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Business Schools

Business Schools

A business school is a university-level institution that teaches topics such as accounting, finance, marketing, organizational behavior, strategy and quantitative methods. They include schools of "business", "business administration", and "management". Most business schools are faculties, colleges or departments within in a university, and teach predominantly business courses. The first such 'collegiate business school' is Wharton, founded in 1881. In North America a business school is often understood to be university graduate school which offers an Masters of Business Administration. The Tuck School of Business is the first graduate school of business, founded in 1900. In Europe, although the Leipzig Graduate School of Management [http://www.hhl.de HHL] was founded in 1898, it initially taught at the undergraduate level as well. In Europe and Asia, some universities teach business only. The oldest business school, the Ecole Supérieure de Commerce in Paris [http://www.escp-eap.net/about/heritage.html ESCP], was founded in 1819.

External links

- [http://www.mbaprograms.org Business schools directory] Category:School types

Accounting

Accountancy (British English) or accounting (American English) is the measurement, disclosure or provision of assurance about information that helps managers and other decision makers make resource allocation decisions. Financial accounting is one branch of accounting and historically has involved processes by which financial information about a business is recorded, classified, summarized, interpreted, and communicated. Auditing, a related but separate discipline, is the process whereby an independent auditor examines an organization's financial statements in order to express an opinion -- that conveys reasonable but not absolute assurance -- as to the fairness and adherence to generally accepted accounting principles, in all material respects. Practitioners of accountancy are known as accountants. Officially licensed accountants are recognized by titles such as Chartered Accountant (UK, Canada), Certified Public Accountant (US), Certified Management Accountant (Canada). or Certified General Accountant (Canada). The majority of "public" accountants in Canada are Chartered Accountants; however, Certified General Accountants are also authorized by legislations to practise public accounting and auditing in all Canadian provinces, except Quebec as of 2005. Accountancy attempts to create accurate financial reports that are useful to managers, regulators, and other stakeholders such as shareholders, creditors, or owners. The day-to-day record-keeping involved in this process is known as bookkeeping. At the heart of modern financial accounting is the double-entry book-keeping system. This system involves making at least two entries for every transaction: a debit in one account, and a corresponding credit in another account. The sum of all debits should always equal the sum of all credits. This provides an easy way to check for errors. This system was first used in medieval Europe, although claims have been made that the system dates back to Ancient Greece. According to critics of standard accounting practices, it has changed little since. Accounting reform measures of some kind have been taken in each generation to attempt to keep bookkeeping relevant to capital assets or production capacity. However, these have not changed the basic principles, which are supposed to be independent of economics as such.

History

The art of accountancy on a scientific principle must certainly have been understood in Italy before 1495, when Luca Pacioli (1445 - 1517), also known as Friar Luca dal Borgo, published at Venice his treatise on book-keeping. The first known English book on the science was published in London by John Gouge or Gough in 1543. It is described as A Profitable Treatyce called the Instrument or Boke to learn to knowe the good order of the kepyng of the famouse reconynge, called in Latin, Dare and Habere, and, in English, Debitor and Creditor. A short book of instructions were also published in 1588 by John Mellis of Southwark, in which he says, "I am but the renuer and reviver of an ancient old copie printed here in London the 14 of August 1543: collected, published, made, and set forth by one Hugh Oldcastle, Scholemaster, who, as appeareth by his treatise, then taught Arithmetics, and this booke in Saint Ollaves parish in Marko Lane." John Mellis refers to the fact that the principle of accounts he explains (which is a simple system of double entry) is "after the forme of Venice". The very interesting and able book described as The Merchants Mirrour, or directions for the perfect ordering and keeping of his accounts formed by way of Debitor and Creditor, after the (so termed) Italian manner, by Richard Dafforne, accountant, published in 1635, contains many references to early books on the science of accountancy. In a chapter in this book, headed "Opinion of Book-keeping's Antiquity," the author states, on the authority of another writer, that the form of book-keeping referred to had then been in use in Italy about two hundred years, "but that the same, or one in many parts very like this, was used in the time of Julius Caesar, and in Rome long before." He gives quotations of Latin book-keeping terms in use in ancient times, and refers to "ex Oratione Ciceronis pro Roscio Comaedo"; and he adds: :"That the one side of their booke was used for Debitor, the other for Creditor, is manifest in a certain place, Naturalis Historiae Plinii, lib. 2, cap. 7, where hee, speaking of Fortune, saith thus: : Huic Omnia Expensa. : Huic Omnia Feruntur accepta et in tota Ratione mortalium sola : Utramque Paginam facit." An early Dutch writer appears to have suggested that double-entry book-keeping was even in existence among the Greeks, pointing to scientific accountancy having been invented in remote times. There were several editions of Richard Dafforne's book printed---the second edition having been published in 1636, the third in 1656, and another was issued in 1684. The book is a very complete treatise on scientific accountancy, it was beautifully prepared and contains elaborate explanations; the numerous editions tend to prove that the science was highly appreciated in the 17th century. From this time there has been a continuous supply of literature on the subject, many of the authors styling themselves accountants and teachers of the art, and thus proving that the professional accountant was then known and employed. Very early in the 18th century, the services of an accountant practising in the city of London were made use of in the course of an investigation into the transactions of a director of the South Sea Company, who had been dealing in the company's stock. During this investigation the accountant appears to have examined the books of at least two firms of merchants. His report is described Observations made upon examining the books of Sawbridge and Company, by Charles Snell, Writing Master and Accountant in Foster Lane, London. The United States owes the concept of the Certified Public Accountant designation to England which had coined the Chartered Accountant designation in the 19th century.

Accountancy qualifications and regulation

The requirements for entry in the profession of accounting vary from country to country.

British Commonwealth

In the United Kingdom, Canada, Australia and several other Commonwealth countries, the equivalents of Certified Public Accountant (CPA) include Chartered Accountant (CA - in UK, British Commonwealth and former British states), Chartered Certified Accountant (ACCA - United Kingdom), International Accountant (AIA - United Kingdom), Certified Public Accountant (CPA - Ireland and CPA - Hong Kong), Certified General Accountant (CGA - Canada), and Certified Practising Accountant (CPA - Australia). Please refer to the latest statutory auditing rights of above accounting bodies in individual jurisdictions and distinction from non-audit bodies for various consumers. In UK, only 3 chartered accountants (England & Wales, Scottish and Irish)and their equivalents (AIA and ACCA) are "Registered Auditors" under Companies Act. ACA is the best known and most respected qualification in the UK, equivalent of a CA but handled by a different board ICAEW.

