuation, which will be an important emphasis of the course. Topics include criteria for making investment decisions, valuation of financial assets and liabilities, relationships between risk and return, capital structure choice, payout policy, the use and valuation of derivative securities, and risk management. This course is targeted to those students who are new to finance and for those with little quantitative background.

FINANCE 204. Finance I - Accelerated. 3 Units.

This course covers the foundations of finance with an emphasis on applications that are vital for corporate managers. We will discuss many of the major financial decisions made by corporate managers, both within the firm and in their interactions with investors. Essential in most of these decisions is the process of valuation, which will be an important emphasis of the course. Topics include criteria for making investment decisions, valuation of financial assets and liabilities, relationships between risk and return, capital structure choice, the use and valuation of derivative securities (e.g., options and convertible securities), and risk management.nnNo previous background in finance is required or expected, but in comparison with FINANCE 201, less time will be spent in class on the steps involved in solving basic problems. Therefore, students choosing this course should be relatively comfortable with basic mathematical operations (e.g., expressions involving multiplication of multiple terms, summation of multiple terms, etc.), though familiarity with the underlying finance concepts is not expected. A good diagnostic is to skim Section 4.2 "Rules for Time Travel" (pp. 98-104) in the course textbook, Corporate Finance by Berk and DeMarzo. If you are comfortable with the level of basic mathematics involved (even if the concepts are new), 204 is a good choice. If not, you should consider FINANCE 201.

FINANCE 205. Accelerated Managerial Finance. 3 Units.

This course covers the foundations of finance with an emphasis on applications that are vital for corporate managers. We will discuss many of the major financial decisions made by corporate managers, both within the firm and in their interactions with investors. Essential in most of these decisions is the process of valuation, which will be an important emphasis of the course. Topics include criteria for making investment decisions, valuation of financial assets and liabilities, relationships between risk and return, capital structure choice, payout policy, the use and valuation of derivative securities, and risk management. This course is targeted to those students who are new to finance and for those with little quantitative background.nnnNo previous background in finance is required or expected for this course. Content will be comparable to F201, but the majority of course lecture material will be delivered online, with in-class sessions devoted to applications of key concepts. This "flipped classroom" version of the course is intended for self-motivated students with an interest in applications. Prerequisite material for the course will be posted online in the fall.
Same as: Lab-based Pilot

FINANCE 207. Corporations, Finance, and Governance in the Global Economy. 3 Units.

As entrepreneurs, global leaders, and change agents tasked with developing transformative solutions of tomorrow, you will need certain skills and tools to interact with and navigate the complex and ever-changing financial landscape. This course focuses on the development of these skills and tools through the analysis of concise real-world financial situations around the globe. Topics include valuation of cash flows and control; the capital structure, payout policy and governance of both mature and entrepreneurial firms; restructuring and managing financial distress; the use of public markets to obtain liquidity and multiple share classes to retain control; financing and governance in venture capital and private equity; the rise of activism; and social responsibility and debates about the objectives of the firms of the present and future. This course is taught jointly by Professors Rauh and Seru.

FINANCE 211. Corporate Finance: Applications, Techniques, and Models. 3 Units.

This course will develop and apply the basic tools and models of corporate finance to real-world corporate decisions. This course is designed to be the second course in the standard finance sequence; that is, it is designed to be the natural follow-up to the Winter Managerial Finance course. This course will develop and extend standard tools and techniques of financial analysis, valuation, and model-building, and apply these methods to a wide range of cases. Case topics will include mergers and acquisitions, private equity, corporate governance, capital structure, agency conflicts, and corporate restructuring. For all of these applications, this course will emphasize the central importance of financial analysis, valuation, and modeling to guiding optimal decision making.

FINANCE 214. Accelerated Corporate Finance: Applications, Techniques, and Models. 3 Units.

This course will develop and apply the basic tools and models of corporate finance to real-world corporate decisions. This course is designed to be the second course in the standard finance sequence; that is, it is designed to be the natural follow-up to the Winter Managerial Finance course. This course will develop and extend standard tools and techniques of financial analysis, valuation, and model-building, and apply these methods to a wide range of cases. Case topics will include mergers and acquisitions, private equity, corporate governance, capital structure, agency conflicts, and corporate restructuring. For all of these applications, this course will emphasize the central importance of financial analysis, valuation, and modeling to guiding optimal decision making.

FINANCE 229. MSx: Finance. 3 Units.

This course covers the foundations of corporate finance including the management of capital structure, financial forecasting, dividend policy, financial distress, cost of capital and capital budgeting. It discusses the major financial decisions made by corporate managers and the impact of those decisions on investors and the value of the firm. Topics include criteria for understanding the valuation of financial assets and liabilities, relationships between risk and return, market efficiency, and the role of derivative securities, including options. The course also provides coverage of the role of financial markets in the operations of the firm.

FINANCE 305. Capital Markets and Institutional Investing. 3 Units.

This course teaches recent advances in asset allocation and management. We focus on the practical implementation of asset allocation and management tools in allocating assets, selecting asset managers and managing risk. Students apply these tools to real-time data in the computer lab. Topics covered include Asset Allocation; Delegated Asset Management and Manager Selection applied to Mutual Funds, Hedge Funds and Private Equity Funds; Multi-factor models and Factor Investing. The class will be co-taught by Kevin Mak, the director of the Real-Time Investment and Analysis Lab at Stanford. Robert Wallace, the CEO of Stanford Management Company, will guest-lecture.

FINANCE 310. Finance - Advanced. 3 Units.

This advanced applications course brings recent advances in finance to bear on real-world challenges in investment management and corporate finance. The goal of this course is to develop a deeper understanding of how capital markets actually work, drawing on recent advances in modern finance. We discuss the implications for financial decision making by managers and investors. The course is intended for MBA1 students who are familiar with the foundations of finance, including discounted cash flow (DCF) analysis, internal rate of return (IRR) calculations, mean-variance analysis and the Capital Asset Pricing Model (CAPM). Examples of broad topics covered in the class include corporate capital structure decisions, challenges in portfolio management, performance analysis of mutual funds, hedge funds and private equity, IPOs, hedging of currency and interest rate risk, etc. To be eligible, students must have passed the placement exam in Week Zero, must have solid quantitative skills and have a willingness to analyze data.

FINANCE 315. Innovating for Financial Inclusion. 3 Units.

This is a new MBA elective exploring innovative ways start-ups are altering household participation in financial services, by overcoming financial frictions and/or changing behaviors. "Inclusion"€ will be viewed broadly to encompass individuals/households from all socioeconomic classes in all aspects of their financial lives. The focus will be predominantly on start-ups that are disrupting financial services within the US legal and regulatory environment, though we will frequently draw upon lessons learned from welfare-enhancing innovations in the international FinTech sphere.

FINANCE 319. Private Equity Investing Seminar. 4 Units.

