1399 MBA book 2 - Stephen M. Ross School of Business - University ...


1399 MBA book 2 - Stephen M. Ross School of Business - University ...

An Inside Look at

the University of Michigan

Business School MBA

Curriculum, Special

Programs and Community


Knowledge 2

Core Curriculum

Special Programs

Course Listings

Professional Development 12

Leadership Development

Executive Skills

Mutidisciplinary Action Project (MAP)

International Opportunities 16

International In-Company Learning

Study Abroad

Your Career Development 20

Office of Career Development


Community 24

Living at Michigan

Student Involvement

Ann Arbor

Computing and Library Resources


ichigan’s MBA program

develops a special breed of results-producing leaders. The high-

impact Michigan approach combines traditional delivery of

cutting-edge knowledge with progressive, intensive management devel-

opment. As a result, Michigan sets the standard among

business schools for developing students’ effectiveness and lead-

ership, a crucial distinction for success in a changing, demanding

global economy. We do it through innovative, outside-the-classroom

professional development. We do it through an unsurpassed

array of active partnerships with businesses around the world.

We do it by continuing our tradition of delivering top-notch knowledge

to students, drawing on our special blend of leading-edge research in

every business function, extensive connections to business prac-

tice, and a rigorous commitment to teaching quality. It all

happens in a close-knit, human-scale and richly diverse community.

Companies have affirmed the Michigan MBA’s special appeal.

Graduates benefit from it every day: they are the leaders the

times demand.



n today’s cross-functional busi-

ness world, results-producing

leadership depends on first-rate

knowledge of every business disci-

pline. Success also frequently

depends on in-depth knowledge of

a particular field or function.

Michigan delivers both, thanks to

a tradition of across-the-board

academic excellence - not narrow

specialization. Michigan is one of

the premier centers of business-

oriented research. Accordingly, we count our faculty members among the

world’s leading experts in every field. Why does it matter? First, Michigan

MBAs get cutting-edge knowledge in every area that comprises the core

curriculum. Second, elective courses for developing advanced expertise are in

ample supply and are of high quality in every field. Michigan ensures all that

knowledge is delivered effectively to MBAs through a rigorous commitment to

teaching quality. And, Michigan MBAs have access to one of the world’s great

universities, with opportunities for learning in a wide range of academic and

professional fields.



Each year, about 430 men and women are admitted to the

Michigan MBA program. Each entering class is divided

into sections comprised of about 70 students. During

the initial year of the program, these 70 people form a cohort:

attending the same core classes, working on group projects,

encouraging each other, debating each other, learning from

each other’s diverse backgrounds, and providing each other

with a stable intellectual context and a social network.

Interaction within sections, and the relationships forged during

the first year, generate the camaraderie that is a hallmark of

the Michigan MBA experience.

Our Most Important Asset

The Michigan faculty delivers leading-edge knowledge across

the board. Through classroom sessions and in-company learning

projects, you will encounter respected researchers,

vigorous scholars, successful consultants, and gifted, dedicated

teachers. These are people who enjoy teaching and do it

extremely well, people who make themselves accessible for

after-class consulting and devote long hours as advisors and as

guides to student teams. The Michigan faculty works at the

intersection of scholarship and professional practice. The

course of study is a balanced one. Classes constantly develop

both your knowledge – the concepts, the models, the formulas

– and your professional ability to apply that knowledge



In the Classroom...and Out

At Michigan, knowledge delivery and leadership development

are tightly integrated. We offer constant opportunities

to develop your leadership qualities. The “classroom”

routinely extends to applied problem-solving and collaborative

projects, as well as soaking up valuable knowledge, tools

and ideas. By complementing fourteen-week courses with

seven-week intensives, our nimble program allows us to keep

current with innovative classes geared to recent research and

late-breaking business issues. This not only gives you access

to specialized faculty expertise, but also greater choice and

flexibility in course scheduling.

With a rich diversity of career backgrounds, ethnicities,

personal perspectives and nationalities represented, our

student body is central to what makes Michigan an unsurpassed

environment for learning, development and honing

the abilities, perspective and judgment of a standout leader.

Core courses provide solid preparation in quantitative

methods, managerial and financial accounting, business

economics, finance, information technology, corporate

strategy, international business, marketing, operations

management and organizational behavior. The core curriculum,

which is detailed on pages 7 and 8, comprises 311 / 2 of

the 60 credit hours required in the MBA program. The core

provides a strong base of knowledge for advanced business

studies and is carefully coordinated to arm graduates with

the key knowledge, tools and habits of mind to take business

challenges and succeed.

Customizing Your Program

The Michigan MBA program’s built-in flexibility enables

you to select classes that fulfill personal needs and career

plans. Students have the option of focusing on a specific

area of business practice such as finance, strategy, marketing

and operations. Through some innovative programs, you

will also find exceptional opportunities to focus your studies

in entrepreneurship, e-business, manufacturing, corporate

environmental management and nonprofit and public

management. You may broaden your training by electing up

to 10 credit hours of graduate study in other units of the

University of Michigan. Possibilities include the Law School,

the School of Public Policy, the School of Social Work, and the

College of Engineering. For those with strong interests in other

areas, dual degree programs are offered in more than 20 fields.

Opportunities for Entrepreneurship

Michigan’s Samuel Zell-Robert H. Lurie Institute for

Entrepreneurial Studies is the hub of an extensive range of

opportunities to access the latest entrepreneurial thinking and

strategies. The $10-million Institute, created with a gift from

Samuel Zell and Ann Lurie, on behalf of Robert H. Lurie,

engages the active involvement of the nation’s most successful

entrepreneurs and offers an outstanding faculty composed of

academic researchers and practitioners in entrepreneurship.

More than 16 faculty members engage with students in the

School’s entrepreneurship programs. Through a carefully

constructed series of courses, designed around a New

Venture/Technology Transfer process model, students can

combine theoretical and in-company, experiential learning,

providing preparation for successful business start-up and

growth. Students interested in entrepreneurship work with actual

start-ups, and dozens have successfully launched their own firms.

Throughout their course of study, students may develop and evaluate

a new product, market or

The faculty at

process for a potential start-up. Or

Michigan take a

they might assess an under-perform-

genuine interest in

teaching. They push ing firm for a possible turnaround

students to excel because and learn about alternative sources

they are able to teach from

of high-growth financing.

an expert’s point of view.

Couple this with a visible In addition to course offerings,

respect for the students’ the Zell-Lurie Institute sponsors

knowledge and time and

symposia; internships with venture

you have highly effective,

capital, software, and biotechnology

cutting edge teaching.

highly effective, cutting firms; career fairs and alumni

edge teaching.

Frederick R. Howard events. The Institute also partners

M.B.A. 2000

with other units of the University,

Senior Consultant

Diamond Technology such as the Medical Center and


College of Engineering, to bring


research into the marketplace through technology commercialization.

Entrepreneurial studies is one of the most popular

fields among business school students, and Michigan provides

students with the knowledge, experience and real-world

involvement necessary for emerging leaders in the field of


Venture Capital

Those interested in venture capital financing may also apply to

participate in the Wolverine Venture Fund. In keeping with

Michigan’s signature style of combining excellent course work

with hands-on development, the Wolverine Venture Fund is

one of the world’s first VC funds run by business students. An

advisory board of eight faculty and Business School alumni

and 16 MBA students will participate in managing this multimillion

dollar fund. The fund’s participants seek, screen and

negotiate investments and develop significant experience in

these areas – and in working with VCs and entrepreneurs.


For those with a penchant for high-technology, the Michigan

MBA also offers a wide range of courses in e-business.

Michigan has created project courses in which students can

develop e-business ideas, and presents an opportunity for

students to test out their ideas by incubating a start-up

company in the school’s e-lab. Michigan also offers courses

that teach the functional underpinnings of e-business; present

an overview of the competitive landscape in e-business infrastructure

industry; and help students understand the strategic

context for e-business, how to win business strategies in the

e-world, and understand the legal perspectives of e-business.

Rapidly changing and inherently cutting across functional

areas, e-business is a highly dynamic and evolving business

discipline. The e-business curriculum at Michigan combines

courses in Computer and Information Systems and

Entrepreneurial Studies with a full complement of courses in

Finance. Michigan also offers e-business courses in Law,

History and Communication, Marketing, Operations

Management, Organizational Behavior and Statistics.

Leading-edge research,

unparalleled interaction

with business practice,

and traditional Michigan

strength across all business functions:

It’s an outstanding combination for building

the skills and knowledge to impact today’s

business world.

Susan Ashford, Senior Associate Dean for Academic Affairs and Michael and Susan

Jandernoa Professor of Business Administration

The eLab

For students itching to take the first steps in getting a business up

and running, or who need to experiment with ideas, the School’s

eLab is the place to set things in motion. The eLab acts as a business

incubator for students’ dotcom start-ups, providing them

with the resources – including office space, server space, developmental

tools and faculty advisors – to set up shop.

eLab businesses often start coming together in one of the

School’s business planning courses. The eLab offers computing

resources for both developing web-based business ideas as

well as putting them into full production. The eLab is also

used for faculty research and teaching, both of which bring

faculty and students together.

The Corporate Environmental Management Program

Executives and managers must be sensitive to the environmental

impact of their decisions and be able to launch sustainable

business strategies to gain a competitive advantage. As more

firms begin to understand this necessity – in managing both

their bottom line and the impact their operations have on the

environment – they will require the services of experts who

can develop and implement balanced strategies to achieve

their goals. At the same time, environmentalists need business

savvy to address the thorny economic issues that always

accompany environmental problems.


Recognizing the corporation’s changing role in society, the

Business School and the School of Natural Resources and

Environment offer the Corporate Environmental Management

Program (CEMP), which is part of the Erb Environmental

Institute. Equally appropriate for the private sector and

nonprofit organizations, this integrated three-year program

equips executives and managers with the skills and knowledge

they need to create environmentally and economically

sound organizations. Students become well versed in both

management and environmental science, thanks to a carefully

balanced curriculum and the active involvement of leading

companies and nonprofit organizations. Through elective

classes, lecture series, summer internships, and research

projects, students become skilled in the systems and strategic

thinking that is required to solve today’s most pressing environmental,

economic and social problems. The program leads

to both an MBA and an MS in Natural Resources and


The Manufacturing Management Track:

Tauber Manufacturing Institute

Over the last decade, economic and technological changes of

global proportion have reshaped America’s manufacturing

sector. Successful firms require a special kind of leader—one

well versed both in a breadth of business disciplines and the

more technical aspects of a firm’s value chain.

As one of the leading manufacturing programs in the

country, the Tauber Manufacturing Institute (TMI) integrates

the strengths of the business School and Michigan’s College of

Engineering, in active partnership with industry, to create a

new standard of education for manufacturing leaders.

Focusing on a multidisciplinary experience with a practical

application, TMI prepares students for a fast track career in

the management and/or consulting arenas.

TMI’s industry partners represent a broad range of

Fortune 500 firms in the aerospace, automotive, chemical,

consulting, high-tech nd pharmaceutical fields. As top

employers have discovered, TMI graduates have a great deal

to offer: an exceptional academic background, extensive

professional experience, and the ability to integrate business

and engineering perspectives.

Degree options available through the Institute include:

MBA with Manufacturing Concentration (two years)

• Dual MBA/Master of Science in Engineering (2-21 / 2 years)

• Dual MBA/Master of Engineering in Manufacturing (2-21 / 2


TMI’s programs include these important benefits for students:

• A rigorous business and engineering curriculum.

• A guaranteed, 14-week summer in-company consulting

project with other talented TMI teammates.

• Special integrated courses, intended specifically for TMI

students, including Integrated

DUAL DEGREE Product Development and Agile



• Fellowships for qualified TMI


Chinese Studies


students and additional awards for

outstanding performance.

Engineering and


• Recruiting resources and

Industrial and

services from both the Business

Operations Engineering School and College of Engineering.

Information (five


The Nonprofit and Public

Japanese Studies Management Center


Michigan invites students to rede-

Manufacturing fine traditional business education


with an intensified focus on course


Modern Middle

Eastern and North

African Studies


Natural Resources

offerings and leadership opportunities

in the public and nonprofit

sectors. The Business School offers

courses in public and nonprofit

and Environment management, including Urban

Naval Architecture

and Marine Engineering

Entrepreneurship and Managing the

Patient Care

Nonprofit Organization. For those


with a deep interest in nonprofit

Public Health

Public Policy Studies

management, the Business School

Russian and

East European Studies

Social Work

South and Southeast

Asian Studies

Urban Planning


and Michigan’s highly regarded Gerald R. Ford School of

Public Policy and School of Social Work offer advanced preparation

for careers in the nonprofit and public sectors through

the Nonprofit and Public Management Center. Students have

the option of taking these courses as part of their MBA

program or pursuing a dual degree with either Public Policy or

Social Work.