Canada

In Canada, there are three recognized accounting bodies: the Canadian Institute of Chartered Accountants (CA), the Certified General Accountants Association of Canada (CGA), and the Society of Management Accountants of Canada (CMA). CA and CGA were created by Acts of Parliament in 1902 and 1913 respectively and CMA was established in 1920. The CA program focuses in public accounting and candidates must obtain auditing experience from public accounting firms; the CGA program takes a general approach allowing candidates to focus in their own financial career choices; the CMA program focuses in management accounting. All three programs require a candidate to obtain a degree and practical accounting experience before certification. Auditing and Public Accounting are regulated by the provinces. Historically, only CAs can perform audits in Ontario. After the corporate accounting scandals including the Enron scandal, the provincial government of Ontario passed a new Public Accounting Act allowing qualified CAs, CGAs and CMAs to audit. In Quebec, CAs still have monopoly in the audit of public companies; In British Columbia and Prince Edward Island, CAs and CGAs have equal status regarding public accounting and auditing; In the rest of Canada, CAs, CGAs, and CMAs are considered equivalents pursuant to provincial and territorial legislations. A recent attempt between the CAs and CMAs (in 2005) to join forces to form a new unified body failed as the respective organisations could not reach consensus on a number of important issues. This failure represented a factual indicator of the continued and strong resentment of the infringement of other accounting designations' influence and opinion upon others, as well as a possible measure of the degree of pride that still remained within each of Canada's three recognised accounting bodies. The recent measure (2004) of opening Ontario's public practice to all three bodies may actually have exacerbated the competition between these organisations, especially in light of the historic monopoly conferred to the CA association.

United States of America

In the United States, practicing accountants include Certified Public Accountants (CPAs), Certified Internal Auditors (CIAs), Certified Management Accountants (CMAs) and Accredited Business Accountants (ABAs). The difference between these certifications is primarily the types of services provided, although individuals may earn more than one certification. Additionally, much accounting work is performed by uncertified individuals, who may be working under the supervision of a certified accountant. A CPA is licensed by the state of his/her residence to provide auditing services to the public, although most CPA firms also offer accounting, tax, litigation support, and other financial advisory services. The requirements for receiving the CPA license varies from state to state, although the passage of the Uniform Certified Public Accountant examination is required by all states. This examination is designed and graded by the American Institute of Certified Public Accountants. A CIA is granted a certificate from the Institute of Internal Auditors (IIA), provided that the candidate passed a rigorous examination of four parts. A CIA mostly provides his/her services directly to their employers rather than the public. A CMA is granted a certificate from the Institute of Management Accountants (IMA), provided that the candidate passed a rigorous examination of four parts and meet the practical experience requirement from the IMA. A CMA mostly provides his/her services directly to his/her employers rather than the public. A CMA can also provide his services to the public, but to an extent much lesser than that of a CPA. An ABA is granted accreditation from the Accreditation Council for Accountancy and Taxation (ACAT), provided that the candidate passed the eight-hour Comprehensive Examination for Accreditation in Accounting which tests proficiency in financial accounting, reporting, statement preparation, taxation, business consulting services, business law, and ethics. An ABA specializes in the needs of small-to-mid-size businesses and in financial services to individuals and families. In states where use of the word "accountant” is not permitted, the practitioner may use Accredited Business Advisor. The United States Department of Labor's Bureau of Labor Statistics estimates that there are about one million persons [http://www.bls.gov/oes/current/oes132011.htm] employed as accountants and auditors in the U.S. U.S. tax law grants accountants a limited form of accountant-client privilege.

Accounting scholarship

Refer Accounting scholarship for professorship.

The "Big Four" accountancy firms

The "Big Four auditors" are the largest multinational accountancy firms.
- PricewaterhouseCoopers
- Deloitte Touche Tohmatsu
- Ernst & Young
- KPMG The Big 4 accountancy firms can all trace their history back to firms in Europe, from which they have descended through a long line of mergers. Many of the originating firms were from the United Kingdom. As British trade interests expanded, correspondent firms were established throughout the world by the organisations. These firms are associations of the partnerships in each country rather than having the classical structure of holding company and subsidiaries, but each has an international 'umbrella' organisation for co-ordination. However, due to the dominant size of the United States' economy, the offices of the Big 4 accountancy firms based in the United States have always generated more revenue than the rest of the Big 4 accountancy firms' offices in the world combined. Before the Enron and other accounting scandals, there were five large firms and were called the Big Five. Since Arthur Andersen's assurance practice split, with a plurality joining KPMG in the US and Deloitte & Touche outside of the US, Arthur Andersen left from the group. Previous to this there were also groupings referred to as the "Big Six" and the "Big Eight". Enron turned out to be only the first of a series of accounting scandals that enveloped the accounting industry in 2002. This is likely to have far-reaching consequences for the U.S. accounting industry. Application of International Accounting Standards originating in International Accounting Standards Board headquartered in London and bearing more resemblance to UK than current US practices is often advocated by those who note the relative stability of the U.K. accounting system (which reformed itself after scandals in the late 1980s and early 1990s). Accounting reform of a far more comprehensive sort is advocated by those who see issues with capitalism or economics, and seek ecological or social accountability.

Topics in accounting

See list of accounting topics for complete listing.

Auditing

- Assurance services
- Audit
- Information technology audit

Types of accountancy

- Cost accounting
- Cash-basis and accrual-basis
- Financial accountancy
- internal and external accountancy
- Management accounting
- Project accounting
- Positive accounting
- Environmental accounting

Accountancy Principles

Accounting principles, rules of conduct and action are described by various terms such as concepts, conventions, tenets, assumption, axioms, postulates.

