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Format
and Curriculum
Format
The Graduate Leadership Program is a 32 credit hour degree offered
in a cohort format. The program is designed around needs of working
managers. Classes meet on Monday and Tuesday evenings each week
for twenty-one months. All students begin in August. The curriculum
proceeds from
basic
tools of analysis and skills development, through understanding
of interpersonal and organizational dynamics, to planned change
and implementation. Course offerings and section availability are
guaranteed to cohort members. Graduates from all majors are eligible
and welcome.
Curriculum
The curriculum is designed to impart knowledge that leads to effective
action. Leadership, teamwork, communication skills, visioning the
future, and organizational change are emphasized. Through case studies,
class discussion, exercises, group projects, and simulations, students
receive mentoring from a faculty highly experienced in the real world
of organizations. There is little emphasis on the passive absorbtion
of knowledge; there is great emphasis on student participation and
team work. It is expected that students will interact closely with
faculty, get to know each other well, and become involved in a variety
of leadership experiences. The Graduate Leadership Program classroom
methodologies are dedicated to improving students' writing, presenting,
and critical thinking skills. Students will enhance their interpersonal
abilities and develop an awareness of how to assess the current state
of an organization, to understand why it is that way, what changes
could be made to improve it, and how to implement those changes successfully
Course
Information
Course Sequencing
Because the program follows a structured format, the courses have
been sequenced in a logical progression where each course builds
upon those that preceded it. The program divides into two main categories:
(1) the development of basic personal skills necessary for successful
leadership and, (2) courses in organizational effectiveness.
Course Descriptions
FALL I (First Eight Weeks)
MAN 6107 – Leadership Perspective (Balfour) 2 Cr.
Examines the leadership role and responsibilities for sustainable organizational
performance through analysis of the triple bottom line: financial performance,
social responsibility, and concern for the natural environment.
MAN 6930– Leadership Concepts(Koehler) 2 Cr.
Provides a foundation for the study of processes of leadership in organizations and society. Presents an overview of various concepts of leadership, such as the personal values of leaders and leadership in dyads, teams, organizations, networks, and the broader society. Enhances student understanding of complex forms of leadership and effective practice. Prepares students for advanced study in leadership.
FALL I (Second Eight Weeks)
GEB 6445 – Social, Ethical, Legal Systems (Hanna-West) 2 Cr.
A study of the influence of social, cultural, legal, and political environment
of institutional behavior, including the changing nature of the business system,
the public policy process, corporate power, legitimacy and managerial autonomy,
and organizational reactions to environmental forces.
MAN 6055 – Human Behavior and Organizations (Koehler) 2 Cr.
An examination of the theory and practice of management, including the study of goals and means, the functions of management, and the administrative process in general.
SPRING I
MAN 6149 – Leadership and Teams (Fuller) 3 Cr.
Exploration, analysis and applications of leadership theory, research concepts
and skills in teams and organizations. Course provides insights into opportunities
and challenges faced by leaders as they adapt themselves and their organizations
to the global business environment.
MAN 6448 – Negotiating Agreement and Resolving Conflict (Cohen) 3 Cr.
Examines negotiating techniques and dispute resolution designs including mediation,
arbitration, peer review, and other alternatives to litigation in both domestic
and international settings.
SUMMER I
MAN 6930 – Designing Sustainable Enterprise (Jermier) 3 Cr.
Examines several aspects of organizational design relevant to meeting and exceeding
regulatory standards of environmental performance. Emphasis is placed on technological
and structural innovations, human resource interventions, and changing organizational
culture to enhance environmental performance.
MAN 6930 – Assess Performance in Sustainable Enterprise (Staff) 3 Cr.
This course provides an overview of existing and proposed measures used to assess organizational performance measures, non-financial outcome measures, process and innovation measures performance drivers, social impact measures of environmental sustainability.
FALL II
MAN 6116 – Managing Diversity (Fuller) 3 Cr.
Course addresses the various ideas surrounding the concept of workforce diversity.
Topics will include: the multi-faceted definition and scope of the diversity
concept; the relationship between diversity and civil rights laws; stereotyping
and individuals’ biases; and the issues that have arisen regarding organizational
management of a diverse workforce.
MAN 6305 – Human Resources Management (Cohen) 3Cr.
Course focuses on the complex decision-making processes involved in the management
of human resources within an organizational system geared to meeting both individual
needs and organizational objectives.
SPRING II
MAN 6256 – Politics and Control in Organizations (Nord) 3Cr.
Course explores politics and control at the individual, small group, and organizational
levels. Students will also explore the power relationships between organizations
and the larger political/economic systems of which they are a part and with which
they interact.
MAN 6930–Executive Leadership (Koehler) 3 Cr.
Designed for MSM and MBA students who aspire to be top executives in triple bottom line organizations. Topics include classical approaches, influence, power, behaviors. contingency theories, gender, charismatic, and transformational leadership. Further, it addresses the executive leadership role in the influence and development of the following organization processes: strategy, structure, management systems, motivation, decision-making, human resource policy, culture, communication, team innovation, control and change.