The Business School’s offerings and partnerships with

Social Work and Public Policy develop leaders who plan to

work directly in the public and nonprofit sectors or who want a

deeper understanding of how to work effectively with institutions

in those fields. In addition to course work in the selected

school, the Center arranges special events, speakers and seminars;

offers specialized internship and career opportunity

information; and coordinates opportunities for project-based

field work with local nonprofit and public sector organizations.

Specialized Study / Dual Degrees

Michigan MBA students have access to the full depth and

breadth of one of the world’s great universities, with professional

schools and academic departments considered among

the best in an unusually wide range of fields. Students can tap

these resources directly by simply taking a class or two in an

area of interest or pursuing a full dual degree. Students interested

in dual degrees must apply to both the Business School

and the other school or college of interest.


In terms of basic organization, the Michigan MBA reflects a balance of flexibility and structure. Without

sacrificing the fundamentals of business theory and techniques, we provide students with ample opportunity

to pursue their professional interests and goals through a wide selection of electives. Seven-week

segments allow some students to place out of half-term core course segments, providing greater freedom

to shape their educational experience.


Financial Accounting

(14 weeks)



(14 weeks)



(14 weeks)

Principles of Finance

(14 weeks)

Corporate Strategy I

(1st 7 weeks)

The World Economy

(2nd 7 weeks)


Introduces the basic concepts and methods used in

corporate financial statements for the information of

investors and other interested external parties. Major

topics included are: The Basic Accrual Model, Analysis

of Transactions, Balance Sheet, Income Statement and

Cash Flow Statement construction and analysis. The

course also emphasizes analysis of cases and actual

Provides students with the foundations of microeconomic

analysis. It is designed to develop in students

an ability to apply the analysis to business decision

making and public policy evaluation. Topics include:

1) the nature of the business firm; its costs and its

behavior, 2) consumer behavior and market demand; 3)

market forces, price formation and resource allocation;

4) international trade and trade restrictions; and 5)

market power, cartels and price-setting behavior.

Concerned with understanding customers and competitors

- both existing and potential - as a basis for

developing, pricing, promoting, and distributing goods

and services that satisfy customer and organizational

objectives. Efficiency and effectiveness in decisionmaking

from this “marketing perspective” is an

important foundation for creating, achieving, and main-

Introduces the basic concepts of finance. The course

focuses on valuation techniques, the relation between

risk and return and the workings of U.S. capital

markets. Specific topics include Net Present Value, the

Focuses on the job, perspective, and skills of the

general manager in diagnosing what is critical in

complex business situations and finding realistic solutions

to strategic and organizational problems. The

The World Economy provides students with concepts,

analytical tools and institutional knowledge needed to

understand the impact of international and comparative


financial reports and concerns the applications of the

basic concepts and methods of financial accounting to

issues such as: long-term assets, inventory, sales,

receivables, debt securities, corporate ownership, international

operations, and analysis of financial


Students also apply microeconomic analysis to more

advanced aspects of business decision-making and

public policy evaluation. Topics include: 1) imperfect

information and uncertainty; 2) decision-making with

risk; 3) principal-agent issues and incentive contracts;

4) complex and multipart pricing strategies; 5) vertical

relationships between firms and suppliers; and 6)

antitrust and regulatory policies.

taining competitive advantage. The objectives of this

course are to: 1) provide a systematic approach to

marketing decision-making; 2) familiarize students

with the practice of marketing and the role of marketing

in an organization; and 3) develop problem-solving

skills in a marketing context.

Capital Asset Pricing Model, and Capital Budgeting

and Efficient Market Hypothesis. The second half of the

course covers major areas of financial decisions and

internal finance.

course provides a “total business” perspective and thus

serves as a foundation on which to build expertise in

various functional areas.

politics, economic systems, and culture in the contemporary

business environment.




(1st 7 weeks)

Human Behavior

and Organization

(1st 7 weeks)



(1st 7 weeks)

Applied Business


(1st 7 weeks)

Business Elective

(1st 7 weeks)


Action Project (MAP)

(2nd 7 weeks)


Designated Elective

Free Business





Introduces the basic concepts of managerial accounting

for internal decision-making. Major topics included are

product costing, emphasizing costing approaches used

This course provides students with the tools necessary to

analyze the behavioral and organizational influences on

systemic outputs (e.g. quality, profitability, employee

well-being, speed). The course tends to focus on macroorganizational

issues such as organization design,

In a dynamic, competitive world, a company’s effectiveness

depends significantly on how well the firm’s

resources are managed. Managing a company’s critical

performance dimension-quality, speed, flexibility, and

cost-warrants a thorough understanding of both the

physical and information processes that are required for

developing and manufacturing products and delivering

them to the customers. This course focuses on managerial

tools for understanding these processes, and prepares

the managers to use the results of analysis to constantly

improve the firm’s operational performance. The objec-

Mathematics review; descriptive statistics, and the

graphical description of data. Calculation of even probabilities,

sampling distribution, assessing personal

probabilities, sample size determination for estimating

population means and proportions; fundamentals of

7-week and 14-week courses, which offer students exposure

to topics not addressed in the core and/or more

Multidisciplinary Action Projects (MAP) and

International-MAP (IMAP) are 7-week field study

programs in which teams of students apply structured

problem-solving techniques to develop improvements or

designs for business processes. MAP projects occur

domestically; IMAP projects occur abroad. MAP/IMAP

are a unique feature of the Michigan MBA program and

Elect either an ethics or business law course at some

time during the MBA program.

The full-time MBA degree program requires successful

completion of 60 graduate credit hours. Of these, at

least 30 may be taken as free electives. Students may

In addition to core courses, students fulfill a communications

requirement that can be met through a number

of options. Student may take a writing assessment in an


in today’s business environments, relevant costs for

decision analysis, variance analysis, divisional performance

evaluation and transfer pricing.

culture, power and politics, strategic leadership, reward

systems, change and work systems. A number of individual

level issues are also covered, including motivation,

decision-making, socialization, and diversity.

tives of this course are to: 1) provide students with

taxonomy of process types to examine the various ways

in which production systems can be categorized and

understood, 2) emphasize the importance of tying the

process design closely with the product design, 3)

develop the student-problem solving skills with respect

to the ongoing management of operations, and 4)

provide a framework and tools for improving operations.

The course is primarily case-oriented, but also relies on

lectures and readings.

hypothesis testing; one and two sample tests for population

means and proportions; correlation; simple and

multiple regression; forecasting with regression; and

statistical process control. Business applications are

used to illustrate these concepts.

in-depth coverage of issues introduced in the core.

the experiential learning they provide is central to the

School’s curriculum. Students learn how businesses

apply and integrate multiple functions, and gain an

appreciation of the value of teamwork through an

intense hands-on project at a sponsoring company.

Students are discouraged from taking other classes

during this 7-week, intensive project.

focus on one functional area or may select a more broadbased

general management curriculum.

effort to waive this requirement, or may take one of

several courses.



7-Week Courses (1.5 Credits)

Management Accounting

Advanced Management Accounting

Cost Management Systems

14-Week Courses (3 credits)

Principles of Financial Accounting

Financial Statement Analysis

Taxation and Managerial Decisions

Cost Accounting

Federal Taxation and Managerial Decisions

Federal Taxation I

Federal Taxation II

Corporate Financial Reporting

Advanced Financial Accounting

Auditing and Assurance

Financial Statements Analysis and the Role

of Information in Capital Markets

Special Topics in Accounting

Research Projects for Graduate Students


7-Week Courses (1.5 credits)

Ethics of Corporate Management

Cultural Norms in Global Business

Decision Management

Strategic Corporate Social Responsibility

The Corporate Site Selection Process

Behavioral Research Methods I

Managing the Non-Profit Organization

Multidisciplinary Action Projects

(7.5 credits)

14-Week Courses (3 credits)

French for Management: Commercial French

for the Business Professions

Business Spanish

Systems Thinking for Sustainable

Development & Enterprise

Seminar in Organizational Studies

Fundamentals of Investment Decisions with

Symmetric Information

Economics of Uncertainty & Information


7-Week Courses (1.5 credits)

The Economics of Franchising

An Introduction to Risk Management and


Incentives within Product Networks

Social Policy & Business

Topics in Risk Management and Insurance

Global Products Network

Non-Profit and Cooperative Enterprises

Business Issues in Transitional Economies

Special Topics in Business Economics

14-Week Courses (3 credits)

Applied Microeconomics

Risk Management & Insurance

Macroeconomic Environment of Business

Deals: The Structure of Business

Transactions and Contracting

Tax Policy and Business Strategy

Competitive Tactics

Seminar in Business Economics

Special Topics in Business Economics

Research Projects for Graduate Students


7-Week Courses (1.5 credits)

Decision Support with Spreadsheets

Spreadsheet Modeling and Applications

Implementing Electronic Commerce &


Starting an e-Business

Electronic Commerce on the Internet

Information Systems

Special Topics in Computer and Information



14-Week Courses (3 credits)

Database Management Systems

Expert Systems for Business

Information Technology & Business Systems


Network Infrastructure in e-Business

Special Topics in Computer and Information


Research Projects for Graduate Students



7-Week Courses (1.5 credits)

Corporate Strategy I

Strategies for Environmental Management

Strategies for Sustainable Development

Business in Latin America

Strategic Management Consulting

Leveraging Strategic Resources

Managing Corporate Revitalization

Competing in the New Economy

Strategy, Technology and Management of


Mergers, Acquisitions and Corporate


Executive Seminar in Corporate

Environmental Management

Strategy for the Internet and e-Commerce

Business Issues in Transitional Economies

International Trade and Investment

Special Topics in Corporate Strategy and

International Business

14-Week Courses (3 credits)

International Exchange Program (15 hours)

Global Field Project (7 credits)

The World Economy

Business in Southeast Asia

International Finance and Markets

International Marketing Management

Financial Management in the International


Management of International Firms

Competitive Intelligence

Special Topics in Corporate Strategy and

International Business


7-Week Courses (1.5 credits)

Electronic Commerce on the Internet

Implementing Electronic Commerce and


Starting an e-Business

Competing in the New Economy

Strategy, Technology and Management of


Strategies for the Internet & e-Commerce

(special topics)

e-Lab Venture Fund

Getting and Evaluating the Idea for Start-up


Preparing the Business Plan for Start-up or

Turn-Around Venture

Managing the Growth of New Ventures

Strategies for High Potential New Ventures

Venture Capital and Private Equity Finance

in a Transitional Economy

e-Commerce Law and Ethics

Intellectual Property Law

Internet, Technology, & Customers

Supply Chain Management

Leveraging Human Capital for

Entrepreneurship and Growth

Applied Multivariate Analysis and Data


14-Week Courses (3.0 credits)

Data Base Management Systems

Network Infrastructure for e-Business

From Idea to I.P.O. in 14 weeks (special



7-Week Courses (1.5 credits)

Getting and Evaluating the Idea for Start-Up


Preparing the Business Plan for Start-Up or

Turn-Around Venture

Economics of Franchising

Growth Strategies for High Potential


Entrepreneurship via Acquisitions

Urban Entrepreneurship

Urban Entrepreneurship - Special Projects

Venture Capital and Private Equity

Finance in Transitional Economies

14-Week Courses (3 credits)

Venture Capital and Private Equity Finance

Entrepreneurial Management

Wolverine Venture Fund


7-Week Courses (1.5 credits)

Principles of Finance

Principles of Corporate Finance

Capital Markets & Investment Strategy

Principles of International Finance

Managing International Portfolios

Financial Risk Management

Corporate Financial Engineering

Corporate Financial Strategy

Advanced Topics in Real Estate Investment

Options and Futures in Corporate Decision

Making I & II

Fixed Income Securities and Markets



Corporate Financial Policy I & II

Venture Capital & Private Equity I & II

Venture Capital and Private Equity

Finance in Transitional Economies

Finance and Corporate Governance

Banking and Financial Institutions

Off-Balance Sheet Banking

14-Week Courses (3 credits)

Real Estate Feasibility Analysis

Finance & Investment

e-Commerce workshop: Idea to IPO in 14



Banking and Financial Institutions

International Finance and International

Financial Markets

Corporate Financial Management

Options and Futures in Corporate Decision

Making I & II

Financial Management

Venture Capital and Private Equity Finance

Special Topics in Finance

Research Topics in Finance


7-Week Courses (1.5 credits)

Law of Finance and Banking

Legal Aspects of Entrepreneurship

e-Commerce Law & Ethics

Corporate Governance: Wealth, Power &


Introduction to Business Law

International Business History

Securities Law

Intellectual Property Law

Negotiation and Dispute Resolution

Law of Marketing

Employment Law

International Business Transactions

Law of Business Organizations

Managerial Writing Fundamentals

Managerial Writing Strategies

Persuasive Management Communication

Business and Media Relations

Management Presentation

Special Topics in Law, History &


14-Week Courses (3 credits)