Accounting concepts

- Entity concept
- Dual aspect concept
- Going concern concept
- Accounting period concept
- Money measurement concept
- Historical Cost concept
- Periodic matching of cost and revenue concept
- Verifiable objective evidence concept
- Realization concept
- Accrual concept

Accounting conventions

- convention of disclosure
- convention of materiality
- convention of consistency
- convention of conservatism

Finding related topics

- List of accounting topics
- List of finance topics
- List of management topics
- List of human resource management topics
- List of marketing topics
- List of economics topics
- List of production topics
- List of information technology management topics
- List of business law topics
- List of business ethics, political economy, and philosophy of business topics
- List of business theorists
- List of economists
- List of corporate leaders
- List of companies

External links

-
- [http://www-groups.dcs.st-andrews.ac.uk/~history/Mathematicians/Pacioli.html Luca Pacioli]
- [http://accounting.rutgers.edu/raw/rtest1.html List of accounting sites]
- [http://www.theaccounting.org/ Accounting]
- [http://www.icaew.co.uk/library/index.cfm?AUB=TB2I_7258 Accounting history links]
- [http://www.acaus.org/history/hs_pac.html Accounting, a Virtual History]
- [http://www.responsive.co.nz/theory.html Accounting Theory]
- [http://www.responsive.co.nz/tutorial.html Accounting Tutorial]
- [http://www.duncanwil.co.uk Duncan Williamson's Accounting Site]
- [http://www.maap.co.uk/checklist.php?choice=checklist MAAP's UK Accountancy Checklist The Next Year]
- [http://www.quickmanagement.com/a/account-management.asp Accounting Management] — Brief view on accounting.
- [http://www.buzzbusiness.com/directory/accounting/ Accounting Directory] — A listing of accounting sites.
- [http://www.trinity.edu/rjensen Bob Jensen's Accounting Site]
- [http://www.columbia.edu/~kky2001/pubs.html Accounting and Valuation Research page]
- [http://www.HavenWorks.com/accounting Accounting News]
- [http://www.greekshares.com/account12.asp The Basics of Accounting]
- [http://www.insidesarbanesoxley.com inside Sarbanes Oxley] - Resources for accountants
- [http://www.insidesarbanesoxley.com inside Sarbanes Oxley] - Resources for accountants concerning the Sarbanes-Oxley Act of 2002, including Sarbanes Oxley books, articles, and discussion
- [http://www.becompta.be/ Accounting in french]
- [http://business.fullerton.edu/centers/ccrg The Center for Corporate Reporting & Governance at California State University, Fullerton]
- [http://www.hkicpa.org.hk Hong Kong Institute of Certified Public Accountants (formerly Hong Kong Society of Accountants)]
- [http://www.bookkeeping-course.com free bookkeeping course]
- [http://www.tgiltd.com Free Accounting Software Selection Assistance] Category:Accounting Accountant ja:会計

Marketing

Marketing is the process of planning and executing the pricing, promotion, and distribution of goods, ideas, and services to create exchanges that satisfy individual and organizational goals." American Marketing Association. Many companies, particularly prior to the 1970s, were product-focused, employing teams of salespeople to push their products into or onto the market, regardless of market desire. A market-focused, or customer-focused, organization instead first determines what its potential customers desire, and then builds the product. Marketing theory and practice is justified on the belief that customers use a product or service because they have a need, or because a product has perceived benefit. Two major aspects of marketing are the recruitment of new customers (acquisition) and the retention and expansion of relationships with existing customers (base management). An emerging area of study and practice concerns internal marketing, or how employees are trained and managed to deliver the brand in a way that positively impacts the acquisition and retention of customers. Once a marketer has converted the prospective buyer, base management marketing takes over. The process for base management shifts the marketer to building a relationship, nurturing the links, enhancing the benefits that sold the buyer in the first place and improving the products/service continuously to protect her business from competitive encroachments. Marketing methods are informed by many of the social sciences, particularly psychology, sociology, and economics. Marketing research underpins these activities. Through advertising, it is also related to many of the creative arts.

Types of markets

The word market originally meant the place where the exchange between seller and buyer took place. Today we speak of a market as either a region where goods are sold and bought or particular types of buyer (summarized from Wells, Burnett, Moriarty, pg. 65–66). When strategizing specialists in marketing comment about markets they are usually referring to the different groups of people and/or organizations. The four major market groups are 1) consumer, 2) business to business, 3) institutional, and 4) reseller.

Product, price, promotion, and placement

In popular usage, the term "marketing" refers to the promotion of products, especially advertising and branding. However, in professional usage the term has a wider meaning that recognizes that marketing is customer centered. Products are often developed to meet the desires of groups of customers or even, in some cases, for specific customers. McCarthy divided marketing into four general sets of activities. His typology has become so universally recognized that his four activity sets, the Four Ps, have passed into the language. The Four Ps are:
- Product: The Product management aspect of marketing deals with the specifications of the actual good or service, and how it relates to the end-user's needs and wants.
- Pricing: This refers to the process of setting a price for a product, including discounts.
- Promotion: This includes advertising, sales promotion, publicity, and personal selling, and refers to the various methods of promoting the product, brand, or company.
- Placement or distribution refers to how the product gets to the customer; for example, point of sale placement or retailing. These four elements are often referred to as the marketing mix. A marketer can use these variables to craft a marketing plan. The four Ps model is most useful when marketing low value consumer products. Industrial products, services, high value consumer products require adjustments to this model. Services marketing must account for the unique nature of services. Industrial or b2b marketing must account for the long term contractual agreements that are typical in supply chain transactions. Relationship marketing attempts to do this by looking at marketing from a long term relationship perspective rather than individual transactions.

Technique

For a marketing plan to be successful, the mix of the four "p's" must reflect the wants and desires of the consumers in the target market. Trying to convince a market segment to buy something they don't want is extremely expensive and seldom successful. Marketers depend on marketing research, both formal and informal, to determine what consumers want and what they are willing to pay for. Marketers hope that this process will give them a sustainable competitive advantage. Marketing management is the practical application of this process. Most companies today have a customer orientation (also called customer focus). This implies that the company focuses its activities and products on customer needs. Generally there are two ways of doing this: the customer-driven approach and the product innovation approach. In the consumer-driven approach, consumer wants are the drivers of all strategic marketing decisions. No strategy is pursued until it passes the test of consumer research. Every aspect of a market offering, including the nature of the product itself, is driven by the needs of potential consumers. The starting point is always the consumer. The rationale for this approach is that there is no point spending R&D funds developing products that people will not buy. History attests to many products that were commercial failures inspite of being technological breakthroughs. The next big thing is a concept in marketing that refers to a product or idea that will allow for a high amount of sales for that product and related products. Marketers believe that by finding or creating the next big thing they will spark a cultural revolution that results in this sales increase. In a product innovation approach, the company pursues product innovation, then tries to develop a market for the product. Product innovation drives the process and marketing research is conducted primarily to ensure that a profitable market segment(s) exists for the innovation. The rationale is that customers may not know what options will be available to them in the future so we should not expect them to tell us what they will buy in the future. It is claimed that if Thomas Edison depended on marketing research he would have produced larger candles rather than inventing light bulbs. Many firms, such as research and development focused companies, successfully focus on product innovation. Many purists doubt whether this is really a form of marketing orientation at all, because of the ex post status of consumer research. Some even question whether it is marketing. Diffusion of innovations research explores how and why people adopt new products, services and ideas. A relatively new form of marketing uses the Internet and is called internet marketing or more generally e-marketing, affiliate marketing or online marketing. It typically tries to perfect the segmentation strategy used in traditional marketing. It targets its audience more precisely, and is sometimes called personalized marketing or one-to-one marketing.