This PE Investing seminar launched in 1993 focuses on private equity investing, including investments with control, buyouts, and minority investments at various stages in a company's life. Private equity investing activity has grown significantly over the past 2 decades. This seminar explores selected topics in private equity investing for those MBA students who take the co-requisite course FINANCE 321.01, Investment Management and Entrepreneurial Finance. Private equity includes both established and early stage companies. The course extends and deepens the entrepreneurial finance area for those with an interest in private equity, venture capital and principal investing, taking a global view. Utilization will be made of original case studies and lecture-discussions, building on the framework of FINANCE 321. The Seminar meets with many outstanding investors. All those registered in F321.01 will also be registered in F319. See yellow Term Sheet put in MBA Boxes in late April. Note: All those registered in F321.02 will also be registered in F329.

FINANCE 320. Debt Markets. 3 Units.

This course is intended for those who plan careers that may involve debt financing for their businesses or other investments, or involve trading or investing in debt instruments and their derivatives, including money-market instruments including central bank deposits, government bonds, repurchase agreements, interest-rate swaps, mortgage-backed securities (MBS), corporate bonds, structured credit products, and credit derivatives. We will emphasize institutional features of the markets, including trading, pricing, and hedging. There is a special focus on distressed debt. Most lectures will start with a cold-called student presentation of an un-graded short homework calculation. There will also be a series of graded homework, a take-home mid-term, and about six graded 'pop quizzes' of 10 minutes or less.

FINANCE 321. Investment Management and Entrepreneurial Finance. 3 Units.

Our focus is fundamental value investing. Equity investment in companies, common stocks, early/growth stage ventures and private equity, deals, partnerships, hedge funds, or other entrepreneurial opportunities will be immediately or eventually important for most MBAs--either on the investing side or on the fund-raising financing side. This investment course discusses many practical and conceptual factors influencing the analysis and value of companies and deals, including publicly listed and private equity investments, and on success of investment approaches. The focus of this course is on quoted and private equity investments and on entrepreneurial finance. The format of the class is primarily case discussions and lecture discussions led by the professor and investors/principals who were involved in the case. This course enables MBA students to learn a broad investing skill-set and to study outstanding investors. See yellow Term Sheet put in MBA Boxes in late April.

FINANCE 322. Financial Intermediaries and Capital Markets. 4 Units.

This course focuses on financial markets, institutions, and instruments. We consider when and how firms raise capital through the life cycle, beginning with the capital-raising decisions and transactions for young firms and then discussing the decisions facing older, listed firms. We concentrate mainly on the firm's perspective while also considering the perspective of financial intermediaries. Issues to be considered in this course include the role of financial intermediaries like banks, the decision to go public, the pricing and role of investment banks in IPOs, bank debt, project finance, public debt, private placements, securitizations, convertibles, and markets for junk bonds.

FINANCE 324. Practical Corporate Finance. 4 Units.

The focus of this course is to apply the fundamental ideas of corporate finance to real-world problems. This course is a follow-up to the Fall course in Managerial Finance in which the basics of finance and valuation were covered. We will explore both how to make the acquired knowledge practical as well as to deepen our understanding of the core principles of finance.nnnDuring the course we will analyze cases covering a wide range of topics such as capital structure, private equity and venture capital, mergers and acquisitions, hostile takeovers and leveraged buyouts, as well as bankruptcy and financial distress. These cases provide an opportunity to bridge the gap between theory and real-life situations. Students are expected to develop their own spreadsheets and provide recommendations based on their analysis of the case material. nnnThis course was formerly known as FINANCE 224. An accelerated version of this course is offered as FINANCE 331.

FINANCE 326. Derivative Securities. 4 Units.

The Joint MA/MBA program is a rigorous, full-time program that integrates a comprehensive set of MBA classes with Education coursework, resulting in a personalized, world-class educational management curriculum. You will spend most of your first year concentrating on the core MBA curriculum and enroll in the majority of your Education classes late in your first year and in your second year. Because of our small class sizes, we are able to form a community of scholars and practitioners that becomes invaluable to your professional and personal development. MBA students may pursue up to one degree in addition to the MBA, whether joint or dual, while in the Stanford GSB.

Program Requirements

As a Joint MA/MBA student you will be required to complete a minimum of 109 units of coursework — 84 GSB units and 35 EDUC units. Up to 10 of these units may be counted towards both the GSB and the EDUC unit requirements.

Students must successfully complete 35 units of instruction at the Graduate School of Education (EDUC units) for the MA portion of their joint degree. The following constraints are placed on those 35 units:

  • All courses must be at or above the 100 level – courses numbered below 100 do not count.
  • At least 18 units – or half the total minimum– must be at or above the 200 level (EDUC 180 and 190 can count toward this requirement).
  • A 3.0 GPA must be maintained for all courses applied to the MA degree.
  • No more than 10 cross-listed units may count toward both degrees.
  • At least 27 of the 35 units must be taken for a letter grade. That is, a maximum of 8 units (including independent study) can be taken for a Pass-Fail grade.
  • A maximum of 4 units of independent study/internship/directed reading from the Graduate School of Education may be applied toward the MA degree.
  • Doctoral seminars that do not require any written work from a student may not be applied toward the 35-unit Graduate School of Education requirement.
  • Students may not enroll in Stanford Teacher Education Program (STEP) courses.

In addition to the following guidelines, students should consult the academic requirements specified by the Graduate School of Business (GSB) for the MBA portion of the Joint MA/MBA. Please consult the online MA Handbook MA Handbook for the most up to date Program Requirement information.

GSB Joint ProgramsMA Handbook

Thematic Clusters

Students are required to take a minimum of two courses in each of the three thematic clusters of Knowledge, Theory, and Skills as they develop balanced perspectives on leadership in education. Below the description of the thematic clusters are lists of courses that satisfy each cluster requirement. Beyond the six required thematic cluster courses, MA/MBA students may take electives within the Graduate School of Education. For information on courses offered at Stanford University, please visit Explore Courses. For program requirements pertaining to the current cohort of students, please see the MA Handbook.

Knowledge - 2 courses minimum

Growing as a leader begins with an understanding of the purposes, policies, practices, and challenges of organizations focused on education. Leadership knowledge ranges from the relationships of schools and districts to local, state, and federal governments; to education technology entrepreneurship; to the evolving role of higher education in society. The well-prepared education leader has knowledge of the education landscape that is both broad and deep.

Theory - 2 courses minimum

Leaders need frameworks and perspectives that help them to understand the complex organizations they presume to lead. Learning theory helps the prospective leader to make sense of confusing situations, conflicting goals, and puzzling outcomes. Learning a broad range of theory related to leading education organizations allows students to develop a personalized framework for addressing complex challenges.

Skills - 2 courses minimum

Students apply their leadership knowledge and understanding of leadership theory in courses that focus on leadership skills. The MA/MBA program is enhanced by these opportunities to connect research and theory to practice. This cluster completes a well-rounded course of study focused on leading a wide range of education organizations.

Courses

Cross-listed courses

Every year we also offer a number of cross-listed courses. These courses are thoughtfully constructed and taught by renowned scholars and professors and fulfill course requirements for both the MA and the MBA components of your joint degree.