Student
Commitment
Students join a cohort of classmates who begin at the same time,
pursue all classes together, and graduate at the same time. Student
bonds and career-long alliances may be formed. While the program contains
an inherent team camaraderie among students, it is not to be taken
lightly or frivolously. It is not to be dabbled in, taking a course
here and there as time, interest, and circumstance permit. Instead,
it must be committed to. The workload of two class nights per week
for twenty-one months enforces a discipline that results in finishing
and finishing at a planned time in the future. The structured format
allows the faculty to deliver a very well- organized, well-focused
program that can benefit you immensely. It is expected that if you
enter the program, you will willingly pursue it with vigor and commitment.
Admissions
Requirements
Admission to the MSM program is on a competitive basis. In order to be considered for admission, applicants must have five years of managerial experience and provide three items: a transcript of undergraduate courses from each institution of higher learning attended; a satisfactory test score on the General Management Aptitude Test (GMAT), and a one-page statement in which the candidate explains his or her career interests and leadership potential. Letters of recommendation are not required or utilized in this program. The GMAT consists of three separate sections measuring verbal, quantitative, and analytical writing acumen. The verbal and analytical writing scores are weighted most heavily for admission. The GMAT is offered often and is taken by computer. GMAT information may be obtained by contacting Educational Testing Services (ETS) at 1-800-GMAT-NOW (U.S. only) or by visiting www.MBA.com. FREE Powerprep test preparation software is also available through the GMAT web site. Residents of the Tampa Bay area may schedule a date to take the GMAT by contacting the USF Evaluation and Testing Center at (813) 974-2742 or the Sylvan Learning Center at (813) 989-9988. International students must also have a TOEFL score of 550 or higher on the written version, or a minimum score of 213 on the new computerized test. TOEFL information may be obtained by calling 1-800-GO-TOEFL (U.S. only) or by visiting www.ets.org/toefl/.
To receive unconditional admission, a student must:
- Have five years of experience as a manager.
- Have a GPA of 3.0 or higher for upper division undergraduate course work.
- Score 500 or higher on the GMAT. Total scores below 500 may be offset by scores of 28 or higher on verbal and 4.0 or higher on analytical writing.
- For international students, have a TOEFL score of 550 or higher on the written version, or a minimum score of 213 on the computerized test.
- Display leadership success based on past experience and future potential as demonstrated in the personal statement.
For domestic students the application deadline is June 1; for
international students it is January 2.
Learning
Partnership
The following section describes the position of the
College of Business Administration and the Graduate
Leadership Program on the responsibilities of both students
and faculty to the learning partnership.
Mutual Obligation
Each of us influences the quality of the learning
environment through daily actions, interactions, and
choices. Learning is not a spectator sport; both students
and faculty must commit to active participation in the
process. The ability and willingness to teach and learn
reside in the individual. If very high levels of knowledge
transfer are to occur, it is necessary for all members of
the USF community to understand and respect their mutual
obligations.
Respect for a Supportive Learning Environment
The learning environment in the Graduate Leadership
Program is characterized by mutual respect, teamwork,
ethical behavior, enthusiasm, and fun. Faculty, in their
quest to continuously improve the education process, may try
new approaches to teaching. Remaining open to new methods of
critical and creative inquiry by students helps to maintain
an intellectually challenging, yet stimulating
environment.
Strong, Personal Commitment to Honesty, Excellence,
and Integrity
Academic institutions thrive on personal honor and
integrity. We value the contributions of each individual
toward the creation of knowledge and its dissemination to
students, business, the academic community, and society.
Dedication to accepted standards of conduct enhances the
integrity of the institution and ultimately the meaning of
the Graduate Leadership Program degree. Dishonest behavior
only serves to degrade the educational experience for the
entire learning community.
Respect for Individual Differences
The College of Business values the strength which
results from its diverse community. Each person-faculty,
staff, or student-brings a unique set of experiences and
thus a unique perspective to each interaction. In searching
for knowledge, there may be one clear truth; often, the
answers are not so clear-cut. The quest for knowledge
requires an appreciation for the risks inherent in its
pursuit. Learning will flourish if all parties are open to
exploring issues from a variety of perspectives, even when
closely held beliefs may be challenged.
Operationalizing the Learning
Partnership
Achieving the ideals outlined in the learning partnership
required mutual commitment to specific behavioral
principles. Below are some fundamental guidelines which help
operationalize the learning partnership philosophy. Some of
these elements may appear to be obvious; yet given the
diversity represented (along many dimensions) in the USF
community, we feel it is important for all community members
to start from a common base of understanding. We believe
commitment to these behavioral guidelines will add value to
your educational experiences and enrich each member's
personal and professional lives.
Elements of the Student Role in the Learning Process
Include:
- Treating the classroom as a professional
responsibility
- Arriving on time and fully prepared for each
class
- Communicating ideas and opinions in a way which
demonstrates respect for fellow classmates, the faculty,
and other USF community members or guests
- Providing objective and constructive feedback through
appropriate channels to help improve the educational
process
- Taking responsibility for the successful transfer of
knowledge
Elements of the Faculty Role in the Learning Process
Include:
- Treating the classroom as a professional
experience
- Starting class on time and being fully prepared for
each class
- Communicating ideas and opinions in a way which
reflect awareness of other's views
- Challenging students to extend the frontiers of
knowledge through lifelong learning
- Providing honest and constructive feedback to enhance
student learning
- Taking responsibility for the successful transfer of
knowledge
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