Criticism of marketing

Some aspects of marketing, especially promotion, are the subject of criticism. See the main article Criticism of marketing.

External links

- [http://www.knowthis.com KnowThis.com - Marketing Virtual Library] – an extensive marketing reference site
- [http://www.sosig.ac.uk/roads/subject-listing/World-cat/market.html SOSIG Marketing directory] – a directory of marketing topics available on the web
- [http://www.mediapost.com/ Media and Advertising Directory]
- [http://www.tutor2u.net/revision_notes_marketing.asp Study notes on core marketing topics]
- [http://www.knowledge-community.com/Marketing Knowledge-Community.com] - The Community of Knowledge-Workers worldwide Category:Marketing ja:マーケティング

Organizational behavior

Organizational Studies (also known as Organizational Behavior) is a distinct field of academic study which takes as its subject organizations, examining them using the methods of economics, sociology, political science, anthropology, and psychology. Its cousin disciplines include human resources (HR) and industrial and organizational psychology (I/O psychology).

Overview of the field

Organizational studies is the study of individual and group dynamics in an organizational setting, as well as the nature of the organizations themselves. Whenever people interact in organizations, many factors come into play. Organizational studies attempts to understand and model these factors. Like all social sciences, organizational behavior seeks to control, predict, and explain. But there is some controversy over the ethical ramifications of focusing on controlling worker's behavior. As such, organizational behavior or OB (and its cousin, Industrial psychology) have at times been accused of being the scientific tool of the powerful. Those accusations notwithstanding, OB can play a major role in organizational development and success.

History

Though it traces its roots back to Max Weber and earlier, organizational studies is generally considered to have begun as an academic discipline with the advent of scientific management in the 1890s, with Taylorism representing the peak of this movement. Proponents of scientific management held that rationalizing the organization with precise sets of instructions and time-motion studies would lead to increased productivity. Studies of different compensation systems were carried out. After the First World War, the focus of organizational studies shifted to analysis of how human factors and psychology affected organizations, a transformation propelled by the discovery of the Hawthorne Effect. This Human Relations Movement focused more on teams, motivation, and the actualization of the goals of individuals within organizations. Prominent early scholars included:
- Chester Barnard
- Henri Fayol
- Mary Parker Follett
- Frederick Herzberg
- Abraham Maslow
- David McClelland
- Victor Vroom The Second World War further shifted the field, as the invention of large-scale logistics and operations research led to a renewed interest in systems and rationalistic approaches to the study of organizations. In the 1960s and 1970s, the field was strongly influenced by social psychology and the emphasis in academic study was on quantitative research. Starting in the 1980s, cultural explanations of organizations and change became an important part of study. Qualitative methods of study became more acceptable, informed by anthropology and sociology.

Current state of the field

Organizational behavior is currently a growing field. Organizational studies departments are generally within business schools, although many universities also have industrial pyschology and industrial economics programs as well. Some central areas of studies include how the following phenomina manifest in organizational settings. The field is highly influential in the business world with practitioners like Peter Drucker and Peter Senge turning the academic research into business practices. Organization behavior is becoming more important in the global economy as people with diverse backgrounds and cultural values have to work together effectively and efficiently.

References

- [http://www.geocities.com/Athens/Forum/1650/htmlobtoc02.html An overview of the field, including readings and outlines of major theories]
- [http://www.mtsu.edu/~pmccarth/io_hist.htm History of I/O]
- [http://web.cba.neu.edu/~ewertheim/introd/introd.htm Intro to Organizational Behavior]
- Barley, S., & Kunda, G. (1992) "Design and devotion: Surges of rational and normative ideologies of control in managerial discourse", Administrative Science Quarterly, vol. 37, pp. 363-399.

Strategy

A strategy is a long term plan of action designed to achieve a particular goal, as differentiated from tactics or immediate actions with resources at hand. Originally confined to military matters, the word has become commonly used in many disparate fields, such as:
- Business strategy
- Chess strategy
- Economic strategy
- American football strategy
- Military strategy
- Marketing strategies
- Game theoretical strategy
- Strategic management
- Technology strategy
- Tennis strategy
- Trading strategy

Origins of the word

The word finds its roots in the French stratégie, which is ultimately derived from the Greek stratēgos, which referred to a 'military commander' during the age of Athenian Democracy.

Casual and Formal Interpretations of the concept

A strategy is typically an idea that distinguishes a course of action by its hypothesis that a certain future position offers an advantage for acquiring some designated gain. The description of the idea is generally prepared in prescriptive documentation.

Historic Texts On Strategy

The nature of historic texts differs greatly from area to area, and, while there are some potential parallels between various forms of strategy (noting, for example, the popularity of the Art of War as a business book), each domain generally has its own foundational texts, a brief mention of some of these follows:
- Political strategy
- The Prince published in 1532 by Niccolò Machiavelli
- Military strategy:
- The Art of War written in the 6th century BC by Sun-tzu
- On War by Carl von Clausewitz
- The Influence of Sea Power upon History by Alfred Thayer Mahan
- Economic strategy
- General Theory of Employment, Interest and Money published in 1936 by John Maynard Keynes
- Business strategy
- Competitive Strategy by Michael Porter
- "Strategy Concept I: Five Ps for Strategy" and "Strategy Concept II: Another Look at Why Organizations Need Strategies" by Henry Mintzberg

Quantitative methods

Quantitative method

Wharton

Wharton is the name of some places in the United States of America:
- Wharton, New Jersey
- Wharton, Ohio
- Wharton, Texas
- Wharton Township, Pennsylvania
- Wharton a neighborhood in Philadelphia. There is also:
- Wharton Creek in New York State
- Wharton State Forest in New Jersey
- Mount Wharton in Antarctica
- Wharton School at the University of Pennsylvania. People:
- Joseph Wharton, for whom the school and New Jersey town was named.
- Arthur Wharton, soccer player.
- Edith Wharton, the early 20th century author.
- Henry Wharton, English writer.
- Ken Wharton, Formula One driver.
- John A. Wharton, Confederate general during the American Civil War.
- Michael Wharton, newspaper columnist.
- William Wharton (author), novelist.
- William H. Wharton, Republic of Texas politician.
- Wharton Barony and Duke of Wharton, English nobility.

