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Stanford GSB MBA Essays for 2017-19

Just for fun, compare Stanford’s super intense Leadership Behavior Grid with the HBS laissez faire LoR criteria, which only ask your recommenders to simply check a number without needing to parse and apply extensive, qualifying text

Explain the distinctive opportunities you will pursue at Stanford.

Because we want to discover who you are, resist the urge to "package" yourself in order to come across in a way you think Stanford wants. Such attempts simply blur our understanding of who you are and what you can accomplish.

What matters most to the Stanford GSB AdCom, and why

Enlighten us on how earning your MBA at Stanford will enable you to realize your ambitions.

This course is about how to use entrepreneurship and innovations in the value chains to create values in developing economies. The course will cover important principles and ways in which the value chains can be re-engineered or new business models can be designed to create values. In addition to materials covering a diversity of industries and geographical regions, the course will also enable students to be exposed to some of the interventions that the Stanford Institute of Innovation in Developing Economies (SEED) is working on in West Africa. Work and exam requirements: Students are expected to develop a project report on either portfolio companies related to SEED or other enterprises to show how value chain innovations can be advanced.

A hands-on two-week survey of Marketing's cutting edge, where bold brands are becoming ever more open, participatory, experiential & experimental. nnnInspired by a smattering of provocative real-world examples and mind-blowing guests, diverse student teams will employ design methods to conceive of and visualize their own creative proposals for how the Stanford GSB itself might engage with the world in radical new ways. Teams will ultimately pitch their final concepts to the GSB's Chief Marketing Officer for consideration, feedback and potential real-world implementation. nnn.

advice from Stanford MBA Admissions Dean Derrick Bolton

Enlighten us on how earning your MBA at Stanford will enable you to realize your ambitions.

This elective 1-unit course is offered to 2nd-year, 3rd-year, and 4th-year Medical students, Residents, and Fellows, and to 2nd-year MBA students who aspire to improve their ability to deal effectively with difficult interpersonal situations. The course will be taught at Stanford Medical School by H. Irving Grousbeck, Consulting Professor of Management, Stanford Graduate School of Business, with assistance from Dr. Charles G. Prober, Senior Associate Dean for Medical Education. Teaching techniques that have been successful in helping business school students improve their ability to manage difficult conversations will be used. The course, which will be case-based, will involve frequent student-to-student and student-to-instructor role-playing in actual medical situations. Physician-experts often will be present to participate as class guests. Relevant principles of professionalism, leadership, and psychology underlie the course pedagogy. There will be seven classes held on Wednesdays beginning September 27th and concluding on November 15th (no class on October 25). Each class will begin promptly at 12:30 and end at 2:05, without a break. Due to the abbreviated nature of the class (7 sessions), students will be expected to attend all classes unless excused in advance. Class preparation will include reading of assigned cases; analysis of the cases and recommendations as to how to confront specific difficult conversations (consistent with assigned study questions); and reading of assigned background material. While optional, it is suggested that students form regular study groups. For GSB students, 50% of the final grade will depend on classroom performance; the remainder will be based on a final written assignment of no more than 6 pages. GSB students will be graded on a Pass/Fail basis. The course will be ungraded for Medical School students, Residents and Fellows. All students will be expected to complete the written assignment. Class size will be limited to 35 students per the following: (1) a maximum of 15 MBA2 students and (2) a maximum of 20 2nd-year, 3rd-year and 4th-year Medical Students, Residents, and Fellows.

Stanford 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. 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 organizations' behavior, ranging from incentives and penalties to "nudges;" human-centered design; corporate social responsibility; and pay-for-success programs. We will apply these concepts and tools to address an actual social problem facing Stanford University. (With the exception of several classes on strategy and evaluation, there is no substantial overlap with Paul Brest's and Mark Wolfson' course, Strategic Philanthropy and Impact Investing (), which has a different focus from this one.).

Essay 2: What do you want to do—REALLY—and why Stanford?
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and your rationale for earning your MBA at Stanford, in particular.

This is a two-quarter clinical course offered in the Winter and Spring Quarters that brings together upper-level graduate students in business, law, and education 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:nn(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;nn(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; andnn(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.

Have you seen Stanford's well-defined (narrow?) ?

This is a two-quarter clinical course offered in the Winter and Spring Quarters that brings together upper-level graduate students in business, law, and education 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:nn(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;nn(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; andnn(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.

GSBGEN 598. Stanford-Tsinghua Exchange Program. 2 Units.

The Social Ventures Practicum is an experiential learning course for student teams actively working to launch a social venture (nonprofit or for-profit or tbd).n nDesigned as a follow-on to ideation courses such as : Startup Garage or the Design for Extreme Affordability sequence, this course will focus on the business planning needed to launch your venture.n nIn weekly sessions throughout the quarter, teams will work through topics unique to social ventures (e.g. mission, theory of change, impact measurement) as well as topics common to any venture, e.g. product/service market fit, business/economic model, financial planning, early stage financing, logistics, sales/distribution, and board/talent development. Each team will receive significant one-on-one coaching from the instructors, as well as opportunities to share their work with peers and learn from/present to guest speakers.n nTeams will emerge with a solid business and impact model, ready to raise their first round of seed funding. This course will prepare students for the Stanford Social Innovation Fellowship, Echoing Green, and other similar post-graduate funding opportunities.n nThe course will assume a level of familiarity with key social impact frameworks, so students are encouraged to take another social innovation course or to have prior experience working with mission and theory of change.

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