Business History II

Legal Environment of Business

Law of Enterprise Organization

Managerial Writing

Real Estate Law

Legal Environment of Business

Law of Enterprise Organization

The Global Automotive Industry

Communication Management

Special Topics in Law, History &


Research Projects for Graduate Students


7-Week Courses (1.5 credits)

Strategic Brand Management

Distribution Systems

Pricing Strategy & Tactics

Internet, Technology & Customers

Behavioral Research in Marketing

Customer Satisfaction

Special Topics in Marketing

14-Week Courses (3 credits)

Marketing Management

Strategic Marketing Planning

Management of Sales Operations

Advertising Management

Consumer Behavior

International Marketing Management

Industrial Marketing

Information for Marketing Decisions

Services Marketing Management

Management of Product Development

Marketing Decision Models

Seminar in Marketing Management

Special Topics in Marketing

Research Topics for Graduate Students


7-Week Courses (1.5 credits)

Project Management

Supply Chain Management

Logistics Models

Rapid Plant Assessment

Flexible Manufacturing Strategies

Special Topics in Operations Management

14-Week Courses (3 credits)

Integrated Product Development

Organizing for Quality Excellence

Operations Technology Management

Operations Management

Technology & Strategies in Manufacturing

Factory Physics

Strategic Management of Operations

Special Topics in Operations Management

Research Topics for Graduate Students



7-Week Courses (1.5 credits)

Human Behavior and Organization

Workforce Diversity: Organizational


Negotiating Change: Bargaining &

Influence Skills

Navigating Change: Skills & Strategies,

Consultants & Managers

Competing by Design: Networks & Social


Competing by Design: Creating Enterprise


Workforce Diversity: Personal Development

Women and Change

Successful Crisis Management


Managing Professional Relationships

Action Skills for Managers

Developing and Managing High

Performance Teams

Leading a Learning Organization

Seminar in Human Resource Management

Special Topics in Organizational Behavior

and Human Resource Management

14-Week Courses (3 credits)

Management-Union Relations

Interpersonal Dynamics in Management

Reward Systems: Theory and


Seminar in Organization Studies

Special Topics in Organizational Behavior

and Human Resource Management

Research Projects for Graduate Student


7-Week Courses (1.5 credits)

Applied Business Statistics

Data Mining & Applied Multivariate


Business Decision Analysis

Applied Regression Data Analysis

Statistical Tools for Quality Improvement

Applied Business Forecasting-Spreadsheet


14-Week Courses (3 credits)

Bayesian Decision Analysis

Applied Forecasting for Management

Decisions & Forecasting

Special Topics in Statistics and Management


Research Topics for Graduate Students




Michigan graduates are a

special breed, known for not just

being smart, but for being the lead-

ers who make things happen. It’s

things like the confidence and capa-

bility to leverage knowledge, to lead

and work highly effectively with

others, to think creatively and make

change happen, to have superior

judgment and make excellent deci-

sions – within and across functions,

on the ground in Shanghai or in the

board room in New York. The value

of these skills is timeless. Here at

Michigan, we are not just about management education. We are also about

management development. The Michigan MBA represents a new standard partly

due to its innovative, high-payoff professional development dimension: substan-

tive in-company learning, executive skills seminars, an intensive leadership

program, plus other applied learning and developmental opportunities.

Combined with our superb academics, it creates a pivotal Michigan edge.



It’s your first day as an MBA. At most business schools,

you could expect a pretty quiet time of it. Information

packets, a welcome from the dean. But it won’t happen

that way at Michigan. Here, your introduction to the MBA

world is a week-long Leadership Development Program.

Instead of shuffling through course packs, you’ll be involved

in team-building exercises and action projects. You’ll learn

what you need to become a highly effective leader, someone

who stands apart in the business world. You’ll partner with a

local nonprofit agency for a day. You’ll take part in hands-on

exercises designed to build your competencies within diverse

teams. And you’ll have an opportunity to relax and socialize

with faculty and future classmates. So put down your notebook,

roll up your sleeves, and get ready for orientation —

Michigan style.

Leadership Development Program

The Michigan Leadership Development Program (LDP) is a

wide-ranging, thought-provoking, career-enhancing experience.

In the company of faculty, CEOs, current students and

your new classmates, you’ll spend five days:

• Developing a global mindset by learning fundamental

skills and new ways of thinking for success in a multicultural,

internationalized context.

• Formulating a personal leadership agenda by developing a

set of goals and an action plan that combines personal and

professional aspirations.


• Working effectively in teams and leveraging team capabilities

for outstanding results.

• Leveraging diversity to broaden perspectives, enhance

team creativity, and improve problem solving.

• Practicing corporate citizenship by working at a homeless

shelter, a senior citizen apartment complex, an inner-city

school or an ecologically damaged natural area.

During this week-long program, you’ll also have time to

chart out your courses, get to know your section mates, learn

more about the many clubs and organizations at the Business

School and plan to get involved in activities for the coming year.

Executive Skills Program

Self-awareness. Communicating effectively. Networking.

Managing diversity. Influencing others. Leading teams.

Thinking creatively. Leveraging technology. Managing time.

Balancing your life.

These are all part of the skill set of the best business

leaders worldwide. According to research at Michigan and

elsewhere, they are also the factors that make the pivotal

difference in professional effectiveness, career advancement

and organizational success.

The University of Michigan Business School is in a

perfect position to take on the task of helping our MBAs

develop these key executive skills. In national surveys,

managers have given our Executive Education Program

straight A’s on every dimension of performance. So we

modeled our MBA workshops on Executive Education

seminars, customizing the content for MBAs and keeping the

interactive format, as well as the emphasis on measurable

improvement in specific skills.

The result is a constantly updated schedule of 2-4 hour

non-credit workshops, all taught by instructors regarded as

being among the best in their respective fields.

Multidisciplinary Action Project

Michigan’s Multidisciplinary Action Projects, MAP and

IMAP, are in-company learning experiences – a developmental

approach – invented by Michigan that integrate the

Business School and the business world, knowledge develop-

ment and professional development. MAP/IMAP are the

centerpiece of Michigan’s bold and innovative curriculum,

which is designed to develop advanced capabilities for

results-producing leadership, personal effectiveness and

adaptability. MAP projects take place domestically, while

IMAP projects occur in locations around the world.

MAP/IMAP is a central piece of our core curriculum, a

key way we act on our central philosophy that effective people

– and leaders – are a select subset of smart people. It is not a

superficial add-on or a side project but, rather, a 7-week, fully

engaging, full-time experience spent primarily inside one of

the businesses or other organiza-

MAP CORPORATE tions that serve as Michigan’s


educational partners. Partners

Recent Partners include range from major multinationals to

3M Company

small manufacturing, service and


high-technology firms. Michigan

Domino’s Pizza, LLC

works with these partners to iden-

Estee Lauder

tify areas of need that yield

Ford Motor Company

JP Morgan Chase

education-enhancing assignments

Northwest Airlines surrounding important business


issues – from launching e-business

Pitney Bowes Financial Services

initiatives and strategic planning

Valassis Communications

to product development, and from

Wal . Mart Stores, Inc.

manufacturing to administration.

Students work on these assignments

as part of diverse teams and ultimately present

findings and recommendations to faculty and host-organization


Michigan brings significant resources to bear to make

MAP/IMAP a multi-dimensional developmental experience,

one that yields sophisticated knowledge and skills of value in

any field or profession. Throughout MAP/IMAP, students

work with a cross-functional, six-member faculty team, which

provides expertise, advice and coaching.

MAP/IMAP is ambitious and very demanding. Learning

happens in real time – just as the nuances of applying new

knowledge and tools meet the realities of a working business

environment and the pressure to produce results. Fundamentally,

that’s what makes it so effective.


MAP is an excellent

venue for building

confidence, humility,

intuition, judgment…

and all the other value-added skills

a business leader must have.

Jane Dutton, William Russell Kelly Professor of Business Administration

and Professor of Organizational Behavior

MAP/IMAP continues to earn high marks as an educational

model perfectly matched to the demands of today’s

business world. Faculty benefit from the collaborative teaching

format. Students describe it as one of the most intense

learning experiences of their lives. Corporations use it as an

opportunity to thoroughly analyze a business challenge. And

corporate recruiters have referred to it as one of the best

things to come out of any business school in decades.

Experiential Learning Opportunities

Many Michigan students compound their experience-based

professional development through summer internship opportunities,

with project courses during the second year of the

MBA program and by actively participating in clubs and

organizations. The Domestic Corps and student-initiated and

student-organized conferences are two options for this kind

of further development. Advanced-level in-company learning

options outside the United States, such as those through the

William Davidson Institute, are outlined in the International

Opportunities section of this brochure.

The Domestic Corps

Corporate citizenship has long been a priority at Michigan.

As we say again and again to our students: with exceptional

privilege comes exceptional responsibility. Through the

Domestic Corps, we give students the opportunity to exercise

their skills in the dynamic and challenging venue of economically

distressed, culturally diverse areas of the United

States. Participating students offer organizational stability

and community impact to nonprofit organizations that might

not otherwise have access to such resources.

As a member of the Domestic Corps, you could spend

your summer working with inner-city agencies and churches

to generate desperately needed training programs and job

opportunities or with tribal leaders to create culture-appropriate

enterprises within the Navajo Nation. You might

develop a business plan for a branch of the United Way. Or

assist the Chippewa Tribe to create a sustainable economy.

You may also propose your own project and apply for funding

through the Michigan Internship Fund (MIF), a fund created

by Business School students. Whatever your project entails,

we can guarantee that you will find the experience exhilarating,

eye-opening, challenging and rewarding both personally

and professionally.

The Washington Campus Program

The Washington Campus was founded in 1978 in response to

the clear need for management education focused on the

relationship between business and the public policy process.

Each summer, the program offers an intensive course in

Washington, D.C., for graduate students either before or

during their internship. Participants have the opportunity to

interact with members of Congress, top executive agency officials,

well-known lobbyists, the press and other key

participants in government.

Student Initiatives: Conferences and Events

Students also gain hands-on experience through the wide

variety of clubs and organizations at the School. Many of

these clubs sponsor conferences or symposia, providing

students with opportunities for leadership in event management

and a particular interest area.

The Asia Business Conference enriches the community

by attracting top executives and government officials to the

School. Their annual conference hosts more than 25 speakers

and panelists who discuss topics of current importance to

business in Asia. Fully a third of the panelists travel from

Asia, representing firms in China, India, Indonesia, Japan

and Thailand.

Since 1993, Michigan Business Women have sponsored

a major women’s leadership event at the School annually,


featuring prominent women business leaders, panel discussions

and skill-building workshops.

The Michigan chapter of Net Impact, an international

network of emerging business leaders committed to using the

power of business to create a better world, sponsored that

organization’s annual conference in 1999. The conference

attracted more than 500 students from business schools

across the world for a weekend of keynote speakers, panel

discussions and social events.

Each Year Michigan’s Hispanic/Latino Business

Students Association sponsors a Latin America Business

Conference, which combines hot topics with food and wine

tasting events and a Brazilian carnival. Attendees discuss

issues such as economic development,

perspectives on e-business, The University of

Michigan Business

and trends and opportunities for

School offers oppor-

investment in Latin America.

tunities unlike any other

The High Tech Telecom Club business school. I had the

chance to hone my busi-

(HTTC) and Black Business

ness skills and to make

Students Association (BBSA) also things happen at home and

sponsor major conferences each around the globe. For

year. Through events such as the instance, I spent seven

weeks developing a

West Coast Forum, the FuturTech

marketing entry strategy for

Forum, and the High Tech Case an Israeli start-up and

Competition, the HTC helps participated in the planning

of a conference for women

students and recruiters interact

students and executives

and discuss the technologies and from the Committee of 200,

industries that are changing the a professional organization

rules of business. The BBSA also of women entrepreneurs

and corporate leaders.

sponsors several major events,

including UpClose, a weekend for

minority prospective students, and

an annual business and alumni

conferences that brings speakers

and panelists to Ann Arbor for

discussion and learning.

Dayna Gosset

M.B.A. 2000

B.A. Mathematical

Models, Economics and

Psychology, Northwestern

University 1995

Senior Consultant

Deloitte Consulting,

Detroit Office




As a global organization

itself, Michigan leads the way in

providing students with a global

perspective. We operate on five

continents. We run an executive

education program that draws

managers from around the world.

We house the world headquarters of

the leading institute on transitional

economies, the William Davidson

Institute. We maintain an interna-

tional network of partnerships with

companies and other organizations

to enrich and operationalize MBAs’

knowledge. Our faculty has long cultivated a truly global view of business,

and faculty participation in our international ventures adds to their insight

into business practice around the world. All that plus an internationalized

curriculum, special courses, the expertise of the University’s many regional

studies centers, and the range of nationalities in our classrooms combine to

give Michigan an edge in educating for cross-cultural commerce.