Graduate school

A graduate school or "grad school" (American English), or, in British English a postgraduate school, is a school that awards advanced degrees, with the general requirement that students must have earned an undergraduate (bachelors) degree. Many universities award graduate degrees; a graduate school is not necessarily a separate institution. Graduate schools are also a part of quaternary education, together with postdoctorate research, and a graduate school experience often involves a significant component of original research, including the writing and defense of a thesis or dissertation. Students who attend graduate schools are called "graduate students" or "grad students" in the US and Canada, and "postgraduate students" or "post-grads" in Britain and other Commonwealth countries. Degrees awarded by graduate schools include master's degrees, doctorate degrees (Ph.D.s), and other postgraduate qualifications such as a graduate certificates, as well as some professional degrees. The term "graduate school" does not usually refer to medical school (students are called "medical-" or "med-students") and only occasionally refers to law school or business school. Although graduate school programs are distinct experiences from undergraduate degree programs, graduate instruction (in Australia, the United States, and other countries) is often offered by some of the same senior faculty and departments as teach undergraduate courses. Unlike in undergraduate programs, though, it is rarer for graduate students to take coursework outside their specific field of study at the Master's level. At the Ph.D. level, though, it is quite common to take courses from a wider range of study, for which some fixed portion of coursework is typically required to be taken from outside one's department and college of the degree-seeking candidate, to broaden the research abilities of the student. Some institutions designate separate graduate versus undergraduate faculty and denote other divisions (often called School of whatever, e.g., diplomacy, etc.)

Canada

Admission

Admission to a masters program generally requires a bachelor's degree in a related field, with sufficiently high grades (usually ranging from B+ / 80% average and up, though this requirement may be significantly higher in some faculties), recommendations from professors, and, for some fields, demonstrated ability in at least one foreign language. Some schools require samples of the student's writing as well as a research proposal. At English-speaking universities, applicants from countries where English is not the primary language are required to submit scores from the Test of English as a Foreign Language (TOEFL). Admission to a doctoral program typically requires a masters degree in a related field, sufficiently high grades, recommendations, samples of writing, and a research proposal. Requirements are often set higher than those for a masters program. In exceptional cases, a student holding an honours BA with sufficiently high grades and proven writing and research abilities may be admitted directly to a Ph.D. program without the requirement to first complete a masters. Graduate students must usually declare their research goal or submit a research proposal upon entering grad school; in the case of master's degrees, there will be some flexibility (that is, one is not held to one's research proposal, although major changes, for example from premodern to modern history, are discouraged). In the case of Ph.D.s, the research direction is usually known as it will typically follow the direction of the master's research. Master's degrees can typically be completed in one year but normally take at least two; they may not exceed five years. Doctoral degrees require a minimum of two years but frequently take much longer, not usually exceeding six years.

Funding

Graduate students may take out student loans, but instead they often work as teaching or research assistants. Students normally agree, as a condition of acceptance to a programme, not to devote more than twelve hours per week to work or outside interests. Funding is available to first-year masters students whose transcripts reflect exceptionally high grades; this funding is normally given in the second year. Funding for Ph.D. students comes from a variety of sources, and many universities waive tuition fees for doctoral candidates. Funding is available in the form of bursaries and other awards, both private and public.

Requirements for completion

Both master's and doctoral programs may be done by coursework or research or a combination of the two, depending on the subject and faculty. Most faculties require both, with the emphasis on research, and with coursework being directly related to the field of research. Masters candidates undertaking research are typically required to complete a thesis comprising some original research and ranging from seventy to two-hundred pages. Some fields may require candidates to study at least one foreign language if they have not already earned sufficient foreign-language credits. Some faculties require candidates to defend their thesis, but many do not. Those that do not often have a requirement of taking two additional courses, minimum, in lieu of preparing a thesis. Ph.D. candidates undertaking research must typically complete a thesis, or dissertation, consisting of original research representing a significant contribution to their field, and ranging from two-hundred to five-hundred pages. Most Ph.D. candidates will be required to sit comprehensive examinations—examinations testing general knowledge in their field of specialization—in their second or third year as a prerequisite to continuing their studies, and must defend their thesis as a final requirement. Some faculties require candidates to earn sufficient credits in a third or fourth foreign language; for example, most candidates in modern Japanese topics must demonstrate ability in English, Japanese, and Mandarin, while candidates in pre-modern Japanese topics must demonstrate ability in English, Japanese, Classical Chinese, and Classical Japanese. At English-speaking Canadian universities, both masters and Ph.D. theses may be presented in English or in the language of the subject (German for German literature, for example), but if this is the case an extensive abstract must be also presented in English. In exceptional circumstances, a thesis may be presented in French. French-speaking universities have varying sets of rules; some will accept students with little knowledge of French if they can communicate with their supervisors (usually in English).

United Kingdom

Admission

Admission to do a research degree in the UK typically requires the sponsorship of a professor. It is useful to have a master's degree, but certainly not essential. A good bachelor's degree, however, is required. Usually research students are admitted to do an M.Phil and can later convert to a Ph.D if they progress well. Admission to do a taught master's degree (based on coursework) depends upon having an undergraduate degree, generally in a related subject.

Funding

It is very difficult to obtain funding for postgraduate study in the UK. There are a few scholarships for master's courses, but these are rare and dependent on the course and class of undergraduate degree obtained. Most master's students are self-funded. Funding is available for some Ph.D. courses. There is more funding available to those in the sciences than in other disciplines. For overseas students, most major funding applications are due as early as twelve months or more before the intended graduate course will begin. This funding is also often highly competitive. The most widely available, and thus important, award for overseas students is the Overseas Research Student Award, which pays the difference in university fees between an overseas student and a British or EU resident. However, a student can only apply for the ORS for one university, often before he or she knows whether they have been accepted.

