In last month’s blog, I wrote about traveling this summer with the band I play in. But this summer wasn’t all just fun and games! I also traveled for academic purposes (okay, maybe those trips were little fun, albeit exhausting, too). In August, I first went to Boston for the Academy of Management Annual Meeting, the largest conference of management academics in the world. Then I flew home for a few hours before driving out to Lexington, Kentucky, with some of our exceptional Master of Science in Management: Operational Excellence (MSMOE) graduate students. I love summer but, as I mentioned in a blog three years ago, fall is my favorite time of year. I think one reason why is that I can get back into a standardized routine with less traveling once the semester begins.
In my May blog, I shared with you one way in which students in the McKenna School systematically examine the ethicality of decisions on the basis of various moral frameworks. While students have many other assignments in which they further refine their own moral principles throughout their studies at Saint Vincent, analyzing decisions made by others is useful in shaping a student’s viewpoint.
Topics: leadership, leadership in college, effective leadership, professor, lifelong learning, blog, saint vincent professor, st. vincent professor, Faculty Blog, mike urick, Dr. Mike Urick, decision making
Most Ph.D. programs require that doctoral candidates pass a comprehensive exam prior to writing their dissertation. Ph.D. stands for “doctor of philosophy” and the “philosophy” that the doctoral candidate studies is typically the viewpoint of a particular specific academic discipline. In my case, I studied the “philosophy” of the management and organizational behavior (with concentrations in human resources and communication) academic disciplines at the University of Cincinnati. In my program, our comprehensive exams were structured like this: students chose to answer one of two questions in a secondary sub-field within management and two of three questions in their primary area of study within management. Students had four hours to answer each question and this portion of the exam took two days. Mid-week, students had a day break before being given a 48-hour portion of the exam where they had to evaluate a piece of research from their primary field, analyze the major findings, articulate what was well-done about the research and suggest what could be improved upon.