SIUE Schools of Business and Nursing Offer Concurrent MBA and DNP Program
5/9/16 The Southern Illinois University Edwardsville Schools of Business and Nursing have partnered to prepare advanced practice nurses and nursing administrators with a concurrent master’s in business administration (MBA) and a doctor of nursing practice (DNP).
The DNP program immerses students in evidence-based practice, focused coursework, experiential learning and development of a DNP project that has the potential to improve patient outcomes. The MBA program is designed to develop the professional capabilities of managers working in business, focusing on topics such as quantitative analysis, decision-making, negotiation, enhancing quality, and innovation and program management.
“This merger of the two programs offers the best of both nursing and administrative worlds,” said Kathy Ketchum, PhD and assistant dean for graduate programs in the School of Nursing. “We are producing nursing leaders who may become entrepreneurs, chief nursing officers (CNOs) or chief executive officers (CEOs) of major healthcare institutions, who will collaborate with other professionals to design cost-effective models of accountable healthcare.”
The concurrent program is offered primarily online; includes two on-campus immersion experiences; and is beneficial for nurses with master’s preparation as administrators, nurse practitioners, certified registered nurse anesthetists, midwives or clinical nurse specialists. For more information on the MBA/DNP program, visit siue.edu/mba-dnp.
Read more via: https://www.riverbender.com/articles/details/siue-schools-of-business-and-nursing-offer-concurrent-mba-and-dnp-program-12960.cfm
5/9/16 Most employers are receptive to reputable degrees, but some still need to learn more about online education, experts say.
When Michael Urtiaga goes on job interviews, he regularly gets asked the question, “How were you able to balance an MBA education at Indiana University’s Kelley School of Business with your previous full-time job near Cincinnati?”
The answer: The 36-year-old, who’s now in between jobs, pursued his MBA online through the Kelley Direct program – not by traveling to the school on the weekends, as some interviewers initially assume given that he lives about a two-hour drive away from the campus.
Urtiaga says interviewers generally seem accepting of his online degree given the strong reputation of the school. Still, he sometimes needs to answer questions about the pros and cons of online learning and the real-world benefits the online program offers.
“Oftentimes, you can see their faces change as you go through the conversation,” says Urtiaga, who completed his MBA last year and is now pursuing an online master’s in strategic management as part of a dual degree program at Kelley. There’s still a bit of a stigma, he says, but people usually come around when they hear some of the format’s virtues.
Read more via: http://www.usnews.com/education/online-education/articles/2016-05-09/what-employers-think-of-your-online-mba-degree
4/18/16 In my previous blog post I discussed the urgent need for a curriculum capable of reducing the alarming gap that increasingly separates what students are taught at business schools from the challenges that confront them when they embark on their careers. I do not believe this is a gap that can ever be closed completely, and I think it is vital to acknowledge as much; but I do believe it is a gap that can – and, indeed, must – be narrowed.
I described two “limit cases” – one in which the curriculum revolves exclusively around established principles and one in which the emphasis is entirely on uncertainty and change – and suggested that we need to find a balance between the two. I also noted that in doing so we should accept that perfection is impossible and that we will never be able equip our students for every eventuality.
This mindset does not represent an admission of defeat. On the contrary: it constitutes a healthy acknowledgment of what is feasible and a marked determination to remain flexible in the face of ceaseless shifts in environment and circumstance. Above all, it enables us to echo the myriad complexities our students will encounter by incorporating in the curriculum a perpetual state of disequilibrium.
Read more via: http://www.efmd.org/blog/view/1019-towards-an-integrated-curriculum-two
4/21/16 EFMD would like to warmly congratulate Economics and Management School of the Wuhan University& Indian Institute of Management Calcutta (IIMC) who have just been awarded EQUIS accreditation.
This takes the number of accredited schools to 161 across 40 countries.
Please read below what the Deans of the accredited schools say about the achievement.
Read more via: http://www.efmd.org/blog/view/1022-equis-accreditation-awarded-to-wuhan-iimc
Read more via: http://www.bizedmagazine.com/archives/2016/3/people-and-places/new-appointments-and-transitions
In previous posts, we have discussed how the best way to tackle a difficult looking quantitative question on the GMAT is to clean it up – consolidating like terms, adding or subtracting inside of parentheses, or reorganizing variables to where it is easier not substitute equations.
Not only is cleaning up quantitative questions helpful to cutting down on the amount of time you spend solving a question, but often, can be essential to seeing conceptually how to get to a correct answer choice.
Consider the below data sufficiency question:
Given n > 5, when (n! + n + 1) is divided by (n+1), what is the remainder?
• (n+2) is a prime number
• (n-2) is a prime number
Our first step should be to see what this problem actually looks like –
(n! + n + 1)
—————
(n+1)
Yikes, right? With just variables in the statements provided, it is likely you feel this answer is completely impossible and want to immediately jump to (E) as your answer choice.
But, if you understand how to properly simply the fraction, then you will be in much better shape to evaluate statements (1) and (2). Think of a simpler parallel example:
x + x + 1
——-
x + 1
If we were to plug in, say, x = 2 it would come out to – 2 + 2+ 1 / 2 + 1 = 5/3. This is the same as recognizing that the fraction is also the same as:
x x+1
— + —–
x+1 x+1
Where (x+1)/(x+1) cancel out to equal 1 + x/x+1 which then equals 1 and ⅔, the same as 5/3.
So, back to our impossible looking question. We can apply the same logic of the easier parallel example to say that
(n! + n + 1) n! (n+1) n!
————— can be rearranged to be —- + ——— = —– + 1
(n+1) (n+1) (n+1) (n+1)
Which is MUCH easier to evaluate. From here, if n! is divisible by (n+1), then the remainder is 0. If not, then we don’t know the remainder.
Considering if (n+1) is a composite number, it can be split into two factors smaller than (n+1). Both will be included in n! since n! has all factors smaller than (n+1). So if (n+1) is composite, n! is divisible by (n+1). If (n+1) is prime, n! does not contain (n+1) and hence is not divisible by (n+1).
Knowing this, if we evaluate (n+2) is prime, then (n+1) must be even and hence composite – the only even prime number is 2, so the remainder must be 0. Statement 1 is sufficient on its own.
Moving to assess Statement 2, the same pattern of thought follows. If (n-2) is prime, the (n-1) and (n+1) must be even and, therefore, composite. Again, the remainder must be 0 and Statement 2 is sufficient on its own.
Without understanding how to appropriately reduce fractions, it makes it pretty impossible for us to approach this more challenging quantitative question appropriately. By simplifying many of these questions become much, much more manageable.
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