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We are a teaching institution at both the graduate and undergraduate levels. We prepare students to encounter professional challenges, instilling in them the desire for life-long learning, and the critical thinking and versatility needed to prevail in the global marketplace.
We are a research institution dedicated to advancing the theory, analysis and practice of management. We employ the rigor of the scientific method to develop theoretical and empirical insights into financial and managerial processes and strive to communicate our discoveries to our peers through the most prestigious publication outlets in our fields. We are a service institution. We never lose sight of our role within the State of New Jersey: We are dedicated to enhancing the quality of life in New Jersey and beyond.
As an institution offering a full spectrum of MBA and joint masters programs at multiple locations throughout the state, our ties to the business community both enhance our academic rigor and provide students with access to achieving their career objectives.
As an urban undergraduate institution, we attract a multicultural, diverse populations of frequently first-generation students. Nonetheless, as a Ph. Consequently, the faculty must possess a portfolio of qualities that, in its entirety, provides balance and symetry to accomplish this tripartite mission.
The first full year of required core courses is offered at the New Brunswick and Newark campuses during the day. The second year includes six credits of interfuctional team consulting and electives. Electives offered during the day in finance and marketing are sufficient to meet the concentration requirements in those two areas. Other elective courses also will be offered during the day.
Additionally, electives are offered in the evening at both the New Brunswick and Newark campuses. Full-time day students are required to complete the full day core program during their first year of studies at the school. Substitutions between day and evening courses are not permitted during the first year. Students should not expect to be able to work part time during their first year of studies. Out-of-class assignments are based on the assumption that all fulltime students have their full time available for study.
The typical student should expect to spend 50 hours a week engaged in classroom and out-of-class assignments. Much of this work needs to be accomplished on campus in the library, computer laboratory, or in team assignments. Students in the second year are in a position to judge the extent, if any, to which they can work, part time, in addition to full-time study.
QualifyingRequirements Incoming full-time students are expected to demonstrate competence in calculus and statistics, and computer skills. They may do so at Rutgers Graduate School of Management on the summer preceeding enrollment.
The courses are offered in the evening fall and spring trimesters. Contact the Office of Admissions for a syllabus outlining the qualifying requirements. Faculty assume that students will have active knowledge of the required materials throughout the program. Students are expected to have basic knowledge in the use of a word processor, spread sheet, and database program as well as basic DOS and Windows skills. Although lab sessions will be provided during the new full-time student orientation, students with limited exposure to computers might consider enrolling in a course prior to the beginning of classes.
The purchase of a personal computer is required for full-time students. Contact the Office of Admissions for information at Remaining electives may be chosen freely, or four may be selected in the same area to fulfill the requirements for a concentration. Consult the course descriptions in this guide for the elective courses offered by the Graduate School of Management. For other electives, students may also register, with prior approval, for relevant graduate-level courses offered by the many other graduate and professional programs at Rutgers in Newark, New Brunswick, or Camden.
Concentrations Concentrations are available in the following areas: Consult the course descriptions in this guide. These courses provide the student with a growth opportunity as well as a chance to interact with top-level researchers. Observing prerequisites is the responsibility of each student.
If students complete a course for which they have not fulfilled the prerequisite, they will not be allowed to graduate until they take and pass the stated prerequisite. Waivers of prerequisite requirements are subject to the written approval of the relevant department chairs. Written approval must be filed with the Office of Student Services prior to starting a course requiring this approval. Refer to the course description section of this guide.
To receive credit for cross registration, the student must apply for approval from the relevant department chair through the Office of Student Services. Students may also register for courses in the Ph. Approval from the instructor or the Ph. Credit will not be given for any course work taken more than eight years before the anticipated date for completion of the MBA degree. All requests for transfer credit should be made before completion of the GSM core curriculum requirements.
Contact the department chair for information. All other concentrations will require full-time students to complete at least some course work during evening hours. Depending on the program selected, the courses offered and the language of instruction vary. Students may earn 12 hours of elective-level credits toward their Rutgers MBA degree through participation in these programs. Students must complete the first year core program before enrolling in the International Exchange programs. England University of Hull: Located within striking distance of the historic walled town of York and the enchanting cathedral town of Lincoln with its Roman roads and fortifications, the University of Hull excels in the fields of accounting and finance.
Fall or Spring Language of instruction: Then across the Channel to Belgium for a visit to the headquarters of the European Commission in Brussels. Participants will be exposed to the challenges of labor markets, infrastructure defects, currency fluctuation and differences in technical standards. This report will highlight the advantages and disadvantages of each of the visited sites for the proposed European Expansion.