2016-2017 Cross-listed courses

  • GSBGEN 345/EDUC 377F Disruptions in Education (3 units, Winter)

  • GSBGEN 347/EDUC 271 Education Policy in the United States (3-5 units, Spring)

  • GSBGEN 348/EDUC 347 Economics of Higher Education (4 units, Winter)
  • GSBGEN 367/EDUC 377G Problem Solving for Social Change (3 units, Autumn)
  • GSBGEN 377/EDUC 377H Diverse Leadership as an Imperative for Impact - Lessons from Education (3 units, Spring)
  • GSBGEN 381/EDUC 377C Philanthropy: Strategy, Innovation and Social Change (3 units, Autumn)
  • STRAMGT 335/EDUC 445 Entrepreneurial Approaches to Education Reform (3 units, Winter)
  • STRAMGT 368/EDUC 377B Strategic Management of Nonprofits (4 units, Autumn)

Internship

Students are encouraged to pursue an Internship as an important part of their MA/MBA experience.

Admissions Process

Prospective Joint MA/MBA candidates must first apply to the GSB, indicating on their application that they are interested in applying to the Joint MA/MBA degree with the GSE. When you check the box on your GSB application indicating your interest, you will be prompted to complete an additional Statement of Purpose; this is your application to the GSE. The entire application is submitted together as part of the GSB application.

If you are admitted to the MBA program, the GSB will forward your entire application to the GSE. As an alternative, you may apply to the MBA program only and, if admitted, apply to the MA part of the joint degree program during your first quarter at the GSB.

MA/MBA Fellowships

Fellowships for Joint MA/MBA students are developed and administrated through the Graduate School of Business. The GSB receives support from individuals, foundations, and corporations for a variety of fellowship funds that are distributed based on need—not merit. Fellowships are available to all U.S. and international financial aid applicants. Outside fellowships can be distributed based on need or merit and we invite you to explore these outside options. For more information, please visit the GSB financial aid section (link is external) of their website.

Some international MA/MBA students from Brazil may be eligible for funds from the Lemann Foundation. Recipients are selected by Stanford GSE faculty.

If you are admitted to the MA/MBA program, you will be charged the GSB tuition rate for the first six quarters of the program and the GSE tuition rate for the seventh quarter, should you decide to enroll for an additional quarter.

Contacts

MA/MBA Questions

GSE Admissions Office
gseadmissions@stanford.edu
Tel: (650) 723-2115

David Brazer
MA/MBA Program Director
dbrazer@stanford.edu

Please visit the Stanford GSB admissions website for information about applying to the MA/MBA program.

Students beginning their first year of the Stanford MBA program who are interested in the Joint Degree may apply by the fall quarter deadline using a paper application through the Stanford GSE.

Autumn Quarter

Knowledge

 EDUC 213 Introduction to Teaching (H. Borko, E. Szu) (3-4) (PK12, NP, EP)
This introductory course is critically important to those aspiring to work in any pre-K - 12 related setting who have never actually taught. Students with teaching experience are also welcome. Key concepts and practical perspectives on teaching and learning are emphasized. 
 EDUC 217 Free Speech, Academic Freedom, and Democracy (E. Callan) (3) 
The course examines connected ideas of free speech, academic freedom, and democratic legitimacy that are still widely shared by many of us but have been subject to skeptical pressures both outside and inside the academy in recent years. The course explores the principled basis of these ideas, how well they might (or might not) be defended against skeptical challenge, and how they might be applied in particular controversies about the rights of students, instructors, and researchers.
EDUC 220D History of School Reform (D. Labaree) (3-5) (PK12, NP, EP, ET)
POLS students interested in pre-K - 12 are commonly focused on making change or addressing a problem in education. This course explains the context of past and present efforts to improve the quality of education and provides students an opportunity to test their own reform thinking against past experience. This course is foundational for students interested in PK-12 education. It provides a broad theoretical, historical, and sociological perspective on how the American school system works, treating historical efforts at school reform as experimental interventions that reveal the system's nature and functions.
EDUC 266 Educational Neuroscience (B. McCandliss) (3) (PK12, NP)
An introduction to the growing intersection between education research and emerging research on functional brain development. Students will probe the contributions and limitations of emerging theoretical and empirical contribution of neuroscience approaches to specific academic skills such as reading and mathematics, as well as exposure to general processes crucial for educational success, including motivation, attention, and social cognition. Final projects will explore these themes in the service of interventions designed to improve how these functions.
EDUC 306A Economics of Education in the Global Economy (M. Carnoy) (5) (PK12, EP)
In today's educational policy environment, a working knowledge of the economics of education is fundamental for anyone involved in educational policy and educational practice. Education 306A is a survey course, covering issues from the relation of schooling, to economic outcomes, to the analysis of how schooling and students' family backgrounds influence student performance in schools, to analyses of teacher labor markets (including issues such as teacher incentive pay). The course also covers education "markets" and discusses educational finance at the K-12 and university levels.
EDUC 337 Race, Ethnicity, and Linguistic Diversity in Classrooms: Sociocultural Theory and Practices (A. Ball) (3-5) (PK12)
Focus is on classrooms with students from diverse racial, ethnic and linguistic backgrounds. Studies, writing, and media representation of urban and diverse school settings; implications for transforming teaching and learning. Issues related to developing teachers with attitudes, dispositions, and skills necessary to teach diverse students.
EDUC 376 Higher Education Leadership Colloquium (M. Stevens) (2-3) (HE)
This course presents a series of speakers from Stanford and other higher education institutions who work at the middle to higher levels of administration. Speakers and topics are guided by student interest, but include a range from student affairs to finance. Sessions are intended to be interactive.
EDUC 460 Language, Culture, Cognition, and Assessment (G. Solano-Flores) (3) (PK12, EP)
Examines the intersection of language, culture, and cognition, and the implications of this intersection in educational assessment. Knowledge from different disciplines is used to reason about assessment from the conceptual, methodological, and social perspectives. 