United States

Admission

Admission to graduate school usually requires a bachelor's degree. High grades in one's field of study are important, grades outside the field less so. Good GRE scores and, especially, good letters of recommendation from undergraduate instructors are essential. Within the sciences and some social sciences, previous research experience may be important; within most humanities disciplines, an example of academic writing normally suffices. Many universities require a personal statement, which may include indications of the intended area(s) of research; how detailed this statement is or whether it is possible to change one's focus of research depends strongly on the discipline and department being applied to. In some disciplines or universities, graduate applicants may find it best to have at least one recommendation from research work outside of the college where they earned their Bachelor's degree; however, as with previous research experience, this may not be very important in most humanities disciplines. The most selective schools set minimum GPAs and test scores below which they will not accept any applicants; this reduces the time spent reviewing applications. Some also require professors to act as sponsors. Finally, applicants from non-English speaking countries must take the Test of English as a Foreign Language (TOEFL). At most institutions, decisions regarding admission are not made by the institution itself but the department for which the applicant will be studying.

Requirements for completion

Graduate students often declare their intended degree (Master's or Doctorate) in their applications. In some cases, master's programs allow successful students to continue toward the doctorate degree. Additionally, students who complete their coursework but not dissertation ("ABD," for "all but dissertation") often receive master's degrees and an additional master's called a Master of Philosophy, or MPhil. The Master's component of a doctorate program often requires one or two years, and some students, because doctoral programs are better-funded, apply for doctoral programs while only intending to attain a Master's degree. This is generally not accepted and, if a student's advisor learns of the student's plans, can result in early termination. Many graduate programs require students to pass one or several examinations in order to demonstrate their competence as scholars. Comprehensive examinations ("Comps") are often required in the first year of doctoral study, and are designed to test a student's background undergraduate-level knowledge. Students failing after two attempts are usually expelled from the program, often being awarded a master's degree instead of a Ph.D. Some students who fail to perform well are declared "terminal Masters" students and not allowed to progress on to the Ph.D. after finishing & defending their master's thesis. Comprehensive examinations of this type are more common in the sciences and some social sciences, and relatively unknown in most humanities disciplines. Most graduate students perform teaching duties. Early in the program, they often serve as graders and tutors; as they advance, they can be promoted to Lecturer status, receiving more responsibility and a larger stipend. Doctoral students generally spend roughly their first two to three years taking course work, and by their second year if not before, begin research. Many master's and all specialist students will perform research culminating in a paper, presentation, and defense of their research. This is called the master's thesis (or, for Educational Specialist students, the specialist paper). Many US master's degree programs, however, do not require a master's thesis, focusing instead primarily on course work. In the second and third years of study, doctoral programs often require students to pass more examinations. Programs often require a Qualifying Examination ("Quals") or General Examination ("Generals"), testing students' grasp of a broad sample of their discipline, and/or one or several Special Field Examinations ("Specials"), testing students in their narrower selected areas of specialty within the discipline. If these examinations are held orally, they may be known colloquially as "orals". For some social science and many humanities disciplines, where graduate students may or may not have studied the discipline at the undergraduate level, these exams will be the first set, and be based either on graduate coursework or specific preparatory reading (sometimes up to a year's work in reading). In all cases, comprehensive exams are normally both stressful and time consuming, and must be passed to be allowed to proceed on to the thesis. Passing such examinations allows the student to stay, begin doctoral research, and rise to the status of a doctoral candidate, while failing usually results in the student leaving the program or re-taking the test after some time has passed (usually a semester or a year). Some schools have an intermediate category, passing at the Master's level, which allows the student to leave with a Master's without having completed a Master's thesis. For the next several years the doctoral candidate primarily performs his or her research. Usually this lasts three to eight years, though a rare few finish more quickly and some take substantially longer. In total, the typical doctoral degree takes between 4 and 10 years from entering the program to completion, though this time varies depending upon the department, thesis topic, and many other factors. For example, astronomy degrees take five to six years on average, but observational astronomy degrees take six to seven due to limiting factors of weather, while theoretical astronomy degrees take five. Though there is substantial variation among universities, departments, and individuals, humanities and social science doctorates on average take somewhat longer to complete than natural science doctorates. These differences are due to the differing nature of research between the humanities and some social sciences and the natural sciences (solitary as opposed to lab or group based), and to the differing expectations of the discipline in coursework, languages and length of thesis. However, time required to complete a doctorate also varies according to the candidate's abilities and choice of research. Some students may also choose to remain in a program if they fail to win an academic position, particularly in disciplines with a tight job market; by remaining a student, they can retain access to libraries and university facilities, while also retaining an academic affiliation, which can be essential for conferences and job-searches. Traditionally, doctoral programs were only intended to last three to four years and, in some disciplines (primarily the natural sciences), with the economic support of a second-income, a helpful advisor, and a light teaching load, it is possible for the degree to be completed in that amount of time. However, increasingly many disciplines, including most humanities, set their requirements for coursework, languages and the expected extent of thesis research by the assumption that students will take five years minimum or six to seven years on average; competition for jobs within these fields also raises expectations on the length and quality of theses considerably. In some disciplines doctoral programs can average seven to ten years, with those taking less seen as not doing as full a job as they should have. Archaeology, which requires long periods of research, tends towards this. The increase in length of degree is a matter of great concern for both students and universities, though there is much disagreement on potential solutions to this problem. Foreign graduate students outnumber American-born students in some US departments, primarily in the natural sciences, and engineering.