Every Michigan MBA will graduate into a business

environment comprised of customers, competitors,

suppliers and partners from all parts of the globe.

We regard international business competency as an integral

part of the MBA tool kit, and back that up with an unsurpassed

range of resources and experiential learning


Development of MBAs’ grounding in the international

aspects of business happens in a variety of ways, starting with

a core course on the world economy and running throughout

the curriculum in the form of international cases and concepts.

And we offer a full complement of international business

courses to facilitate the development of specialized knowledge.

We draw on a University recognized as the very best in Asian

studies, and with other highly regarded area studies covering

much of the globe. But we go even further, with extensive incountry

learning and developmental opportunities.

International In-Company Learning

As on other fronts, in the area of international business

Michigan goes well beyond the required minimum. Our

students are not limited to a series of meetings with overseas

executives to develop their cross-cultural understanding.

Instead, Michigan MBAs get beyond the superficial through

carefully crafted, significant project work.


Michigan MBAs have numerous opportunities for direct,

on-site experience and learning around the world – things

like developing supplier relationships for a company in

Shanghai, working on an incubator start-up in Tel-Aviv, sizing

up international partnerships for a London-based multinational

or working on an American company’s South African

market-entry strategy. More than 200 Michigan MBAs take

advantage of these kinds of opportunities each year, and their

work spans more than 30 countries. It’s a powerful way to

develop global business knowledge and competence, as well

as high-impact advanced professional development applicable

to any kind of career. In addition to IMAP opportunities

(described in the Professional Development section),

Michigan offers a number of ways to leverage its strength

around the globe. Following is a run-down of the key programs

that provide those opportunities.

William Davidson Institute Business Assistance


The William Davidson Institute is a nonprofit, independent

educational institute dedicated to developing and disseminating

expertise on issues affecting firms in transition and

emerging economies. Since 1993, the Business Assistance

Program has provided project-based assistance to firms operating

in Asia, Latin America, Central and Eastern Europe

and Russia. In cooperation with managers from local and

multinational corporations, teams of Michigan MBA students

spend three months in-country working with a Davidson

Institute corporate partner analyzing key strategic business

issues and making recommendations for improvement.

Participating students and faculty gain an inside perspective

on the issues faced by companies doing business in these

volatile and competitive markets. Projects have ranged from

a market entry analysis for a large multinational corporation

to a proposal for reorganization of the distribution network for

a local manufacturing enterprise. The Institute has

completed more than 70 projects with more than 40 partner

companies in 13 different countries.

Global Projects Course

• Global Projects I, also known as IMAP (see page 13), is

The Global Projects Course (GPC) has much more in

similar to MAP in its focus and timing, with teams of four

common with high-level consulting projects than with

first-year MBA students working on-site in international

lectures and case studies: Teams of MBA students tackle locations for up to five weeks during March and April each

issues of major strategic importance to companies or busi- year.

ness-related organizations around the world for 14 weeks • Global Projects II is a 14-week elective for second-year

during their second year of MBA studies. Those teams apply MBAs that involves travel to international project sites

the latest tools and knowledge. They dig into challenging over students’ Spring Break in late February/early March.

issues. They produce cutting-edge • Global Projects III is a summer internship program where


results. And they get valuable both first- and second-year MBAs work in summer intern-

professional development in the ships in transition and emerging economies. Project teams

Michigan offers study

abroad opportunities with process.

work in-country for up to eleven weeks during the Mayleading

graduate schools

of management. MBAs

may apply for study

GPC assignments have

spanned Africa, the Americas,

August timeframe.

MBA Enterprise Corps

abroad at the following


Asia and Europe. Teams have The MBA Enterprise Corps is a consortium of 25 leading

Australia University of

helped bring products to market business schools that places MBAs into technical assistance

New South Wales

for business incubators in Israel. positions in countries that are transforming from centrally

Austria Wirtschaftsuniversität


Teams have developed market- planned to market economies. More than 200 Corps members

Costa Rica INCAE

entry strategies for major multi- have provided assistance in all aspects of management and

Denmark Copenhagen

nationals in Africa, Asia and technology transfer. Most positions are for one year and

Business School

Europe. Each student engagement require a completed MBA degree.

Finland Helsinki School of

Economics and Business

includes work from both their Ann Center for International Business Education


Arbor home base and on-site in Michigan’s Center for International Business Education

France Ecole des Hautes

Études Commerciales

the country or countries covered (CIBE) was established in 1989 to enhance the international

Hong Kong Hong Kong

by the scope of their project. expertise of American business through activities involving

University of Science and


Through these engagements, students, faculty and corporations. For students interested in

Italy Universita Com-

MBA students get first-hand expe- international course work and careers, CIBE is a valuable

merciale Luigi Bocconi

rience on high-level international source of information and advice. One of the Center’s most

The Netherlands Erasmus

Universiteit Rotterdam

business issues. They develop not important contributions to the Michigan MBA is the intern-

Singapore National

only a track record, but battleship opportunities it offers in Europe, Asia, and Latin

University of Singapore

tested knowledge and skills of very America. CIBE also develops international cases, coordi-

Spain Escuela Superior

de Administración y

high value.

nates the development of foreign language courses, and

Dirección de Empresas

The Global Projects Course is provides funding for MBAs who wish to undertake advanced

Spain IESE—University of


divided into three international language training.

Sweden Stockholm School

project opportunities within the Asia Business Program

of Economics

Business School, with each offer- Michigan has excellent resources in Asian business, includ-

Switzerland St. Gallen

ing an impressive array of

ing faculty specialists within the Business School itself. The

United Kingdom London

Business School

corporate, entrepreneurial, envi- program offers dual MBA/MA degree programs focusing on

ronmental, and non-profit related China, South Asia, Japan, and Southeast Asia, plus Korean

project options:

Studies courses. Students can choose from several dedicated


We don’t just teach


business, we live it.

At Michigan there’s a

strong feeling of being connected with

and learning about global business.

Linda Lim, Associate Professor of Corporate Strategy and International Business

and Director of the Southeast Asian Business Program

electives on Asia within the MBA curriculum as well as

many other University courses with substantial Asia content.

IMAP and the Global Projects Course (see previous

descriptions) also offer projects in Asia. Many internship

opportunities are available through the William Davidson

Institute, the Center for International Business Education,

the Southeast Asia Business Program, and the Japan

Technology Management Program. In addition, all the major

business languages of Asia are taught through the advanced

level in various University departments.

A Diverse International Community

It is not only the faculty who bring international experience

into the classroom, and into the community. International

students comprise approximately 30% of the MBA class,

with more than 35 countries represented. Most of the

students come to the program with two or more years of work

experience, and in many cases their employers sponsor their

graduate studies. As a result, they offer much information

and insight to their fellow MBA students into the day-to-day

workings of businesses around the world.

Michigan supports many clubs and organizations that

raise awareness of international issues and ethnicity. The

International Business Club, the Hispanic/Latino Business

Students Association, the Indian Subcontinent Business


Association and the Asia Business

Association bring a focus on

regional ethnicities to the School

and offer venues for careerenhancing

and social events

throughout the year. These clubs

sponsor informal get-togethers as

well as conferences and seminars

that bring expertise on a range of

international business issues to


Other Business School and

University organizations keep a

stream of business, government

and academic leaders from around

the world coming to campus. The

William Davidson Institute, for

example, sponsors an ongoing

seminar series on key issues

related to emerging markets.

As a William

Davidson Institute

Fellow, I had an

amazing opportunity

to experience a market

dynamic you would never

see in a more developed

world. In Romania things

are changing day to day,

there is no distribution

infrastructure in place

and all the retail establishments

are individually

owned. My team of two

Romanian MBAs and one

other American MBA

student traveled through

rural Romania to analyze

marketing strategies for

Procter & Gamble. It was

a unique situation which

taught me a powerful

lesson in the need for

flexible approaches and

not taking anything for

granted, including team

building. The experience

prepared me well for my

future work in international


Rebecca Rubin

M.B.A. 1997

B.A. International


Georgetown University,


Marketing Manager,


Geneva, Switzerland




Michigan is one of the most

heavily recruited business school

campuses in the world. A diverse

range of organizations recruit our

graduates, which is one thing that

makes Michigan a dynamic envi-

ronment for both exploring career

options and finding the right fit.

These organizations value

Michigan for changing with the

times, and value our graduates for

the potent integrated knowledge,

the ability to solve problems and

produce results, and the skill to

lead others to do the same. So graduating with a Michigan MBA provides a

strong leg up. Still, deciding on a career and pursuing opportunities demands

careful thought, preparation and serious effort. Not surprisingly, Michigan has

been recognized by students and recruiters for operating one of the most effec-

tive business school career development offices. Michigan’s Office of Career

Development is there to help every step of the way, with a carefully developed

set of resources and personalized services.



We know that the career search process can be an

exciting challenge for even the most confident, qualified

MBA student. Choosing a career path. Exploring

summer internships. Identifying preferred employers. Writing

persuasive cover letters and high-impact resumes. Polishing

interview skills. Arranging fly-backs. Negotiating favorable

terms. There’s a lot to think about and a lot to do, which is

why we have developed a set of integrated resources to help

you every step of the way.

Exploring Options, Getting Ready

Some MBA students know exactly where they want to go.

Others look forward to exploring options. Either way,

Michigan’s Office of Career Development (OCD) is a valuable

and experienced partner. Each fall, OCD conducts a

comprehensive workshop series covering how to explore

career options and the job search process in general. OCD’s

core workshops include resume writing, interviewing,

networking and the off-campus job search. They also offer

programs and services such as self-assessment for determining

career fit and panels of executives from various

industries. These workshops and programs equip students

with knowledge and resources for both deciding on a career

and for the imminent arrival of hundreds of recruiters looking

to fill summer internship and permanent positions.

Throughout your two years, OCD offers detailed workshops

and one-on-one counseling.


Workshops and Personal Services

Workshops for first-year students focus on the fundamentals:

self-assessment, industry overviews, resume and cover letter

preparation, interview training, off-campus job search strategies

and videotaped mock interviews. OCD’s professional

staff reviews each MBA student’s resume and works individually

with students on interview skills.

The job search swings into high gear as second-year

students integrate their course work, previous work experience,

MAP/IMAP and summer internship into the package

that propels them to the next level on their career path.

Advanced workshops and one-on-one sessions include

updating resumes and interview strategies to effectively

reflect the knowledge, skills and experience accumulated

during the MBA program.


What backs up all these services? What’s available to you

when you leave the workshops? How do you find out about

job opportunities? Here’s a run-down of the staff and infrastructure

that support you.

• OCD Staff Consultants: Professional staff consultants are

available to help you work through issues ranging from,

“Where am I going?” to, “How do I get there?” OCD’s staff

also runs the workshops that help answer these questions,

works with students on resumes and interview skills and is

available for counseling sessions.

• Peer Counselors: Specially trained second-year MBAs are

available as peer advisors on a daily basis. They’ve had firsthand

internship experience and are an excellent source of

advice on resume and cover-letter writing, interviewing techniques,

networking and alumni contacts.

• Specialized Workshops: OCD offers special sessions for

international students and for the many MBAs planning to

change career paths. For students who are not American citizens,

identifying and pursuing career opportunities

sometimes requires special strategies.

• Career Strategy Groups: These groups are designed to assist

students pursuing less traditional career paths. They serve

as a good source for networking as well as troubleshooting

on how to best conduct an effective search and yield results.

The OCD Career Center

OCD operates two facilities within the Business School’s

group of buildings. A suite of interview rooms, which

recruiters use when they come to campus, is located across

the hall from OCD’s administrative offices in Davidson Hall.

The OCD Career Center is housed in the School’s Kresge

Library, which is accessible via an internal walkway but is

removed from the buzz of on-campus interviewing. The Career

Center is staffed full-time. Here’s what you’ll find there:

• Counseling Rooms: the Center includes five counseling

rooms where students meet with staff career consultants and

peer counselors. Each room is equipped for videotaped mock


• Corporate Files: OCD has cultivated relationships with

hundreds of companies, which constantly update the materials

available to students. The files include annual reports,

recruiting brochures, financial performance information and

noteworthy articles about companies


that recruit at Michigan.

1999 Graduating Class

•Career Information: The Center

By Industry

has student resumes from the last






two years, alumni networking files

and industry-specific guidebooks.



11.6% Also available are more than 100

Other Services 7.9% career handouts on various aspects




of the job search, videotapes of OCD

Manufacturing workshops and corporate promo-









tional tapes. Much of this

information is also available online.