Theory 

EDUC 204 Introduction to Philosophy of Education (E. Callan) (3) (PK12, HE, EP, ET)
How to think philosophically about educational problems. Recent influential scholarship in philosophy of education. No previous study in philosophy required.  
EDUC 232 Culture, Learning, and Poverty (R. McDermott) (2-3) (PK12)
For students interested in learning about the actual process of policy making, this course offers a behind-the-scenes look at the political process of public policy making at the Federal level. Students will learn about the theory and literature behind policy formulation and will engage in debates over past and current efforts at policy reform.
EDUC 249 Theory & Issues in Bilingualism (G. Valdes) (3-5) (PK12)
For those interested in working with bilingual students and their families and/or carrying out research in bilingual settings, this course emphasizes the typologies of bilingualism, the acquisition of bilingual ability, and the nature of societal bilingualism. 
EDUC 256 Psychological and Educational Resilience Among Children and Youth (R. Lizcano, A. Padilla) (4) (PK12, EP)
This course is aimed at students interested in individual, family, school, and community risk and protective factors that influence children's development and adaptation. Adaptive systems that enable some children to achieve successful resilience despite high levels of adversity exposure are emphasized. Theoretical, methodological, and empirical issues are examined, including current technology and conceptual and measurement issues.
EDUC 275 Leading U.S. Schools (D. Brazer) (3-4) (PK12, EP, NP)
The landscape of schooling in the U.S. is dynamic and replete with ideologies, myths, and beliefs. Organizational theory, leadership theory, and empirical research are lenses through which students will develop a deeper and broader understanding of the similarities and differences among private schools, parochial schools, traditional K-12 schools, charter schools, and alterarnative schools. Students will connect theory and research to practice by visiting and learning about two or more schools of their choosing. 
EDUC 333A Understanding Learning Environments (S. Goldman, R. McDermott, D. Stringer) (3) (PK12, EP, ET)
This course uses theoretical approaches to learning to analyze learning environments and develop goals for designing resources and activities to support effective learning practices.
EDUC 337 Race, Ethnicity, and Linguistic Diversity in Classrooms: Sociocultural Theory and Practices (A. Ball) (3-5) (PK12)
Focus is on classrooms with students from diverse racial, ethnic and linguistic backgrounds. Studies, writing, and media representation of urban and diverse school settings; implications for transforming teaching and learning. Issues related to developing teachers with attitudes, dispositions, and skills necessary to teach diverse students.
EDUC 355 Higher Education and Society (M. Stevens) (3) (HE, EP)
For undergraduates and graduate students interested in what colleges and universities do, and what society expects of them. The relationship between higher education and society in the U.S. from a sociological perspective. The nature of reform and conflict in colleges and universities, and tensions in the design of higher education systems and organizations.
EDUC 417 Research and Policy on Postsecondary Access (A. Antonio) (3) (HE, EP, NP) 
The transition from high school to college. K-16 course focusing on high school preparation, college choice, remediation, pathways to college, and first-year adjustment. The role of educational policy in postsecondary access. Service Learning Course (certified by Haas Center). 
PUBLPOL 307 Justice (R. Reich) (4-5) (PK12, HE, NP)
Focus is on the ideal of a just society, and the place of liberty and equality in it, in light of contemporary theories of justice and political controversies. Topics include financing schools and elections, regulating markets, discriminating against people with disabilities, and enforcing sexual morality.

Skills 

EDUC 200A Introduction to Data Analysis and Interpretation (A. Porteus, C. Thille) (3-4) (PK12, HE, NP, EP)
This course teaches students to read and critically interpret quantitative published research. The course is conceptual rather than formula driven.  It requires no advanced math or prior statistics.  It develops skills central to reading and understanding research.
EDUC 200B Introduction to Qualitative Research Methods (D. Pope, J. Wolf) (3-4) (PK12, HE, NP, EP)
Primarily for master's students: An introduction to the core concepts and methods of qualitative research. Through a variety of hands-on learning activities, readings, field experiences, class lectures, and discussions, students will explore the processes and products of qualitative inquiry. Course material and hands-on activities are likely to be directly applicable to the POLS Project/Talk.
EDUC 242 Workshop on Instrument Development for Assessment, Research of Evaluation Purposes I (M. Ruiz-Primo) (3) (PK12, HE, NP, EP)
This course is designed with the belief that collecting information is a routine activity in which most researchers and educators are involved. Developing and improving instruments to gather information for descriptive, assessment, research, or evaluation purposes is a goal that unites all social sciences. Therefore, this course focuses on the technical skills required to develop, judge, and/or select quality instruments in diverse domains. The course will focus on your personal journey to develop or judge an instrument on something that is important for you.
EDUC 269 The Ethics in Teaching (E. Callan) (1) (PK12, HE, EP)
Goal is to prepare for the ethical problems teachers confront in their professional lives. Skills of ethical reasoning, familiarity with ethical concepts, and how to apply these skills and concepts in the analysis of case studies. Topics: ethical responsibility in teaching, freedom of speech and academic freedom, equality and difference, indoctrination, and the teaching of values.
EDUC 281 Technology for Learners (K. Forssell) (3-4) (ET)
For those interested in the use of technology in education and how it may be used to improve learning. This course explores how technology may help make learning easier, faster, or accessible to more learners and considers a variety of different approaches to designing tools for learning, the theories behind them, and the research that tests their effectiveness. Topics include feedback, visualization, games, multimedia, tangible-digital interfaces, simulations, and more. Students will work on teams to identify a need, create a prototype, and design tests to understand its impact. Space is limited.
EDUC 377C/GSBGEN 381 Strategic Philanthropy (L. Arrillaga) (3) (PK12, HE, NP, EP)
Appropriate for any student driven to effect positive social change from either the for-profit or nonprofit sector, Strategic Philanthropy ( GSBGEN 381/ EDUC 377C) will challenge students to expand their own strategic thinking about philanthropic aspiration and action. In recent decades, philanthropy has become an industry in itself - amounting to over $300 billion in the year 2012. Additionally, the last decade has seen unprecedented innovation in both philanthropy and social change. This course explores the key operational and strategic distinctions between traditional philanthropic entities, such as community foundations, private foundations, and corporate foundations; and innovative models, including funding intermediaries, open-source platforms, technology-driven philanthropies, and venture philanthropy partnerships. Course work will include readings and case discussions that encourage students to analyze both domestic and global philanthropic strategies as they relate to foundation mission, grant making, evaluation, financial management, infrastructure, knowledge management, policy change, and board governance. Guest speakers will consist of high profile philanthropists, foundation presidents, social entrepreneurs and Silicon Valley business leaders creating new philanthropic models. The course will also provide students with real-world grantmaking experience in completing nonprofit organizational assessments and making grants to organizations totaling $20,000. The course will culminate in an individual project in which students will complete a business plan for a $10 million private foundation.
MS&E 277 Creativity and Innovation (R. Cox) (3-4) (PK12, HE, NP, ET)
This course is for students who want to gain experience with promoting creativity and innovation using workshops, case studies, field trips, expert guests, and team projects.
PSYCH 147 Development in Early Childhood (M. Peters, B. Wise) (3-5) (PK12, NP)
Supervised experience with young children at Bing Nursery School. 3 units require 4 hours per week in Bing classrooms throughout the quarter; 4 units require 7 hours per week; 5 units require 10.5 hours per week. Seminar on developmental issues in the Bing teaching/learning environment. Recommended: 60 or 146, or consent of instructor.