Funding

Graduate students who are not independently wealthy live meagerly compared to their peer group, but how meagerly depends greatly on the nature of funding at their university. At some elite universities with large endowments, there may be a minimum stipend established for all Ph.D. students within their first five years, as well as a tuition waiver. This stipend may consist of a scholarship for one to two years, and then guaranteed TA or RA positions. At many elite universities, these stipends have been increasing, in response both to student pressure and especially to competition among the elite universities for graduate students. Because of this competition, increases tend to be concentrated on the beginning years of the program, not on the relatively poorly funded finishing students. At most universities, however, the level of available funding is much less and required work greater. Students who are able to attain an RA (research assistant) or TA (teaching assistant) position, at least, may acquire tuition-forgiveness and a stipend that pays for most expenses. Stipends do not usually correlate with local cost of living, so students in expensive locales such as Boston and Berkeley, even funded, almost invariably lose economic ground. RA positions are more coveted than TA positions because, while teaching is generally considered a distraction from one's work, RAs typically are paid to work on the dissertation they are required to complete anyway. RA positions are more typical of science disciplines; they are relatively uncommon in humanities disciplines, and where they exist, rarely allow the student to work on their own research. A rare few students can attain outside fellowships such as the National Science Foundation (NSF) and National Physical Sciences Consortium (NPSC). The sciences are funded well enough that most students can attain either outside or institutional funding, but in the humanities, not all do. Some humanities students are forced to borrow money during their coursework, then take full-time jobs while completing their dissertations. Again, funding differs greatly by the wealth of the university; some universities give five years of full funding to all Ph.D. students, though often with a teaching requirement attached; other universities do not. However, because of the teaching requirements, which can be in the research years of the Ph.D., even the most funded of universities often do not have funding for humanities or social science students who need to do research elsewhere, whether in the United States or overseas. Foreign grads are typically funded the same way as domestic (US) grads, although some funding sources (such as many NSF fellowships) may only be awarded to domestic students. International students often have worse financial difficulties than domestic students. Reasons include high costs to visit their families back home, support of a family not allowed to work due to immigration laws, tuition that is ridiculous by world standards, and large fees: visa fees by the Immigration and Naturalization Service, surveillance fees (such as Student and Exchange Visitor Information Systems, or SEVIS[http://www.cnn.com/2004/EDUCATION/03/21/international.students.ap/index.html]) by Congress and Homeland Security. In rare cases, graduate students can lose funding and be de facto terminated from the program. Depending on the structure of the department, this can sometimes even happen at the whim of an advisor. This can be devastating, and there have been instances of suicide, or murder of professors or advisors by graduate students who have lost funding and are unable to complete their degrees. With the recognition of both the lack of funding and the uncertainty of the job market, many academics advise their undergraduate students not to pursue graduate education if they do not have adequate funding. However, even students with generous funding at the beginning of their degree may find themselves struggling to find funding to conduct research away from the university or to finish writing.

Graduate Employee Unions

At many universities some graduate students are employed by their university to teach classes or do research. While all graduate employees are graduate students many graduate students are not employees. MBA students, for example, usually pay tuition and don't have paid teaching or research positions. In many countries graduate employees have collectively organized labor unions in order to bargain a contract with their university. In Canada, for example, almost all graduate employees are members of a CUPE local. In the United States there are many graduate employee unions at public universities, the Coalition of Graduate Employee Unions lists 25 recognized unions at public universities on its website. Private universities, however, are covered under the National Labor Relations Act rather than state labor laws and until 2001 there were no recognized unions at private universities. Many graduate students see themselves as akin to junior faculty, but with significantly lower pay. Many graduate students feel that teaching takes time that would better be spent on research, and many point out that there is a vicious circle in the academic labor economy. Institutions that rely on cheap graduate student labor have no need to create expensive professorships, so graduate students who have taught extensively in graduate school can find it immensely difficult to get a teaching job when they have obtained their degree. Many institutions depend heavily on graduate student teaching: [http://www.yaleunions.org/geso/reports/BlackboardBlues.pdf a 2003 report by the Yale graduate student union], for instance, claims that "70% of undergraduate teaching contact hours at Yale are performed by transient teachers: graduate teachers, adjunct instructors, and other teachers not on the tenure track." The United Auto Workers (under the slogan "Uniting Academic Workers") and the American Federation of Teachers are two of the international unions that often represent graduate employees. Private universities' administrations often oppose their graduate students when they try to form unions, arguing that students should be exempt from labor laws intended for "employees", while the internationals and most graduate students feel all workers have an inalienable right to unionize. This tactic is similar to that used by WAL-MART which considers its employees to be "associates" rather than "employees". In some cases unionization movements have met with enough student opposition to fail. At the schools where graduate employees are unionized, which positions are unionized vary. Sometimes only one set of employees will unionize (e.g. teaching assistants, residential directors); at other times, most or all will. Typically, fellowship recipients, usually not employed by their university, do not participate. When negotiations fail, graduate employee unions sometimes go on strike. While graduate student unions can use the same types of strikes that other unions do, they have also made use of teach-ins, work-ins, marches, rallies, and grade strikes. In a grade strike, graduate students refuse to grade exams and papers and, if the strike lasts until the end of the academic term, also refuse to turn in final grades. Another form of job action is known as "work-to-rule", in which graduate student instructors work exactly as many hours as they are paid for and no more. Typically, one 3-credit course is considered to take 10 hours per week of work, although many instructors spend more time than this on class meetings, class preparation, office hours, corresponding with students, and especially grading student work. Graduate employees at New York University are currently on strike, as the NYU administration has refused to re-negotiate a contract with GSOC.

Life after graduate school

Traditionally, successful doctorate candidates in the English-speaking world would proceed to tenure-track faculty positions upon graduation, perhaps after completing a post-doctoral position. Some of the requirements or recommendations for doctoral programs still reflect this tradition (for example, it is recommended that Ph.D. students gain at least some teaching experience—for example, by working as teaching assistants—during their studies). In recent years, however, merely possessing an advanced degree is no guarantee of getting an academic job. Universities are more reluctant to hire full-time faculty, relying increasingly on part-time teachers who earn less money, have no tenure or job security, and are not eligible for benefits. The term "Publish or perish" refers to the increasing need for faculty to engage in research and publish regularly in order to be considered for tenure-track positions, promotions, salary increases, and so on. As a result of these issues, many Ph.D.s enter industry—in some fields, more than 50 percent do. Others seek work in academically-related fields, such as Librarianship.

References

- William G. Bowen & Neil L. Rudenstine, In Pursuit of the PhD (Princeton UP, 1992; ISBN 0-691-04294-2). A comprehensive report on graduate education in the US from the 1960s to the 1990s, based on surveys of tens of thousands of graduate students.