• Electronic Databases: Numerous

Pharmaceutical/ 6.0%


databases such as Lexis/Nexis,

Other 2.4%

Hoover’s and Career Search are

By Function

available to assist with career, indus-

Consulting 32.2% try or company research.

Finance 24.1% M-Track: Michigan’s Online Career




Search and Networking Service




M-Track is a sophisticated and

Marketing 27.4% interactive on-line career opportu-


For careers, there are

four levers: your core

competencies, values and

life goals, personal style, job

market knowledge and access. You can take

control of all four.

Noel Tichy, Director, Global Leadership; Professor of Organizational Behavior and Human

Resource Management; Author of Control Your Destiny or Someone Else Will and The

Leadership Engine

nity database and networking system, and is a fundamental

tool for Michigan students’ job searches. M-Track is webbased

and may be accessed either within the Business

School or remotely.

M-Track is constantly updated with hundreds of job postings

sent by organizations targeting University of Michigan

Business School students. Its on-line records include recruiting

history, job descriptions, desired experience and skills,

company presentations and other on-campus events, interview

schedules and recruiting contacts. M-Track is an

integrated information system, and provides instant access to

company web sites. The system includes postings from

companies that recruit both on-campus and off.

M-Track is also a powerful networking tool. It allows you

to search by industry, company or other topics. A search will

yield a list of recruiting companies in your area of interest

and links to company-specific information, related oncampus

events and workshops, meetings of student clubs and

lists of students and alumni corresponding to your search

command. Once you find, for example, a student who worked

or interned at a company you’re interested in, M-Track allows

you to instantly send an e-mail message to him or her.

On- and Off-Campus Recruiting

About 300 organizations – representing extraordinary industry

and geographical diversity – recruit MBAs on campus

each year, making Michigan one of the two or three most

heavily recruited business school campuses. Michigan is

repeatedly cited on the short lists of recruiters from every

key functional area – an across-the-board showing that is

rare among business schools.

In addition to all the services it provides for students,

OCD markets the School to prospective employers and

assists organizations interested in hiring Michigan MBAs.

OCD coordinates more than 9,000 individual MBA interviews

each year.

Most on-campus recruiters make formal presentations to

students, which include company background and discussion

of specific career opportunities. Most also hold informal

receptions and on-campus office hours. Many showcase their

companies with events like dinners or tailgate parties.

Interviews with these organizations are secured through

either an invitation or a process in which MBAs use M-Track

to bid for interviews. Recruiters are required to provide open

slots for bidding along with invitation-only slots. Beyond oncampus

recruiting, many more organizations recruit remotely

by sending job postings for M-Track, using OCD’s online

resume service or by reviewing the books of MBA resumes

that OCD compiles and sends to firms.

Beyond all that, there are still other paths for finding the

job that’s right for you. While investment banking and high

technology are heavily represented in on-campus recruiting,

the School holds annual networking events on Wall Street

and the West Coast. These events are concentrated, remote

versions of the on-campus recruiting process, which add to

the opportunities in these fields. Michigan also participates

in several multiple-school recruiting forums, especially

forums attended by recruiters from outside the United States.

For students who want it, OCD also provides special workshops

and personal assistance for targeting companies or

organizations that do not proactively recruit Michigan MBAs.


There are at least two great strengths of the 33,000-strong

Michigan alumni network: First, Michigan graduates are

well-represented in an extraordinary range of industries and


locations, a function of the diversity of interests in our

student body and the diversity of recruiting activity. Second,

the cooperative culture that is so much a part of the School

extends to alumni in the business world, and alumni tend to

be eager to assist students and one another.

Many of the recruiters who come to campus are themselves

Michigan alumni. But student access to the alumni

network goes well beyond that. “Global Blue” is a student-run

organization that makes students part of the alumni community

long before graduation. It is an

innovative organization that When I came to

the Business

actively links students and alumni

School, I knew I

through special events and wanted to function within

networking opportunities. Its “Day an organization as a

change agent focusing on

in the Life” program, as just one

issues related to human

example, allows students to delve

resources and organiza-

into learning about a particular tional effectiveness. In

company or industry through a day- exploring one of the many

career opportunities

long visit. Recent Day in the Life

provided by OCD, I stum-

hosts include alumni from Chase bled across the high tech

Manhattan, Deloitte Consulting, industry and discovered a

real passion for it

Goldman Sachs, Kraft, and Intel.

because it’s fast-paced,

Global Blue activities are constant,

dynamic and high growth.

from get-togethers for incoming My summer intern experi-

students to “Night on Your Town” ence, combined with a

comprehensive set of

dinners, which bring together grad-

criteria I had developed,

uating MBAs bound for common enabled me to perform a

geographical destinations.

very selective final job

search in the fall.

As a graduate, your opportunities

for networking and tapping

into the School continue. Lifetime

e-mail, a password-protected web

site, and an online alumni directory

facilitate communication

among alumni. And alumni clubs Aimee Arlington

M.B.A. 1998

provide a venue for professional B.B.A. Southern

Methodist University,

and career development, commu- 1993.

Human Resources Sr. Manager,

nity service and hearing about the Executive and Organization


latest research.

Dell Computer Corp.,

Austin, Texas



For many prospective MBAs, a

visit to campus brings them that last

two percent of the way, confirming

that Michigan is their choice. Once

they get here, it becomes apparent

there is a lot to like. The Business

School is a close-knit community

within one of the world’s great

universities, with first-rate learning

facilities, including state-of-the-art

library and computer resources. Not

to mention the camaraderie of a

diverse, high-powered group of students and faculty. It is a high-involvement

atmosphere where students are active and valued partners in a process of

continuous improvement. There’s also the University of Michigan: a veritable

academic powerhouse offering a wide array of expertise and more than twenty

libraries. Then there’s Ann Arbor itself, one of the world’s great university towns.

Charming, quirky, cosmopolitan, brimming with cultural activities, it’s a city

that has claimed a permanent space in the hearts of many MBA graduates. And

it won’t take you long to discover why.



Michigan offers an extraordinary environment for MBA

students. On one hand, the Business School is its own

community tucked into a corner of the University of

Michigan campus. Michigan’s MBA program is one of the smaller

of the top business schools, enrolling about 430 students each

year, and each class is divided into 70-member sections.

People know each other. And your fellow students are

remarkable people to know: a rich mix of races, cultures, nationalities,

and experiences – a diversity that, coupled with the shared

traits of talent and high aspirations, produces an inspirational

vitality and enriches learning inside and outside the classroom.

Michigan is a place where human-scale interaction among

students, faculty, staff and corporate visitors is a fact of

everyday life.

On the other hand, at Michigan you are part of a larger

community – with access to the dramatic depth and breadth

of resources only available from one of the world’s major universities.

And, of course, the community extends to virtually every part

of the world.

It’s a rare combination, and another factor that makes earning

an MBA at Michigan a unique and powerful experience.

Life at Michigan

So you’ve read the stats, the surveys and the articles. Maybe

you’ve even talked with graduates. You know the faculty is first

rate. The facilities are outstanding. The curriculum is ahead of

the curve.


But there’s still those nagging questions in the back of

your mind. What is it really like at Michigan? What happens

on Monday morning? Or Friday afternoon? Are the MBA

students hyper-competitive? Is it strictly a nose-to-the-grindstone


Michigan graduates are remarkably unified in their

appraisal of the School from a personal and social point of

view. Again and again, you hear the same words and phrases

as they describe their former classmates: competitive but

never “cut throat”…cooperative… friendly… helpful… impressive…stimulating….

Many graduates insist Michigan’s reputation for camaraderie

– as opposed to competition – was the deciding factor in

their choice of a business school.

Most of them will tell you that they A LOOK AT


forged deep and lasting friendships

during their two years at Michigan. Class Profile

Some will add that they know they’ll Women 27.5%

never again be surrounded by such Minorities 21%

From abroad 33%

energetic, ambitious and interesting

With one or 99%


more years of

work experience

Never the Same Day Twice

Median age 28 Years

Students divide their time among a

College Majors

host of activities, and every day

offers a fresh set of possibilities. Economics 12%

Engineering 32%

There are classes to attend Monday

Liberal Arts & 30%

through Thursday, two or three Sciences

Business 26%

each day, and team meetings to be Administration

scheduled. “Free Fridays” are a

long-standing Michigan tradition. With no courses on your

agenda, you’ll have the opportunity to confer on team projects,

meet with club committees, attend special events or catch up

on research.

On any given day, you can also expect to spend a fair

share of time attending recruiter presentations and career

development workshops, refining your resume and cover letter

and discussing job search strategies with staff members in

the Office of Career Development. You may want to take

advantage of the Executive Skills workshops presented

during the year. You may be scheduled for a meeting at your

MAP client site. Or you may have an interview set up. You could

spend your lunch hour discussing the latest business trends with

an executive from Citibank or Intel or Procter & Gamble. You

might want to take in an afternoon

As part of my decision

presentation by a visiting executive

process, I made

unannounced, unob- on the topic of managing and impletrusive

visits to Ann Arbor menting diversity. Or you might

and other campuses.

prefer to attend a panel discussion

Michigan offered everything

I was looking for: a change on business opportunities in the

of pace, a supportive

Pacific Rim.

environment, a strong

placement record in

Later, you might spend an hour

marketing and consulting, or two linked to the School’s wire-

and the ability to provide

less network. Meet some friends at

me with solid analytical and

financial skills. Really, it the Student Lounge or a nearby

turned out to be the best of

café. Or decide to put in some prac-

all possible worlds.

tice time with one of the School’s

intramural soccer or basketball


Monica Phillips-Sanders

M.B.A., 1997;

B.A., Sociology,

Harvard University, 1990.

Director of Marketing,

Insors Integrated

Communications, Inc.

Chicago, Illinois.

A High-Involvement


Students are part of Michigan’s

cherished process of innovation.

The School encourages student

involvement, reflecting Michigan’s

philosophy that MBAs must be

activists and take initiative in orga-

nizations. MBAs frequently create new student-run programs

that become a permanent part of the landscape. At the same

time, students bring new ideas to the Deans, faculty and staff.

Michigan’s culture is such that an e-mail to a senior staff

member could prompt a new School initiative. There is a

highly active Student Government Association (SGA), whose

representatives – along with student club presidents – form a

Dean’s Council that regularly exchanges ideas and State-of-the-

School assessments regularly with the Dean.

The School’s 75th Anniversary Challenge and the M-Trek

program are supreme examples of community initiatives that

have woven their way into Michigan’s fabric. In 1999-2000,

the School celebrated its 75th anniversary with a School-wide


Legacy Gift Challenge. The Challenge created an environment

where students, faculty, staff, alumni and corporate partners

harnessed ideas to improve the across-the-board excellence of

the School. In this highly energized environment, members of

the Business School community pledged themselves to implementing

more than 50 substantial improvements, initiatives or

new ways of thinking. The effort gave birth to physical plant

improvements such as classroom renovations, a new exterior

courtyard and Wyly Hall; curriculum initiatives such as evaluating

the core curriculum and enriching the depth and breadth

of electives; technology expansions such as hardwiring more

classrooms and expanding our wireless network; community

enhancements such as new scholarship and internship funds;

and mentorship programs that connect students with elementary

kids in the community. The bottom line: together, we make

a positive impact on the School for many years to come.

M-Trek, another community initiative, is a unique program

that helps you begin building community even before you

arrive on campus. Completely student-organized and led,

these outdoor challenge trips for incoming MBA students

range from hiking to canoeing to white water rafting to extreme

sports such as desert biking. The trips allow students of all

interests and skill levels to begin working as teams, getting to

know one another and experiencing the personality that is

uniquely Michigan.

And, there are other institutionalized student input and

feedback loops. For example, the Deans participate in SGA’s

town hall-style stakeholder meetings with students several

times a year. An ongoing series of Dean’s luncheons produce

student input in a more intimate setting. And Michigan

measures MBA satisfaction with its programs and services

using a sophisticated methodology developed at the School’s

National Quality Research Center (NQRC) – a version of

NQRC’s highly praised methodology for measuring citizens’

satisfaction with economic output in the U.S. and in several

other countries.

Student Organizations

Whether it’s arranging a case skills workshop with McKinsey

& Company or bringing a Samsung executive to campus to

hold forth on strategy or bringing Latino music to the student

lounge, Michigan’s student organizations know how to make

things happen. They provide an excellent venue for getting to

know classmates, exchanging job-search insights and strategies

and making valuable corporate contacts.