Winter Quarter

Knowledge 

EDUC 212 Urban Education (A. Ball) (3-4) (PK12, NP, EP, ET)
For students who are interested in teaching or leading in urban school settings, this course takes social science and historical perspectives to look at the major developments, contexts, tensions, challenges, and policy issues of urban education.
EDUC 241 Race, Justice, and Integration (E. Callan) (3) (PK12, HE, EP, NP) 
Recent philosophical research on injustice, race, and the ideal of racial integration. 
EDUC 277 Education of Immigrant Students: Psychological Perspectives (A. Padilla) (4) (PK12, EP, NP) 
Historical and contemporary approaches to educating immigrant students. Case study approach focuses on urban centers to demonstrate how stressed urban educational agencies serve immigrants and native-born U.S. students when confronted with overcrowded classrooms, controversy over curriculum, current school reform movements, and government polices regarding equal educational opportunity.
EDUC 280 Learning & Teaching of Science (C. Wieman) (3) (HE)
This course will provide students with a basic knowledge of the relevant research in cognitive psychology and science education and the ability to apply that knowledge to enhance their ability to learn and teach science, particularly at the undergraduate level. Course will involve readings, discussion, and application of the ideas through creation of learning activities. It is suitable for advanced undergraduates and graduate students with some science background.
EDUC 346 Research Seminar in Higher Education (W. Damon, M. Stevens) (4) (HE)
Major issues, current structural features of the system, the historical context that shaped it, and theoretical frameworks. The purposes of higher education in light of interest groups including students, faculty, administrators, and external constituents. Issues such as diversity, stratification, decentralization, and changes that cut across these groups.
EDUC 347/GSBGEN 348 The Economics of Higher Education (E. Bettinger) (4) (HE) 
Topics: the worth of college and graduate degrees, and the utilization of highly educated graduates; faculty labor markets, careers, and workload: costs and pricing; discounting, merit aid, and access to higher education; sponsored research; academic medical centers; and technology and productivity. Emphasis is on theoretical frameworks, policy matters, and the concept of higher education as a public good. Stratification by gender, race, and social class.
EDUC 354 School-Based Decision Making (G. Hoagland) (4) (PK12, NP) 
Designed with aspiring school leaders in mind, this course combines case studies, site visits, and guest speakers to take students inside school leaders' critical decision making processes. Students who wish to work at the district and school levels may be interested in this course to learn the challenges, opportunities, and contemporary practices of school-site leadership.
EDUC 368 Cognitive Development in Childhood and Adolescence (B. McCandliss) (3) (PK12, HE, NP) 
This course aims to broaden and deepen students' understanding of cognitive development from the prenatal period through adolescence. It will examine various theoretical, methodological, and empirical issues pertaining to different domains of cognitive development, such as neurobiological plasticity, infant cognition, theory of mind, memory, language, and executive functions. Throughout the course, as we survey research findings, we will discuss (1) methods that researchers have employed in their study of cognitive development; (2) limitations of current research and directions for future research; and (3) translation of research findings for practitioners and policymakers.
EDUC 405 Teaching in the Humanities (J. Wolf) (3) (PK12, HE) 
This course, designed for graduate students in the humanities and education, explores approaches to teaching the humanities at both the secondary and collegiate levels, with a focus on teaching of text, and how the humanities can help students develop the ability to read and think critically. The course explores purposes and pedagogical approaches for teaching humanities through a variety of texts and perspectives. The course is designed as an opportunity for doctoral students in the Humanities both to enrich their own teaching and to broaden their understanding of professional teaching opportunities, including community college and secondary school teaching.
EDUC 411 Early Childhood Education (D. Stipek) (1-4) (PK12, EP, NP)
This course addresses a broad set of topics that have implications for developmentally appropriate and effective early childhood education. It begins with children's social, emotional and cognitive development and issues related to poverty, culture and language. We will also examine research evidence on effective instruction for young children, evaluations of preschool interventions, and several current policy debates. 
EDUC 445/GSBGEN 335 Entrepreneurial Approaches to Education Reform (G. Lee) (3) (PK12, NP)
This course is intended for students interested in how entrepreneurs can and have changed K-12 public schooling, and for those who aspire to be leaders in entrepreneurial and educational organizations. The course explores human capital solutions, new schools, and technology products that are designed to improve student learning and solve pain points. The course will feature for-profit, not-for-profit, and double-bottom-line organizations.
GSBGEN 345 Disruptions in Education (R. Urstein) (3) (HE) 
This course will explore the contemporary higher education industry, focusing especially on the places where disruptions of all kinds present significant opportunities and challenges for faculty, students, and higher education administrators, as well as for entrepreneurs and the businesses that serve this huge global market. Using a variety of readings and case studies to better understand recent disruptions across the higher education landscape, from outside and inside the academy, both for-profit and non-profit, the course will examine technology in teaching and learning; alternatives to the traditional credential; the impact of for-profit providers; content and the ownership and distribution of knowledge; and tertiary products and platforms that cater to the large student services market.
MS&E 274 Dynamic Entrepreneurial Strategy (E. Tse) (3) (NP, ET) 
This course explores how entrepreneurial strategy focuses on creating structural change of responding to change induced externally. Students will learn about advantage in emerging markets and mature markets, strategies to break through stagnation, and strategies to turn danger into opportunity. 