External links

- [http://www.AcademicLadder.com Academic Ladder] - An informational site for graduate students and professors climbing the academic ladder.
- [http://www.everythingbio.com/gradschool/index.php EverythingBio] - Search for biology graduate schools, and find out information about different programs before you apply.
- [http://www.edusvcs.com/ FullyEmployedMBA] - Provides comprehensive content and articles on getting your masters degree in business.
- [http://www.petersons.com/ Peterson's Planner] - A very large educational resource website that can be used to find schools, secure funding, and practice for standardized tests.
- [http://www.phinished.org/ Phinished.org] - A discussion & support group for those who cannot seem to finish their theses or dissertations.
- [http://sciencecareers.sciencemag.org/ Science Careers] - Contains many articles about graduate school life and scientific training, career development, and the science job market.
- [http://www.philosophicalgourmet.com/ The Philosophical Gourmet Report] - Information about graduate programs in philosophy. Category:Educational stages Category:School types ja:大学院生 th:บัณฑิตวิทยาลัย

Tuck School of Business

The Amos Tuck School of Business Administration, founded in 1900 at Dartmouth College is the world's oldest graduate school of management, one of the top business schools in the United States. It is one of the leading business schools in the United States, after Harvard, Stanford and Wharton. Located in Hanover, New Hampshire, Tuck offers only one degree program, the MBA, alongside shorter programmes for executives and recent graduates. It co-operates with a Masters in Engineering Management offered by Dartmouth's Thayer School of Engineering and also offers a a number of dual degrees, including a joint MD/MBA in conjunction with the Dartmouth Medical School, an MSEL/MBA with the Vermont Law School and a MALD/MBA with the Fletcher School of Law and Diplomacy. The school was established by Edward Tuck, and was originally named the Amos Tuck School of Administration and Finance (in memory of his father). In 1941, the name was changed to the Amos Tuck School of Business Administration. Since 2000, the school has referred to itself as the Tuck School of Business at Dartmouth. Tuck initially donated $300,000 in the form of 1,700 shares of preferred stock in the Great Northern Railway Company of Minnesota. He later gave $100,000 to build the first Tuck Hall (now McNutt Hall) in 1901, and over $500,000 for the current Tuck Hall complex in 1929. The M.B.A. programme at the Tuck School has been ranked first for several years by the Wall Street Journal and The Economist, and has consistently been ranked among the top ten business schools in the world by Business Week and US News & World Report. Many leading business schools in other countries have exchange programs with Tuck, including the Handelshochschule Leipzig (HHL), the École des Hautes Études Commerciales, IESE and London Business School.

External links

- [http://www.tuck.edu/ Official Website] Category:Business schools Category:Dartmouth College

List of business schools in Canada

List of business schools in the United States

List of business schools in Europe

Business schools in Europe. In Europe, most universities offer studies in business administration or related areas. The top business schools are usually accredited by international organisations, such as AMBA or EQUIS (and sometimes both).
- Athens Laboratory of Business Administration (ALBA), Greece
- Athens University of Economics and Business Administration
- Bilkent University, Faculty of Business Administration Ankara, Turkey
- Budapest University of Economic Sciences
- Cambridge University, Judge Institute of Management, United Kingdom
- Cass Business School, London, United Kingdom
- Central European University, CEU Business School, Budapest, Hungary
- Copenhagen Business School
- Durham University Business School
- EM Lyon Ecole de Management de Lyon
- Ecole des Hautes Etudes Commerciales (HEC)
- ESCP-EAP
- Ecole Supérieure des Sciences Economiques et Commerciales (ESSEC)
- Ecole Supérieure de Commerce de Rouen (ESC Rouen)
- Erasmus University Rotterdam
- ESADE Business School and University
- European School of Economics
- Helsinki School of Economics
- EVTEK School of Business Administration
- Handelshochschule Leipzig (HHL)
- IESE Barcelona, Spain
- Institut Européen d'Etudes Commerciales Supérieures de Strasbourg (IECS) Strasbourg, France
- IMD Lausanne, Switzerland
- INSEAD
- Instituto de Empresa Madrid, Spain
- Judge Institute of Management, University of Cambridge, UK
- Kingston University
- Lancaster University
- London Business School
- London School of Economics
- Lund School of Economics and Management
- Middlesex University London
- Muenster School of Business Administration and Economics, University of Muenster
- Nottingham University Business School
- Norwegian School of Economics and Business Administration (NHH)
- Norwegian School of Management
- Nyenrode Business Universiteit, Breukelen, The Netherlands
- Open University [http://www3.open.ac.uk/oubs/ Business School] (OUBS), UK
- Royal Holloway, University of London School of Management
- Saïd Business School, University of Oxford, United Kingdom
- Schiller International University [http://www.schiller.edu] Eight campuses in six countries
- Sheffield Hallam University
- School of Business Administration Turiba
- Mediterranean College,School of Business, Greece
- Solvay Business School
- Reutlingen University, European School of Business (ESB Reutlingen)
- St Gallen University
- SSE MBA, Stockholm School of Economics, Sweden
- Stockholm University School of Business
- Tilburg University
- Tanaka Business School Imperial College, London
- University College Dublin, Smurfit Graduate School of Business
- University College of Swansea
- University of Bath School of Management
- University of Bradford School of Management
- University of Economics, Prague
- University of Iceland
- University of Manchester, Manchester Business School
- University of Southampton
- Warwick Business School, University of Warwick
- Vienna University of Economics
- Vilnius University, [http://www.tvm.lt/ International Business School/Tarptautinio Verslo Mokykla]
- Vlerick Leuven Gent Management School
- Witten/Herdecke University
- Warsaw School of Economics
- University of Strathclyde Graduate School of Business Category:Business schools

List of business schools in Asia

This is a list of business schools in Asia. westren graduates college, [karachi], Sindh, Pakistan
- Asian Institute of Management Manila, Philippines
- Ateneo Graduate School of Business, Makati, Philippines
- Australian Graduate School of Management (AGSM) - Sydney - Australia
- B. K. School of Business Management Gujarat University, India
- Bahria University, Pakistan
- Bharathidasan Institute of Management, India
- Birla Institute of Technology and Science, India
- China Europe International Business School (CEIBS), Pudong, Shanghai, People's Republic of China
- College of Business Management, Karachi, Pakistan
- College of Business Administration, Seoul National University, Seoul, South Korea
- College of Business Administration, University of the Philippines, Diliman, Quezon City, Philippines
- College of Business and Economics, De La Salle University-Manila,Philippines
- College of Commerce, National Chengchi University, Taipei, Republic of China (Taiwan)
- College of Economics and Management, Chungnam National University, Daejeon, South Korea
- College of Graduate Study in Management, Khon Kaen University, Khon Kaen, Thailand
- College of Innovative Education, Thammasat University, Thailand
- College of Management, National Taiwan University of Science and Technology, Taipei, Republic of China (Taiwan)
- De La Salle Graduate School of Business, Manila, Makati and Ortigas, Philippines
- Faculty of Business, City University of Hong Kong, Hong Kong, People's Republic of China
- Faculty of Business Administration, Asian University of Science and Technology, Thailand
- Faculty of Business Administration, Chinese University of Hong Kong, Hong Kong, People's Republic of China
- Faculty of Business and Accountancy, University of Malaya, Kuala Lumpur,

Business Schools

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Tuck School of Business

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List of business schools in Canada

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