Here are some of the choices available to you:

◆ Asian Business Association

◆ Asian Business Conference

◆ Automotive Industry Club

◆ Black Business Student Association

◆ Corem Deo: Christian Business Association

◆ Cigar Club

◆ Consulting Club

◆ e-Commerce Club

◆ Entrepreneur and Venture Capital Club

◆ Finance Club

◆ Global Blue Alumni Network

◆ Global Citizenship Club

◆ Healthcare Club

◆ High Tech / Telecom Club

◆ Hispanic & Latin Business Student Association

◆ The Hockey Club

◆ Indian Subcontinent Business Association

◆ Investment Club

◆ Jewish Business Students

◆ Marketing Club

◆ The MBA Follies

MBA Games

◆ Media and Entertainment Committee

◆ Michigan Business Women

◆ Monroe Street Journal

◆ Net Impact

◆ Open for Business (Gay, Lesbian, and Bisexual Community)

◆ Operations Management Club

◆ Organizational Behavior, Change & Strategy Club

◆ Real Estate Association

◆ Significant Others and Spouses (SOS) Club

◆ Student Government Association

◆ UMBS Supports Habitat for Humanity

◆ UMBS Toastmasters

University Consulting Group

University of Michigan Business Students Association

◆ Wolverine Wine Club

◆ Wolverine Venture Fund


A Well-Connected Community

Access to information resources is a core element of Michigan’s

intellectual environment, and it plays an essential role in the

School’s mission to develop results-producing leaders. The

University of Michigan has one of the most technology-intensive

campuses in the world. Within this environment, the

Business School is an international trendsetter in information

resources and is working towards replacing your traditional

leather portfolio with a laptop. With our virtual community,

information is immediate and learning takes place virtually

anywhere. Michigan long ago made a philosophical and financial

commitment to delivering outstanding information

resources and the latest information technology to students, and

that commitment is stronger than

ever. Michigan’s culture

is intense but

Information technology re-

very cooperative

sources are just steps from wherever

and friendly as well.

you may find yourself in the School People work really hard

– the lounge, the library, the class- here but not to the exclusion

of having fun. Also,

rooms, group study rooms. And,

this is definitely not a

with network access, the School’s cookie-cutter school.

resources are accessible from virtu- Because there is such a

diversity of backgrounds,

ally every corner of the world. What

career interests and view-

does that mean for you on a typical

points, there is an

day, when you have a paper to write attitude of openness that

or a topic to research? Here are a you might not find at

other schools.

few examples:

The Wireless LAN

A wireless, School-wide network

gives you laptop access to a wide

array of information. With your

personal laptop, the wireless LAN

allows free movement around the Kevin Greiner

M.B.A./M.S. 1998

School while still remaining B.A. Science in Society

Wesleyan University, 1991.

connected to the network.

Associate, Enron Capital

& Trade Resources,

Network Connections

Houston, Texas.

If you need to plug into a physical

network connection, you can do so at more than 100 places in

the computer lab, library, student lounge and increasingly,

each seat in many of our classrooms. The computer lab, open

every day of the week, is among the finest to be found at any

business school. It features state-of-the-art Windows PCs,

multimedia production facilities such as color printers, scanners

and OCR software and the same software used in the

business world – for more than 128 different applications.

Instructional Facilities

The faculty here chal-

Major classrooms are permanently

lenges the students

equipped with PCs and overhead

to reach outside their

comfort zone to achieve video projectors for displaying

and learn things they never computer and video output plus

thought they could. This

direct links to the campus satellite

attitude extends beyond the

classroom. Michigan’s network. Group study rooms are

professors make them- each equipped with a permanent

selves available to you

PC or physical or wireless connec-

outside of class and are

tions for your laptop. In addition,

interested in your wellbeing

as a student and as a many faculty are using


the web for instructional purposes.

Departmental websites, which

include course content, syllabi,

assignments, reading material and

faculty profiles are used by the vast

majority of the faculty.

Priya Franklin

Trading Floor

M.B.A. 2000

B.S. in Business In addition to the e-lab (described

University of Minnesota,


earlier), the Business School also

maintains a Trading Floor to train

students in the latest financial technology used by Wall Street

professionals. Here students have access to the latest financial

data and analysis, with high-end financial software and hardware,

including trading simulation software, real-time data

feeds and financial analysis and risk management applications.

The Trading Room also serves as an online classroom,

allowing students registered for certain courses to act as portfolio

managers, running a real investment fund using the latest

financial and investment management software and hardware.


Global Learning Facilities

The Business School operates a state-of-the-art video teleconferencing

facility on the fourth floor of the library for remote

teaching programs. Here, faculty and staff use the latest interactive

video and computer technology to teach classes

throughout the world. Consider the possibilities this technology

offers: you can sit in on a broadcast from Paris, Hong Kong

or just about anywhere. You can confer with your MAP client.

You can participate in conferences at other campuses. You can

even conduct job interviews.


M-Track is the Business School’s web-based, virtual community

that brings together diverse academic, career and personal

resources. Information services available on M-Track include

career planning tools, lifetime e-mail, an up-to-the-minute

School events calendar, information on course requirements

and materials, company information including presentation

schedules, online resume preparation and links to software

downloads, tutorials and reference materials. Contact and selfreported

background information on alumni, companies,

students and organizations are on tap – along with instant e-mail

access. Students can access M-Track from any location with

Internet access.

The Electronic Library

Thousands of books and business journals…Subscriptions to

electronic services that provide in-depth information on every

topic imaginable…Online databases with the latest information

on everything from stock tips to corporate profiles…

Online course management system.

In many ways, the Business School’s Kresge Library is a

model for the academic library of the future. Whether you

need annual reports or full-text articles, reference books or

excerpts from business journals, you’ll find it here – with the

assistance of library staff. The library home page will connect

you to a Web version of the library’s online catalog, Mentor,

and a wide array of business resources on the Internet. As

you’d expect, the library also offers quiet study spaces.

And as a Michigan student, you’ll have user privileges at

all campus libraries, giving you access to more than six million

books, journals and additional electronic databases.

Services for Students

As you’ll discover, both the Kresge Library and Computing

Services operate on a customer-driven philosophy. They open

early and close late when School is in session. Staff members

are always ready to answer questions, help you use the many

resources and advise you on computer applications. You’ll see

those same familiar faces in your classrooms as Librarians and

Trainers for CS make presentations on resources, research

techniques and instructional tools. Suggestions are always

welcome – whether in person, written, or e-mailed, and each

year recommendations from students and faculty are built into

new services.

Welcome to the Last of the Great

University Towns

You’re going to love this city… Live here for even a short while

and Ann Arbor’s unique character will soon emerge. What is it

that makes this city of 140,000 so unusual? For starters, Ann

Arbor is one of the last great university towns: complete with

tree-lined avenues, historic houses, classic campus architecture,

quirky specialty shops, a café on almost every downtown

corner, parks and bike paths.

But Ann Arbor also has its corporate side. Check out the

industrial parks and the new corporate complexes, and you’ll

find that Ann Arbor serves as headquarters for giants like

Domino’s Pizza. It’s also home to two major medical centers,

dozens of high-tech firms, start-up companies of every description

and a vibrant and innovative entrepreneurial network.

Ann Arbor is also a cultural mecca and a magnet for the

performing arts. The Rand Guide has rated the University of

Michigan as the best campus cultural environment in the

United States. In clubs and concert halls, you can hear everything

from zydeco to jazz to rock to the world’s great symphony

orchestras. Movie buffs can choose from cult cinema, classics

and first-run films. For theater lovers, there’s Ann Arbor’s

Civic Theater, avant garde drama groups, Broadway touring

companies, University productions, and the nearby Purple

Rose Theatre founded by well-known actor and Michigan

native Jeff Daniels.


If food is one of your favorite recreations, be aware that

Ann Arbor is a destination town for diners, with options for

every taste and budget. Whether your preference is awardwinning

deli sandwiches or gourmet meals, you’ll be well


The athletically inclined will appreciate Ann Arbor’s yearround

sporting options – from kayaking to cross-country

skiing, tennis to golf, softball to sailing. The University’s

athletic facilities are first-rate. Armchair athletes can “Go

Blue!” with Michigan’s nationally acclaimed Wolverines or

follow the fortunes of nearby Detroit, Toronto and Chicago


Ann Arbor is also a great springboard for getaways. You’re

less than 45 minutes from Detroit’s Greek Town and Eastern

Market. Just a few minutes more will take you across the

Ambassador Bridge to the diversions of Windsor, Ontario. In a

few hours’ drive or less than an

hour’s flight, you can be in the big LIBRARY RESOURCES

city lights of Chicago or Toronto.

At A Glance

And if peace and quiet is what

140,000 volumes

you’re looking for, you’ll find them

3,000 journals

just a short drive away in the woods and serials

and lakes of nearby recreation 400,000


areas, or in Ann Arbor’s own exten-

600 company files

sive arboretum.

5,000 working

With all this you may not want papers

29 electronic

to leave very often. But it’s good to


know that Detroit’s airport, which

has direct flights to major American, Home Page

Asian and European cities, is only a Business


twenty-minute drive.

Web Mentor

Ann Arbor is a place of small Online Catalog

town/big city contrasts: open air Career Resources

farm markets and major shopping

malls, brick-paved streets and expressways. It’s a city that has

managed to retain its character and human scale. Small wonder

that Ann Arbor’s charms have turned many students into lifelong

residents – or at least regular and nostalgic visitors.


The University of Michigan Business School is one of the world’s

leading institutions for research and teaching in management.

The knowledge our faculty create is frequently cited by researchers

worldwide. It is both informed by and has significant impact on

business practice. That knowledge creation is an essential part of

Michigan’s mission, and a vitally important source of the excellence

of the School’s educational programs.

AAllan Afuah

Associate Professor of Corporate Strategy

and International Business; M.S., Oregon

State University; S.M., Massachusetts

Institute of Technology; Ph.D.,

Massachusetts Institute of Technology.

Gautam Ahuja

Associate Professor of Corporate Strategy;

B.A., Delhi University; M.B.A., Indian

Institute of Management; Ph.D., University

of Michigan.

Jeffrey Alexander

Professor of Organizational Behavior and

Human Resource Management; B.A.,

University of Texas; M.S., Stanford

University; M.A., Stanford University;

Ph.D. Stanford University.

Jaideep Anand

Assistant Professor of Corporate Strategy

and International Business;

B.Tech., Indian Institute of Technology;

M.A., University of Pennsylvania;

Ph.D., University of Pennsylvania.

Eugene W. Anderson

Professor of Marketing;

B.S., University of Illinois;

M.B.A., University of Illinois;

Ph.D., University of Chicago.

Richard W. Andrews

Associate Professor of Statistics and

Associate Professor of Statistics, College

of Literature, Science, and the Arts;

B.S., U.S. Naval Academy;

M.S., Michigan State University;

Ph.D., Virginia Polytechnic Institute.

Susan J. Ashford

Senior Associate Dean, Michael and Susan

Jandernoa Professor of Business

Administration and Professor of

Organizational Behavior and Human

Resource Management;

B.A., San Jose State University;

M.S., Northwestern University;

Ph.D., Northwestern University.

BWayne Baker

Professor of Organizational Behavior and

Human Resource Management; B.S.,

Northern Illinois University; M.A.,

Northern Illinois University; Ph.D.,

Northwestern University.

Rajeev Batra

Sebastian S. Kresge Professor of

Marketing; B.A., University of Delhi;

M.S., University of Illinois;

Ph.D., Stanford University.

Sugato Bhattacharyya

Associate Professor of Finance;

B.Sc., Calcutta University;

M.B.A., Indian Institute of Management;

Ph.D., Harvard University.

David C. Blair

Jack D. Sparks/Whirlpool Corporation

Research Professor; Professor of Computer

and Information Systems; A.B., Whitman

College; M.L.S., University of Washington;

Ph.D., University of California, Berkeley.


Wayne Brockbank

Clinical Professor of Business; B.A.,

Brigham Young University; M.A., Brigham

Young University; Ph.D., University of

California, Los Angeles.

David J. Brophy

Associate Professor of Finance; B.A., St.

Francis Xavier University; B.C., St. Francis

Xavier University; M.B.A., University of

Detroit; Ph.D., Ohio State University.

Christina Brown

Assistant Professor of Marketing;

B.A., Harvard University;

M.B.A., University of California,

Los Angeles; Ph.D. Stanford University.

David A. Butz

Assistant Professor of Business

Economics; B.A., Washington University;

Ph.D., Northwestern University.

CKim Cameron

Professor in Organizational Behavior and

Human Resource Management; B.S.,

Brigham Young University; MS., Brigham

Young University; M.A., Yale University;

Ph.D., Yale University

George D. Cameron III

Professor of Business Law; B.A., Kent

State University; M.A., Kent State

University; J.D., University of Michigan;

Ph.D., University of Michigan.

Dennis R. Capozza

Stephen Ross Professor of Real Estate

and Professor of Finance; B.A., University

of Pennsylvania; Ph.D., Johns Hopkins


Anusha Chari

Assistant Professor of Finance; B.A.,

University of Delhi; B.A., University of

Oxford; Ph.D., University of California, Los


Shijun Cheng

Assistant Professor of Accounting; D.Eng.,

Shanghai Jiao Tong University, China;

Ph.D., University of Pittsburgh.