Theory 

EDUC 122Q Democracy in Crisis: Learning from the Past (T. Ehrlich) (3) (PK12, HE, EP, NP)
This Sophomore Seminar will focus on U.S. democracy and will use a series of case studies of major events in our national history to explore what happened and why to American democracy at key pressure points. This historical exploration should shed light on how the current challenges facing American democracy might best be handled. (Cardinal Course certified by the Haas Center).
EDUC 208B Curriculum Construction (D. Pope) (3-4) (PK12)
Practical aspects of curriculum design are emphasized by students working on projects for actual education clients. May be adapted to issues in higher education.
EDUC 245 Understanding Racial and Ethnic Identity Development (T. LaFromboise) (3-5) (PK12)
This seminar will explore the impact and relative salience of racial/ethnic identity on select issues including: discrimination, social justice, mental health and academic performance. Theoretical perspectives on identity development will be reviewed, along with research on other social identity variables, such as social class, gender and regional identifications. New areas within this field such as the complexity of multiracial identity status and intersectional invisibility will also be discussed. Though the class will be rooted in psychology and psychological models of identity formation, no prior exposure to psychology is assumed and other disciplines-including cultural studies, feminist studies, and literature-will be incorporated into the course materials.
EDUC 280 Learning & Teaching of Science (C. Wieman) (3) (HE)
This course will provide students with a basic knowledge of the relevant research in cognitive psychology and science education and the ability to apply that knowledge to enhance their ability to learn and teach science, particularly at the undergraduate level. Course will involve readings, discussion, and application of the ideas through the creation of learning activities. It is suitable for advanced undergraduates and graduate students with some science background.
EDUC 288 Organizational Analysis (W. Powell) (4) (PK12, HE, EP, NP)
Pre-K - 12, higher education, and non-profit focused students should take this survey of major theoretical traditions to understand rational and non-rational behaviors of organizations. This knowledge can be applied to schools, districts, CMOs, colleges, universities, and non-profits as formal organizations. 
EDUC 301 Workshop on Race, Ethnicity, and Language in Schools (A. Banks) (1-4) (PK12, EP)
The Workshop on Race, Ethnicity, and Language in Schools is a new School of Education initiative that examines the profound and enduring relationships between race, ethnicity, and language in education in the U.S. and elsewhere. The seminar brings together an inderdisciplinary group of leading scholars and graduate students in language in education to address the role of race and ethnicity in a host of complex and controversial language educational issues that cut across the areas of practice, policy, and pedagogy.
EDUC 306D World, Societal, and Educational Change: Comparative Perspectives (F. Ramirez) (4-5) (PK12, HE, EP)
Theoretical perspectives and empirical studies on the structural and cultural sources of educational expansion and differentiation, and on the cultural and structural consequences of educational institutionalization. Research topics: education and nation building; education, mobility and equality; international organizations, and world culture.
EDUC 312 Relational Sociology (D. McFarland) (4) (PK12, HE, NP)
Conversations, social relationships and social networks are the core features of social life. In this course we explore how conversations, relationships, and social networks not only have their own unique and independent characteristics, but how they shape one another and come to characterize many of the settings we enter and live in. As such, students will be introduced to theories and research methodologies concerning social interaction, social relationships, and social networks, as well as descriptions of how these research strands interrelate to form a larger relational sociology that can be employed to characterize a variety of social phenomenon. This course is suitable to advanced undergraduates and doctoral students. 
EDUC 314 Technologies, Social Justice and Black Vernacular Culture (A. Banks) (3-5) (PK12, HE)
From texts to techne, from artifacts to discourses on science and technology, this course is an examination of how Black people in this society have engaged with the mutually consitutive relationships that endure between humans and technologies. We will focus on these engagements in vernacular cultural spaces, from storytelling traditions to music and move to ways academic and aesthetic movements have imagined these relationships. Finally, we will consider the implications for work with technologies in both school and community contexts for work in the pursuit of social and racial justice. Course is open to master's and doctoral students only.
EDUC 341 Counterstory and Narrative Inquiry in Literature and Education (A. Antonio, J. Willihnganz) (3) (PK12, HE, EP)
Counterstory is a method developed in critical legal studies that emerges out of the broad "narrative turn" in the humanities and social science. This course explores the value of this turn, especially for marginalized communities, and the use of counterstory as analysis, critique, and self-expression. Using an interdisciplinary approach, we examine counterstory as it has developed in critical theory, critical pedagogy, and critical race theory literatures, and explore it as a framework for liberation, cultural work, and spiritual exploration.
EDUC 342 Child Development & New Technologies (B. Barron, K. Forssell) (3) (PK12)
This course is for students interested in the experiences of children with computing technologies and how these might influence development. The course uses sociocultural theories of development to understand how children use technology to meet their own goals, with an emphasis on the influence of interactive technology on cognitive, identity, and social development. 
EDUC 347/GSBGEN 348 The Economics of Higher Education (E. Bettinger) (4) (HE)
Topics: the worth of college and graduate degrees, and the utilization of highly educated graduates; faculty labor markets, careers, and workload; costs and pricing; discounting, merit aid, and access to higher education; sponsored research; academic medical centers; and technology and productivity. Emphasis is on theoretical frameworks, policy matters, and the concept of higher education as a public good. Stratification by gender, race, and social class. 
EDUC 360 Child Development in the Contexts of Risk and Adversity (J. Obradovic) (3-4) (PK12, EP, NP)
In this course students will learn about theoretical, methodological, and empirical issues pertaining to developmental psychopathology and resilience of children and adolescents. The course focuses on (1) current conceptual and empirical issues; (2) cognitive, affective, and motivational processes that underlie some of the most salient childhood mental health symptoms and disorders; (3) family, school, and cultural factors that contribute to developmental psychopathology and resilience; and (4) cutting-edge analytic methods that are currently employed in studies of developmental psychopathology and resilience.

Skills 

EDUC 200B Introduction to Qualitative Research Methods (D. Pope, J. Wolf) (4) (PK12, HE, NP, EP)
Students who are confident in their ability to read and understand published research (particularly quantitative) should take this course to broaden their understanding of research methods and uses. Course material and hands-on activities are likely to be directly applicable to the POLS Project/Talk.
EDUC 208B Curriculum Construction (D. Pope) (3-4) (PK12)
Practical aspects of curriculum design are emphasized by students working on projects for actual education clients. May be adapted to issues in higher education.
EDUC 280 Learning & Teaching of Science (C. Weiman) (3) (HE)
This course will provide students with a basic knowledge of the relevant research in cognitive psychology and science education and the ability to apply that knowledge to enhance their ability to learn and teach science, particularly at the undergraduate level. Course will involve readings, discussion, and application of the ideas through creation of learning activities. It is suitable for advanced undergraduates and graduate students with some science background..
EDUC 334A/STRAMGT 360 Strategic Educational Research and Organizational Reform Clinic (W. Koski) (4-10) (PK12, EP, NP)
This is a two-quarter clinical course offered in the Winter and Spring Quarters that brings together upper-level graduate students in education, law, and business from Stanford to collaborate with their peers at other universities (Columbia University, Harvard University, University of Pennsylvania, University of Michigan) and provide strategic research and consulting to public education organizations. Participants engage in a rigorous and rewarding learning experience, including: (i) An intensive seminar in the design, leadership and management, and transformation of public school systems, charter management organizations, start-ups, and other K-12 public- and social-sector institutions; (ii) Comprehensive skills training in team-based problem solving, strategic policy research, managing multidimensional (operational, policy, legal) projects to specified outcomes in complex environments, client counseling, and effective communication; and (iii) A high-priority consulting project for a public education sector client (e.g., school district, state education agency, charter management organization, non-profit) designing and implementing solutions to a complex problem at the core of the organization’s mission to improve the educational outcomes and life chances of children. The participant's team work will allow public agencies throughout the nation to receive relevant, timely, and high-quality research and advice on institutional reforms that otherwise may not receive the attention they deserve. Note: Enrollment in both Winter and Spring quarters is required. MA students must enroll for 4 or 5 units of credit per quarter. 
EDUC 399A Designing Surveys (A. Porteus) (1-2) (PK12, HE, NP, EP)
This course is focused entirely on developing good surveys using a cognitive processing model for survey development. The course  is for students who are designing surveys  for master’s projects/theses, and PhD dissertations.  The course is experiential and more like a workshop, so students must be developing an actual survey to enroll in the course.
ME 368 d.Leadership: Design Leadership in Context (P. Klebahn, K. Segovia, R. Sutton, et al.) (1-3) (PK12, HE)
d.Leadership is a course that teaches the coaching and leadership skills needed to drive good design process in groups. d.leaders will work on real projects driving design projects within organizations and gain real world skills as they experiment with their leadership style. Take this course if you are inspired by past design classes and want skills to lead design projects beyond Stanford. Preference given to students who have taken other Design Group or d.school classes. Admission by application. See dschool.stanford.edu/classes for more information
PSYCH 146 Observation of Children (P. Chandra, A. Lomangino, J. Winters) (3-5) (PK12)
Learning about children through guided observations at Bing Nursery School, Psychology's lab for research and training in child development. Physical, emotional, social, cognitive, and language development. Recommended: 60.
PSYCH 147 Development in Early Childhood (M. Peters, B. Wise) (3-5) (PK12, NP)
Supervised experience with young children at Bing Nursery School. 3 units require 4 hours per week in Bing classrooms throughout the quarter; 4 units require 7 hours per week; 5 units require 10.5 hours per week. Seminar on developmental issues in the Bing teaching/learning environment. Recommended: 60 or 146, or consent of instructor.