Exchange students spend two full trimesters and a guaranteed working internship for a true immersion in the European business scene. Fall and Spring Language of instruction: So, the action cannot at the same time cause and be caused by the intention, for otherwise, we would have a causal loop. Suppose that I want to 5 See e. That is to say, I have the intention to impress John by making that rumba move.
Now suppose that, as John comes into the ballroom, my wish to impress him becomes so intense that it triggers a muscle spasm in my hips, which makes me move them precisely in the given way. So I move my hips and, let us suppose, I do impress John.
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But was my action intentional? Was that particular move of my hips something that I had intended? People s intuition is that it was not, in spite of the fact that my desire to impress John caused me to move my hips the way I did. A moving of my hips is intentional if and only if I have an accompanying intention that by that very motion of my hips I would, say, impress John.
If I am, so to speak, taken by surprise, and I just find myself moving my hips so, it is still open to me either to intend this action to have such-and-such effect, or not have any intentions whatsoever about it. My having or lacking a suitable intention determines whether I intend or not to be doing what I am doing.
The problem resides in intentions. I will present a case in which an agent raises his hand and has a accompanying de re intention, of a suitable kind, about his action. However, the causal link from the action to the intention that makes it a de re intention is, as it were, deviant. It cannot be too deviant, though, because it has to secure the de-re-ness of the intention. But it is deviant enough to pose a problem for Ginet s proposal. Suppose that John is a neuroscientist, and is interested in action and causation.
His team is carrying out the following experiment. He is aware of all the activities going on in the various areas of the subject s brain, and is able to track them. His job is to cause the relevant neurons to fire, so as to trigger muscle contractions, and make the subjects raise their hand. When the subject raises his or her hand and does not form any accompanying intention about his or her movement, the action is clearly not intentional.
The subject simply raises his or her hand, but does not intend to do so. John is certainly aware of the subjects action of raising their hand. For, if he were not aware of it, how would have he been able to go on with his experiment, which precisely consists in causing and controlling the given action? Obviously, John can have de re attitudes about the subjects actions. For example, he may believe of a given subject s hand-raising that it will draw the attention of his colleagues.
John is not a mere spectator. Through electronic manipulation, he is in the position of controlling the subjects actions, and he can therefore even form de re intentions about those actions.
He may intend of a given action that it would draw the attention of his colleagues. So far, so good. But now suppose that John himself, perhaps 6 In other words, as the subject is raising her hand, she may have the feeling that she is doing it voluntarily, but she may also be unaware or her movement.
Ginet wants to say that the action in this other case is intentional, even though it has been caused by electronic manipulations p. Suppose that the subject on whom John is working is John himself which he may ignore. By a direct electronic manipulation of his own neural events, John produces an appropriate firing of neurons, which triggers a muscle contraction that results in the event of John raising his hand.
John also has a de re intention about the action that he has produced, namely, about his own handraising, e. The conditions for intentional action are, then, all met: He raised his hand, and he intended to raise it, for he intended that that particular action would make him famous. But this is clearly wrong; in the case that I have presented, we would not want to say that John raised his hand in order to become famous.
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Ginet s account therefore fails. Let me forestall some tentative objections to my argument. One might challenge the claim that John s cognitive access to the action at stake is direct enough for him to have de re attitudes about it. However, it is beyond doubt that John is in a position to demonstratively refer to the action. So, if Ginet s account builds upon the standard view of direct reference, I do not see how one could deny that John s attitude is a de re attitude.
Now, one might point out that we constantly use demonstratives to refer to actions of other people. For comparison, consider the following case.
I am in the ballroom, which happens to have large mirrors.
The person happens to be me, but I do not realize that. That particular action, of that person i. I can even say things like: I hope that this will make everyone see how ridiculous she is. Don t I have, then, a de re intention, to the effect that in virtue of that action everyone would see that the agent is ridiculous?
And if I do, then we ought to say that the moving of my hips was intentional, since by it I intended to make everyone see how ridiculous I was. In other words, we would have to say that I moved my hips in order to make myself ridiculous, which is intuitively wrong.
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I can have de re attitudes about my action identified in this way, but it is specifically de re intentions that I cannot have. To be sure, the action is mine, and in that respect, I can in principle intend my action to have such-and-such outcomes. But in order to form such de re intentions, I need at least to believe that the action is largely up to me. However, the putative de re intention in the case imagined would have had to be formed without such beliefs.