Joshua Coval

Assistant Professor of Finance; B.A.,

University of Chicago; M.A., University of

Chicago; Ph.D., University of California,

Los Angeles.

Keith J. Crocker

Waldo O. Hildebrand Professor of Risk

Management and Insurance and Professor

of Business Economics; B.A., Washington

and Lee University; M.S., Carnegie Mellon

University; Ph.D., Carnegie Mellon


DPaul Damien

Assistant Professor of Statistics and

Management Science; B.S., Osmania

University, India; Ph.D., University of


Gerald Davis

Professor of Organizational Behavior

and Human Resource Management;

B.A., Schoolcraft College; A.M., Stanford

University; Ph.D., Stanford University.

Patricia Dechow

Professor of Accounting; B.Comm.,

University of Western Australia; M.S.,

University of Rochester;

Ph.D., University of Rochester.

Kenneth J. DeWoskin

Professor of Business Administration and

Professor of Asian Language and Culture,

Department of Asian Languages and

Cultures, College of Literature, Science,

and the Arts; B.A., Columbia College;

Ph.D., Columbia University.

Ilia Dichev

Professor of Accounting;

B.S., Santa Clara University;

Ph.D., University of Washington.

Serdar Dinc

Assistant Professor of Finance;

B.S., Bilkent University; Ph.D., Stanford


Izak Duenyas

John Psarouthakis Research Professor in

Manufacturing Management and Professor

of Operations Management; B.S., Bogazici

University; M.S., Northwestern University;

Ph.D., Northwestern University.

Gunter Dufey

Professor of Corporate Strategy and

International Business and Finance; B.A.,

Universität Würzburg;

M.A., University of Washington;

D.B.A., University of Washington.

Jane E. Dutton

William Russell Kelly Professor of

Business Administration; Professor of

Organizational Behavior and Human

Resource Management and Corporate

Strategy and International Business

Associate Professor of Psychology,

Department of Psychology, College of

Literature, Science, and the Arts; B.A.,

Colby College; M.A., Northwestern

University; Ph.D., Northwestern University.

FFred Feinberg

Assistant Professor of Marketing;

S.B., Massachusetts Institute of Technology;

Ph.D., Massachusetts Institute of Technology.

Claes G. Fornell

Donald C. Cook Professor of Business

Administration and Professor of Marketing;

Fil Kand, University of Lund; Civilekonom,

University of Lund; Dr. of Economics,

University of Lund.

Timothy Fort

Associate Professor of Business Law;

B.A., University of Notre Dame;

J.D., Northwestern University;

M.A., University of Notre Dame;

Ph.D., Garrett-Northwestern.

Stuart Friedman

Clinical Professor of Leadership and

Work/Life Integration; B.A., SUNY;

Ph.D., University of Michigan

GFaison Gibson

Assistant Professor of Computer and

Information Systems; B.S., Georgetown

University; M.B.A., University of

Pennsylvania; Ph.D., Carnegie-Mellon



Mrinal Ghosh

Assistant Professor of Marketing;

B.Engin., University of Bombay;

Ph.D., University of Minnesota.

Thomas Gladwin

Max McGraw Professor of Corporate

Environmental Management, Professor

of Corporate Strategy and International

Business and Professor of Natural

Resources and Environment;

Director, Erb Institute; B.S., University of

Delaware.; M.B.A., University of Michigan;

Ph.D., University of Michigan.

Michael D. Gordon

Professor of Computer and Information

Systems and Arthur F. Thornau Professor;

A.B., University of Michigan; M.S.,

University of Michigan;

Ph.D., University of Michigan.

Sudheer Gupta

Assistant Professor of Operations

Management; B.E., Punjab Engineering

College; M.B.A., McGill University;

Ph.D., McGill University.

Zeynep Gurhan-Canli

Assistant Professor of Marketing;

B.B.A., Bogazici University; M.B.A.,

Bogazici University; Ph.D., New York


HDonald Harter

Assistant Professor of Computer and

Information Systems; B.S., Michigan State

University; M.S., Michigan State

University; M.B.A., Ohio University; M.S.,

Carnegie Mellon

James Hines

Professor of Business Economics; B.A.,

Yale University; M.A., Yale University;

Ph.D., Harvard University.

IEugene A. Imhoff, Jr.

Ernst and Young Professor of Accounting

and Professor of Accounting;

B.B.A., Western Michigan University;

M.B.A., Western Michigan University;

Ph.D., Michigan State University;

C.P.A., State of Michigan.

Raffi J. Indjejikian

Professor of Accounting; B.Comm., McGill

University; M.B.A., University of Western

Ontario; Ph.D., University of Pennsylvania.

Julie Ivy

Assistant Professor of Statistics and

Management Science; B.A., University of

Michigan; M.S., Georgia Institute of

Technology; Ph.D., University of Michigan.

JJohn E. Jackson

Professor of Business Economics and

Public Policy and Professor of Political

Science, College of Literature, Science,

and the Arts, B.S., Carnegie-Mellon

University; M.S., Carnegie-Mellon

University; M.P.A., Harvard University;

Ph.D., Harvard University.

Michael Jensen

Assistant Professor of Corporate Strategy

and International Business; B.A.,

University of Aarhus, Denmark; M.A.,

University of Aarhus, Denmark; Ph.D.,

Northwestern University.

Michael D. Johnson

D. Maynard Phelps Collegiate Professor

in Business Administration and Professor

of Marketing; B.S., University of

Wisconsin-Madison; M.B.A., University of

Chicago; Ph.D., University of Chicago.

Joni Jones

Assistant Professor in Computer and

Information Systems; B.S., University of

Illinois, Chicago; Ph.D., University of


KPrashant Kale

Assistant Professor of Corporate Strategy

and International Business;

B.E., College of Engineering Pune, India;

M.B.A., Indian Institute of Management;

Ph.D., Wharton University.

Roman Kapuscinski

Assistant Professor of Operations

Management; M.S., Carnegie-Mellon

University; Ph.D., Carnegie-Mellon


Aneel G. Karnani

Associate Professor of Corporate Strategy

and International Business;

B.Tech., Indian Institute of Technology;

P.G.D.M. (M.B.A.), Indian Institute of

Technology; D.B.A., Harvard University.

Gautam Kaul

Associate Dean and John C. and Sally S.

Morley Professor in Finance and Professor

of Finance; B.A., Delhi University;

M.A., Delhi School of Economics, India;

Fellow, Indian Institute of Management;

M.B.A., University of Chicago;

Ph.D., University of Chicago.

E. Han Kim

Fred M. Taylor Professor of Business

Administration and Professor of Finance

and Director, Mitsui Life Financial

Research Center; B.S., University of

Rochester; M.B.A., Cornell University;

Ph.D., State University of New York at


Thomas C. Kinnear

Eugene Applebaum Professor of

Entrepreneurial Studies and Professor

of Marketing; Director, Samuel Zell and

Robert H. Lurie Institute for

Entrepreneurial Studies; B. Comm.,

Queens University; M.B.A., Harvard

University; Ph.D., University of Michigan.

Mayuram S. Krishnan

Associate Professor of Computer and

Information Systems; B.S.C., University

of Delhi; M.C.A., University of Delhi;

M.S., Carnegie-Mellon University;

Ph.D., Carnegie-Mellon University.


Aradhna Krishna

Professor of Marketing; B.A. Lady Shri

Ram University; M.B.A., Indian Institute of

Management; Ph.D., New York University.

LFrancine Lafontaine

Professor of Business Economics and

Associate Professor of Economics, College

of Literature, science and the Arts; B.A.A.,

Universite de Montreal; M.S., Universite

de Montreal; Ph.D., University of British


William N. Lanen

Associate Professor of Accounting;

A.B., University of California;

M.S., Purdue University; Ph.D., University

of Pennsylvania.

Fiona Lee

Assistant Professor of Organizational

Behavior and Human Resource

Management and Assistant Professor

of Psychology; B.A., Scripps College;

Ph.D. Harvard University.

Peter J. Lenk

Associate Professor of Statistics,

Management Science and Marketing;

B.A., Indiana University; M.A., Indiana

University; M.A., University of Michigan;

Ph.D., University of Michigan.

David L. Lewis

Professor of Business History;

B.S., University of Illinois; M.S., Boston

University; M.A., University of Michigan;

Ph.D., University of Michigan.

Kenneth Lieberthal

William Davidson Professor of Business

Administration, Professor of Corporate

Strategy and International Business;

Professor of Political Science;

B.A., Dartmouth College; M.A. Columbia

University; Ph.D., Columbia University.

Linda Lim

Professor of Corporate Strategy and

International Business; B.A., University of

Cambridge; M.A., Yale University; Ph.D.,

University of Michigan.

William S. Lovejoy

John Psarouthakis Research Professor in

Manufacturing Management and Professor

of Operations Management; B.S., Cornell

University; M.Eng., Cornell University;

Ph.D., University of Delaware.

Biao Lu

Assistant Professor of Finance;

B.A., Fudan University, China;

M.B.A., Indiana University;

Ph.D., Yale University.

Russell J. Lundholm

Arthur Anderson Professor of Accounting;

B.S., Oregon State University;

M.S. University of Iowa; Ph.D., University

of Iowa.

MClaude R. Martin, Jr.

Isadore and Leon Winkelman Professor of

Retail Marketing; B.S., University of

Scranton; M.B.A., University of Scranton;

Ph.D., Columbia University.

Scott E. Masten

Professor of Business Economics and

Public Policy; B.A., Dartmouth College;

M.A., University of Pennsylvania;

Ph.D., University of Pennsylvania.

William G. Mitchell

Professor of Corporate Strategy and

International Business; B.B.A., Simon

Fraser University, Vancouver; Ph.D.,

University of California, Berkeley.

Mark Mizruchi

Professor of Business Administration and

Professor of Sociology, College of Literature,

Science, and the Arts; A.B., Washington

University; M.A., University of New York;

Ph.D., State University of New York.

Scott Moore

Associate Professor of Computer and

Information Science; B.S., Furman

University; M.S.M., Georgia Institute

of Technology; Ph.D., University of


Dana M. Muir

Associate Professor of Business Law;

A.B., University of Michigan;

M.B.A., University of Detroit;

J.D., University of Michigan.

Karl A. Muller

Assistant Professor of Accounting; B.B.A.,

University of Texas at Arlington; Ph.D.,

University of Illinois at Urbana-


NVenky Nagar

Assistant Professor in Accounting;

B.Tech., Indian Institute of Technology;

M.S., Dartmouth College;

Ph.D., University of Pennsylvania.

Dhananjay Nanda

Assistant Professor of Accounting;

B.S., St. Xavier College, Bombay;

M. Mgmt., Sydenham Institute

of Management, Bombay;

Ph.D., University of Rochester.

Vikram K. Nanda

Associate Professor of Finance,

B.Tech, I.I.T. Kanpur; M.P.P.M., Yale

University; Ph.D., University of Chicago.

M. P. Narayanan

Professor of Finance; B.S., University of

Madras; M.S., Indian Institute of Science;

Ph.D., Northwestern University.

OJudith S. Olson

Professor of Computer and Information

Systems and Professor of Psychology,

College of Literature, Science, and the Arts

and Professor, School of Information;

B.A., Northwestern University;

Ph.D., University of Michigan.

Lynda J. Oswald

Professor of Business Law;

A.B., University of Michigan;

M.B.A., University of Michigan;

J.D., University of Michigan.

Joanne E. Oxley

Assistant Professor of Corporate Strategy

and International Business; B.A./B.S.C.,

Trent Polytechnic; M.B.A., University of

California, Berkeley; Ph.D., University of

California, Berkeley.


PChristine G. Papajohn

Assistant Professor of Corporate Strategy

and International Business; B.A.,

University of Illinois; M.A., Stanford

University; Ph.D., Stanford University.

C. K. Prahalad

Harvey C. Fruehauf Professor of Business

Administration and Professor of Corporate

Strategy and International Business;

B.Sc., University of Madras;

P.G.D.B.A. (M.B.A.), Indian Institute of

Management; D.B.A., Harvard University.

Joseph R. Priester

Assistant Professor of Marketing;

B.A., University of Iowa; M.A., Ohio State

University; Ph.D., Ohio State University.

QRobert E. Quinn

Margaret Elliot Tracy Collegiate Professor

of Business Administration and Professor

of Organizational Behavior and Human

Resource Management; B.S., Brigham

Young University; M.S., Brigham Young

University; Ph.D., University of Cincinnati.

RVenkatram Ramaswamy

Professor of Marketing; B.A., Indian

Institute of Technology; Ph.D., University

of Pennsylvania.