Spring Quarter

Knowledge

EDUC 218 Topics in Cognition and Learning: Technology and Multitasking (B. McCandliss, R. Pea) (3) (PK12, NP)
Executive function is a construct that is rapidly taking on an increasingly central role in bringing together current research in cognitive development, learning, education, and neuroscience. In this seminar we will examine the potential cross-fertilization of these fields of inquiry primarily by reviewing research on learning and individual differences in cognitive neuroscience that may hold relevance to education, as well as reviewing educational research that may hold implications for developmental cognitive neuroscience. This seminar course is designed to engage students in recent advances in this rapidly growing research area via discussions of both historical and late-breaking findings in the literature. By drawing on a breadth of studies ranging from cognitive development, cognitive neuroscience, and educational/training studies, students will gain an appreciation for specific ways interdisciplinary approaches can add value to specific programs of research.
EDUC 265 History of Higher Education in the U.S. (D. Labaree) (3-5) (HE, EP) 
This course emphasizes an understanding of contemporary configurations of higher education through studying its antecedents. EDUC 355 Higher Education & Society, and this course are strong complements for one another. This course is foundational for students interested in higher education. It provides a broad theoretical, historical, and sociological perspective on what is distinctive about the American system of higher education and how the system works. 
EDUC 271/GSBGEN 347 Education Policy in the U.S. (S. Loeb) (3-5) (PK12)
This course will provide students from different disciplines with an understanding of the broad educational policy context. The course will cover topics including a) school finance systems; b) an overview of policies defining and shaping the sectors and institutional forms of schooling; c) an overview of school governance; d) educational human-resource policy; e) school accountability policies at the federal and state levels; and f) school assignment policies and law, including intra- and inter-district choice policies, desegregation law and policy. Many policy discussions will focus on the quality of the quantitative evidence and the underlying applied microeconomic theory. This course is intended for PhD students only. Other students may contact the instructor for permission to enroll. Knowledge of intermediate microeconomics and econometrics would be helpful.
EDUC 306B The Politics of International Cooperation in Education (P. Bromley) (3-5) (EP)
Education policy, politics, and development. Topics include: politics, interests, institutions, polity, and civil society; how schools and school systems operate as political systems; how policy making occurs in educational systems; and theories of development. 
EDUC 349 Comparative Higher Education (F. Ramirez) (3-4) (HE)
This course examines the expansion, impact, and organization of higher education across the world. This course engages students with sociological theory and comparative research that focus on the factors that influence the expansion of universities, the individual and societal impacts of higher education, and change and persistence in the organization of the university. Lastly, this course emphasizes the impact of globalization on universities. 
EDUC 377B Strategic Management of Nonprofit Organizations and Social Ventures (B. Meehan) (4) (PK12, HE, NP) 
Strategic, governance, and management issues facing nonprofit organizations and their leaders in the era of venture philanthropy and social entrepreneurship. Development and fundraising, investment management, performance management, and nonprofit finance. Case studies include smaller, social entrepreneurial and larger, more traditional organizations, including education, social service, health care, religion, NGOs, and performing arts. 
EDUC 382 Student Development and the Study of College Impact (A. Antonio) (2) (HE)
The philosophies, theories, and methods that undergird most research in higher education. How college affects students. Student development theories, models of college impact, and issues surrounding data collection, national databases, and secondary data analysis.
EDUC 386 Leadership and Administration in Higher Education (J. Calvert, W. Chiang) (2) (HE)
Definitions of leadership and leadership roles within colleges and universities. Leadership models and organizational concepts. Case study analysis of the problems and challenges facing today's higher education administrators.  
GSBGEN 370 The Power of You: Women and Leadership (L. Arrillaga) (3) (PK12, HE, NP)
Society needs confident, skilled and agile female professionals at every career level, especially in the earlier stages of their careers, which provide the platform for future leadership opportunities. Female leaders face the same challenges as male leaders do, but female leaders also encounter an additional set of challenges (sociological, institutional, economic, cultural, social, familial, personal, sexual) thaat their male counterparts most likely will not. The same is true for female entrepreneurs, board members, social changemakers, educators and beyond, regardless of their career stage, access and background. Effectively overcoming female-specific challenges requires awareness, confidence and a practical skill-set that will be developed through an academic grounding in research, frameworks and case studies. Students will apply learnings through active participation in in-class discussions and simulations and will directly engage with industry leaders. 
MS&E 152 Introduction to Decision Analysis (R. Shachter) (3-4) (PK12, HE, NP, EP)
This course explores how to make good decisions in a complex, dynamic, and uncertain world. Topics include distinctions, possibilities and probabilities, relevance, value of information, decision diagrams, risk attitudes, etc.
MS&E 254 The Ethical Analyst (R. Howard) (1-3) (EP)
This course is aimed at students who wish to be professional analysis. Students will learn about the ethical responsibility for consequences of analysis who used technical knowledge to support organizations or government. The course explores how to form ethical judgments and questions the means to any end. 

Theory 

EDUC 197 Education, Gender, and Development (C. Wotipka) (4) (PK12, HE, NP, EP)
Theories and perspectives from the social sciences relevant to the role of education in changing, modifying, or reproducing structures of gender differentiation and hierarchy. Cross-national research on the status of girls and women and the role of development organizations and processes.
EDUC 220C Education and Society (F. Ramirez) (4-5) (PK12, HE, EP)
Theories and perspectives from the social sciences relevant to the role of education in changing, modifying, or reproducing structures of gender differentiation and The effects of schools and schooling on individuals, the stratification system, and society. Education as socializing individuals and as legitimizing social institutions. The social and individual factors affecting the expansion of schooling, individual educational attainment, and the organizational structure of schooling.
EDUC 332 Theory and Practice of Environmental Education (N. Ardoin) (3) (HE)
Foundational understanding of the history, theoretical underpinnings, and practice of environmental education as a tool for addressing today's pressing environmental issues. The purpose, design, and implementation of environment education in formal and nonformal settings with youth and adult audiences. Field trip and community-based project offer opportunities for experiencing and engaging with environmental education initiatives. 
EDUC 306B The Politics of International Cooperation in Education (P. Bromley) (3-5) (PK12, HE, EP)
Education policy, politics, and development. Topics include: politics, interests, institutions, polity, and civil society; how schools and school systems operate as political systems; how policy making occurs in educational systems; and theories of development. 
EDUC 382 Student Development and the Study of College Impact (A. Antonio) (2) (HE)
The philosophies, theories, and methods that undergird most research in higher education. How college affects students. Student development theories, models of college impact, and issues surrounding data collection, national databases, and secondary data analysis.
EDUC 394 School and District Leadership to Support English Learners' Academic Achievement (C. Goldenberg) (3-5) (PK12, EP, NP)
NOTE: This will be a blended course comprising (1) two real-time face-to-face meetings during scheduled course time, one the first week of the quarter and one at the end; (2) two real-time but virtual "meets ups" during the quarter; (3) readings, discussions, and assignments done individually and in groups throughout the quarter; (4) a final project synthesizing student learning across course topics, to be presented and discussed in the last week's meeting. English learners (ELs) constitute nearly 10% of the U.S. public school population. At some point in their careers, the majority of educators will have English learners in their schools and classrooms. This course is designed for students interested in learning about the legal framework and research base for the education of ELs from the perspective of school and district leaders.