James S. Reece

Professor of Accounting and Operations

Management; Ford Motor Company Co-

Director, Joel D. Tauber Manufacturing

Institute; A.B., Yale University; M.B.A.,

Harvard University; D.B.A., Harvard

University; C.M.A., Institute of

Management Accounting.

Raymond R. Reilly

Professor of Business Administration

and Director, Executive Programs;

B.S.E., University of Michigan;

M.B.A., Pennsylvania State University;

Ph.D., Pennsylvania State University.

Priscilla S. Rogers

Associate Professor of Business

Communication; B.S., Western Michigan

University; M.A., Western Michigan

University; Ph.D., University of Michigan.

Tirthankar Roy

Assistant Professor of Marketing;

B.Stat., Indian Statistical Institute;

M.Stat., Indian Statistical Institute;

Ph.D., University of California, Los Angeles.

Michael J. Ryan

Professor of Marketing; B.S., Xavier

University; M.B.A., Xavier University;

D.B.A., University of Kentucky.

SLloyd E. Sandelands

Professor of Organizational Behavior

and Human Resource Management

and Professor of Psychology, College of

Literature, Science, and the Arts; B.A.,

Washington University;

Ph.D., Northwestern University.

Cindy A. Schipani

Professor of Business Law;

B.A., Michigan State University;

J.D., University of Chicago.

Thomas J. Schriber

Professor of Computer and Information

Systems; B.S., University of Notre Dame;

M.S.E., University of Michigan;

M.A.,University of Michigan;

Ph.D., University of Michigan.

Dennis G. Severance

Arthur Andersen Professor of Computer

and Information Systems; B.S., Polytechnic

Institute of Brooklyn; M.A., University of

Michigan; M.S., University of Michigan;

Ph.D., University of Michigan.

H. Nejat Seyhun

Jerome B. and Eilene M. York Professor

of Business Administration and

Professor of Finance; B.S., Northwestern

University; M.S., University of Rochester;

Ph.D., University of Rochester.

Catherine Shakespeare

Assistant Professor of Accounting; B.A.,

Dublin City University; Ph.D., University

of Illinois.

Tyler G. Shumway

Assistant Professor of Finance;

B.A., Brigham Young University;

Ph.D., University of Chicago.

Clemens Sialm

Assistant Professor of Finance;

M.A., St. Gallen University, Switzerland;

Ph.D., Stanford University.

George J. Siedel III

Williamson Family Professor of

Business Administration, and Professor

of Business Law; B.A., College of Wooster;

J.D., University of Michigan.

Douglas J. Skinner

KPMG Professor of Accounting and

Professor of Accounting; B.Ec., Macquarie

University, Sydney; M.S., University of

Rochester; Ph.D., University of Rochester.

Joel B. Slemrod

Paul McCracken Collegiate Professor

of Business Administration, Professor of

Business Economics and Public Policy,

Director of Office of Tax Policy Research,

and Professor of Economics, College of

Literature, Science, and the Arts; A.B.,

Princeton University; London School of

Economics and Political Science; Ph.D.,

Harvard University.

Richard Sloan

Professor of Accounting; B.Comm.,

University of Western Australia; M.S.,

University of Rochester; Ph.D., University

of Rochester.

Gretchen Spreitzer

Clinical Professor of Organizational

Behavior and Human Resource

Management; B.S., Miami University;

Ph.D., University of Michigan.

Kathryn E. Stecke

Associate Professor of Operations

Management; B.S., Boston State College;

M.S., Purdue University; Ph.D., Purdue


Valerie Y. Suslow

Associate Professor of Business Economics

and Public Policy; B.A., University of

California, Berkeley; Ph.D., Stanford



Kathleen M. Sutcliffe

Associate Professor of Organizational

Behavior and Human Resource

Management; A.B., University of

Michigan; B.S., University of Alaska;

M.N. University of Washington;

Ph.D. University of Texas, Austin.

Jan Svejnar

Everett E. Berg Professor of Business

Administration, Professor of Corporate

Strategy International Business and

Business Economics, and Executive

Director of the William Davidson Institute;

B.S., Cornell University; M.A., Princeton

University; Ph.D., Princeton University.

TPaul Taheri

Assistant Research Scientist;

B.S., St. Lawrence University; M.D. New

York University; M.B.A., University of


F. Brian Talbot

Associate Dean, Keith E. and Valerie J.

Alessi Professor of Business Administration

and Professor of Operations Management;

B.A., State University of New York at

Buffalo; M.B.A., State University of

New York at Albany; Ph.D., Pennsylvania

State University.

James R. Taylor

Professor of Marketing; B.B.A., University

of Iowa; M.S., University of Minnesota;

Ph.D., University of Minnesota.

Katherine Terrell

Associate Professor of Corporate Strategy

and International Business and Business

Economics; B.A., Mary Baldwin College;

M.A., George Washington University;

Ph.D., Cornell University.

Anjan V. Thakor

Edward J. Frey Professor of Banking and

Finance and Professor of Finance;

M.B.A, Indian Institute of Management;

Ph.D., Northwestern University.

Noel M. Tichy

Professor of Organizational Behavior

and Human Resource Management;

A.B., Colgate University;

Ph.D., Columbia University.

UDavid O. Ulrich

Professor of Business Administration and

Director, Human Resource Executive

Programs; B.A., Brigham Young

University; Ph.D., University of California,

Los Angeles.

WJames P. Walsh

Gerard and Esther Carey Professor of

Business Administration; Professor of

Organizational Behavior and Human

Resource Management; Professor of

Corporate Strategy and International

Business;B.A., State University of New

York at Albany; M.A., Columbia

University; M.A., University of Chicago;

Ph.D., Northwestern University.

Karl E. Weick

Rensis Likert Collegiate Professor of

Organizational Behavior and Psychology,

Professor of Organizational Behavior

and Professor of Psychology, College of

Literature, Science, and the Arts;

A.B., Wittenberg University;

M.A., The Ohio State University;

Ph.D., The Ohio State University.

Janet A. Weiss

Mary C. Bromage Collegiate Professor

of Business Administration and Professor

of Organizational Behavior and Public

Policy, Professor of Public Policy, School of

Public Policy;B.A., Yale University; Ph.D.,

Harvard University.

B. Joseph White

Wilbur K. Pierpont Collegiate Professor of

Leadership in Management Education;

Professor of Business Administration; B.S.,

Georgetown University; M.B.A., Harvard

University; Ph.D., University of Michigan.

Marina v.N. Whitman

Professor of Business Administration and

Public Policy; B.A., Radcliffe College;

M.A., Columbia University; Ph.D.,

Columbia University

David W. Wright

Associate Professor of Accounting; B.S.,

Drake University; Ph.D., Michigan State


David B. Wooten

Assistant Professor of Marketing, Director

of Minority Development; B.B.A., Georgia

State University; M.B.A., University of

Michigan; Ph.D., University of Michigan

Lynn Perry Wooten

Assistant Professor of Corporate Strategy

and International Business; B.S., North

Carolina A&T State University; M.B.A.,

Duke University; Ph.D., University of


Goujun Wu

Assistant Professor of Finance;

B.S., Shanghai Jiao Tong University;

M.A., Ohio State University;

Ph.D., Stanford University.

YFrank Yates

Professor of Business Administration and

Professor of Psychology, College of

Literature, Science, and the Arts; A.B.,

University of Notre Dame; M.A., University

of Michigan; Ph.D., University of Michigan.

Carolyn Yoon

Assistant Professor in Marketing; A.B.,

University of California, Berkeley; M.B.A.,

University of California, Los Angeles;

Ph.D., Duke University

Kathy Yuan

Assistant Professor in Finance; Ph.D.

Massachusetts Institute of Technology

ZMayer N. Zald

Professor of Business Administration,

Professor of Sociology, College of


Science, and the Arts, and Professor

of Social Work, School of Social Work;

B.A., University of Michigan;

M.A., University of Hawaii, Honolulu;

Ph.D., University of Michigan.



Terence E. Adderley Chairman,

President and Chief Executive Officer

Kelly Services, Inc.

David D. Alger President

and Chief Executive Officer

Fred Alger Management, Inc.

John W. Barfield Chairman

Bartech, Inc.

David Brandon Chairman and

Chief Executive Officer

Domino’s Pizza, Inc.

Fred Brodsky President and

Chief Executive Officer

Fred Brodsky Co.

Mary L. Campbell General Partner

EDF Ventures

Jerry D. Campbell Chairman

and Chief Executive Officer

Republic Bancorp, Inc.

Cleveland A. Christophe Managing Partner

TSG Capital Group, LLC

Troy A. Clarke Vice President

Labor Relations

General Motors Corp.

William Davidson Chairman

President and Chief Executive Officer

Guardian Industries Corporation

John M. Devine

Dixon Doll Principal

Doll Capital Management

Connie K. Duckworth Chief Executive Officer


George L. Farr Principal

Muirhead Holdings

Stanley Frankel

Frankel Asssociates

Harvey C. Fruehauf, Jr. President

HCF Enterprises, Inc.

Paul B. Gordon Chairman

Gordon Food Service

Carlos M. Gutierrez President and

Chief Executive Officer

Kellogg Company

Mary Kay Haben President, Cheese Division

Kraft Foods

William K. Hall Chairman

and Chief Executive Officer

Proycon Technologies, Inc.

Michael R. Hallman President

The Hallman Group

Todd W. Herrick President

and Chief Executive Officer

Tecumseh Products Company

Michael J. Jandernoa Chairman

and Chief Operating Officer

L. Perrigo Company

Eleanor Josaitis Executive Director

Focus: HOPE

James H. Keyes Chairman

Johnson Controls, Inc.

Robert Knowling

Robert C. Larson Chairman

Lazard Frères Real Estate

Investors, L.L.C.

William Miller Chairman

Irwin Financial Corp.

John C. Morley President

Evergreen Ventures Ltd.

Peter S. Ordway

Roslyn B. Payne President

Jackson Street Partners, Ltd.

Lucy J. Reuben Dean

South Carolina State University


John Rintamaki Group Vice President,

Chief of Staff

Ford Motor Company

Sheli Z. Rosenberg President and

Chief Executive Officer

Equity Group Investments, Inc.

Stan Shih Chairman and

Chief Executive Officer

Acer, Inc.

Edward J. Schultz Chairman and

Chief Executive Officer

Dana Commercial Credit

Theodore M. Solso Chairman

and Chief Operating Officer

Cummins Engine Company

Joel D. Tauber Chairman

Tauber Enterprises

Amnuay Viravan Chairman

of the Advisory Board

Saha-Union Public Company Limited

Sheila Wellington President


Harry Wilkinson

W. P. Williamson, III Chairman

Skye Management

Jerome B. York Chairman,

President and Chief Executive Officer

Micro Warehouse




Admissions and Career Development

Office of Admissions

University of Michigan Business School

701 Tappan Street

Ann Arbor, Michigan 48109–1234

Telephone: (734) 763-5796

Fax: (734) 763-7804

E-mail: umbsmba@umich.edu

Michigan on the Web

More information about the University

of Michigan Business School is available

on our web site.


Administrative Staff

Robert Dolan Dean

B. Joseph White Former Dean

Susan Ashford Senior Associate Dean

Brian Talbot Associate Dean

Gautam Kaul Associate Dean

Jeanne Wilt Assistant Dean

The Regents of the University

David A. Brandon, Ann Arbor

Laurence B. Deitch, Bloomfield Hills

Daniel D. Horning, Grand Haven

Olivia P. Maynard, Goodrich

Rebecca McGowan, Ann Arbor

Andrea Fischer Newman, Ann Arbor

S. Martin Taylor, Grosse Pointe

Katherine E. White, Ann Arbor

Lee C. Bollinger ex officio

The University of Michigan, as an equal

opportunity/affirmative action employer,

complies with all applicable federal and

state laws regarding nondiscrimination and

affirmative action, including Title IX of the

Education Amendments of 1972 and Section

504 of the Rehabilitation Act of 1973. The

University of Michigan is committed to a

policy of nondiscrimination and equal

opportunity for all persons regardless of

race, sex, color, religion, creed, national

origin or ancestry, age, marital status, sexual

orientation, disability, or Vietnam-era veteran

status in employment, educational programs

and activities, and admissions. Inquiries

or complaints may be addressed to the

University’s Director of Affirmative Action

and Title IX/Section 504 Coordinator,

4005 Wolverine Tower, Ann Arbor, Michigan

48109-1281, (734) 763-0235, TDD (734)

647-1388. For other University of Michigan

information call (734) 764-1817.

The University of Michigan reserves

the right to change without notice any

statement in this bulletin concerning,

but not limited to, curricula, courses,

faculty, tuition, fees, policies, and rules.

If course or curriculum changes take

place after you commence the program,

we will make every effort to implement

the changes in your best interest.

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