Skills

EDUC 278 Introduction to Issues in Evaluation (M. Ruiz-Primo) (3-4) (PK12, HE, NP, EP)
Open to master's and doctoral students with priority to students in the School of Education. Focus is on the basic literature and major theoretical and practical issues in the field of program evaluation. Topics include: defining purpose, obtaining credible evidence, the role of the evaluator, working with stakeholder, values in evaluation, utilization, and professional standards. The course project is to design an evaluation for a complex national or international program selected by the instructor.
EDUC 290 Instructional Leadership: Building Capacity for Excellent Teaching (D. Brazer) (3-4) (PK12)
Designed with aspiring school leaders in mind, this course helps students understand how teacher learning and organizational learning are generated to improve educational quality at the school and district level. Students who wish to work at the district level may be interested in this course to learn a perspective on addressing school improvement.
EDUC 334A/STRAMGT 360 Strategic Educational Research and Organizational Reform Clinic (W. Koski) (4-10) (PK12, EP, NP)
This is a two-quarter clinical course offered in the Winter and Spring Quarters that brings together upper-level graduate students in education, law, and business from Stanford to collaborate with their peers at other universities (Columbia University, Harvard University, University of Pennsylvania, University of Michigan) and provide strategic research and consulting to public education organizations. Participants engage in a rigorous and rewarding learning experience, including: (i) An intensive seminar in the design, leadership and management, and transformation of public school systems, charter management organizations, start-ups, and other K-12 public- and social-sector institutions; (ii) Comprehensive skills training in team-based problem solving, strategic policy research, managing multidimensional (operational, policy, legal) projects to specified outcomes in complex environments, client counseling, and effective communication; and (iii) A high-priority consulting project for a public education sector client (e.g., school district, state education agency, charter management organization, non-profit) designing and implementing solutions to a complex problem at the core of the organization’s mission to improve the educational outcomes and life chances of children. The participant's team work will allow public agencies throughout the nation to receive relevant, timely, and high-quality research and advice on institutional reforms that otherwise may not receive the attention they deserve. Note: Enrollment in both Winter and Spring quarters is required. MA students must enroll for 4 or 5 units of credit per quarter. 
EDUC 377G Problem Solving for Social Change (P. Brest) (3) (PK12, HE, EP, NP)
(Also GSBGEN 367). GSB graduates will play important roles in solving many of today's and tomorrow's major societal problems - such as improving educational and health outcomes, conserving energy, and reducing global poverty - which call for actions by nonprofit, business, and hybrid organizations as well as governments. This course teaches skills and bodies of knowledge relevant to these roles through problems and case studies drawn from nonprofit organizations, for-profit social enterprises, and governments, as well as novel financing mechanisms like impact investments and social impact bonds. Topics include designing, implementing, scaling, and evaluating social strategies; systems thinking; decision making under risk; psychological biases that adversely affect people's decisions; methods for influencing individuals' and organization's behavior, ranging from incentives and penalties to "nudges;" and human-centered design. Students who have encountered some of these topics in other courses are likely to gain new perspectives and encounter new challenges in applying them to solving social problems
EDUC 391 Engineering Education and Online Learning (C. Thille) (3) (HE, ET)
An introduction to best practices in engineering education and educational technology, with a focus on online and blended learning. In addition to gaining a broad understanding of the field, students will experiment with a variety of education technologies, pedagogical techniques, and assessment methods.
CEE 251 Negotiation (S. Christensen) (3) (PK12, HE, NP)
This is an interactive course for students who wish to learn how to prepare for and conduct negotiations, from getting a job to managing conflict to negotiating transactions, all of which can occur in the school setting..
GSBGEN 377 Diverse Leadership as an Imperative for Impact - Lessons from Education (S. Colby) (3) (PK12, HE, NP)
Our society implicitly prizes a particular approach to leadership - but today's cross-sectoral, impact-oriented leader cannot afford to be restricted to a single approach. If we aspire to address challenges across social, economic, and political arenas, with highly charged moral implications and multiple stakeholders, we have an imperative to use all available tools by discovering, celebrating, and advancing diversity in leadership. Education provides the perfect canvas on which to explore this imperative. In this course, we will: (1) study a range of effective leadership approaches in the context of education; (2) develop broad, transportable skills and frameworks required to lead in any complex setting - business, public sector, nonprofit sector; (3) delve into leadership tradeoffs and tensions; (4) explore and understand our own values and tacit and explicit decision-making criteria; and (5) recognize barriers to diversity and tactics to address them. Guiding questions will include: How does the context shape the solution set? What does inspired and inspiring leadership look like? How do race/gender/other identities enter into the equation? How do I develop my own brand of leadership? We will examine contemporary leaders and controversies from education, draw upon timeless historical thinkers, enjoy the wisdom of guest speakers, and work intensively in small groups to highlight challenges, opportunities, and tradeoffs. By exploring a range of approaches and situations, we will strive for deeper understanding of ourselves and of the context to become a more capable, empathetic and effective leaders.
MED 247 Methods in Community Assessment, Evaluation, and Research (M. Kiernan, M. Stefanick) (3) (PK12, HE, NP, EP)
While not specifically focused on educational research, this course is designed for students who would like to develop their skills in designing, implementing, and analyzing structured interviews, focus groups, questionnaires, and field observations.
OB 372 High-Performance Leadership (S. Levine) (4) (PK12, HE, NP)
This course asks the question: "What does it take to build high-performance?" The focus is on middle and upper-middle management in contemporary organizations that have complex tasks, exist in a rapidly changing environment, and have highly skilled subordinates. The premise of the course is that traditional methods of management may produce adequate levels of performance but prevent excellence from developing. New approaches to leadership will be presented that are more likely to lead to a truly high-performing system. Time will be spent discussing the components of effective leadership, what a manager can do to build a compelling vision, strong teams, and mutual influence sideways and upwards as well as with direct reports. Also, what members can do to support the leader who wants to initiate such changes. In addition to class, students will meet for 2 1/2 hours each week in a Skill Development Group to apply the course material to their own personal development. (While there is minimal overlap in content between OB 372 and OB 374 and these two classes are highly complementary, both require Journals and an evening group. We recommend against taking both classes in the same quarter for workload reasons.) Students will have a choice as to when their SDG will meet. The expectation is full attendance at all SDG meetings. Only one excused class absence. Attendance is required in EIS Simulation and the Consulting Project classes.
PSYCH 146 Observation of Children (P. Chandra, A. Lomangino, J. Winters) (3-5) (PK12)
Learning about children through guided observations at Bing Nursery School, Psychology's lab for research and training in child development. Physical, emotional, social, cognitive, and language development. Recommended: 60.
PSYCH 147 Development in Early Childhood (M. Peters, B. Wise) (3-5) (PK12, NP)
Supervised experience with young children at Bing Nursery School. 3 units require 4 hours per week in Bing classrooms throughout the quarter; 4 units require 7 hours per week; 5 units require 10.5 hours per week. Seminar on developmental issues in the Bing teaching/learning environment. Recommended: 60 or 146, or consent of instructor.

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