The Course Catalog includes course descriptions of all courses offered by the Undergraduate School at Babson College. For descriptions of the courses offered in the current or upcoming semesters, please see the Course Listing.
Undergraduate Course Catalog
MOB1010 - ORGANIZATIONAL BEHAVIOR
MOB1010 Organizational Behavior
4 credit foundation management
The content of MOB1010 is equivalent to the material covered in FME1000 and FME1001. Students who are enrolled in FME therefore cannot enroll in this course.
Organizational Behavior is designed to help you improve your effectiveness as an individual contributor, team member, and leader in your current and future work environments. This course centers on developing your critical thinking regarding the complex circumstances that surround why people behave as they do in organizations and on using your knowledge to take more effective action and influence individuals and the wider organization in an ethical manner. Topics we will explore include emotional intelligence, behavioral styles, managing diversity, power and influence, negotiations, and culture. To become an entrepreneurial leader in a start-up venture, an established organization, or a social venture, you need to engage your understanding of organizational behavior.
MOB2322 - CAREER EXPLORATION LAB
CAREER EXPLORATION LAB
MOB2322 Career Exploration Lab
1 Non-academic credit
This course is designed as a companion learning course for students engaged in an internship experience. The goal of the course is to help students enrich their career learning through facilitated analysis and reflection on their work experience. Students will apply key career concepts to their own situations and be challenged to compare and contrast their experience with that of their peers.
NOTE:. The format for this course is self-directed over the course of the internship. You are responsible for completing each deliverable on time. Students must have secured an internship prior to registration in the course (internships will not be provided).
Pre-requisites: Completion of FME
MOB3504 - COMMUNICATING IN GLOBAL VIRTUAL TEAMS
COMMUNICATING IN GLOBAL VIRTUAL TEAMSMOB3504: Communicating in Global Virtual Teams 4 Advanced Management Credits In this course, students will learn how to successfully engage, collaborate and communicate in global virtual teams. Students will begin by reading and discussing assigned course reading on global communication, virtual collaboration, organizational communication, and writing in groups in preparation for a major cross-institutional global project. In collaboration with Marshall School of Business at USC, students will participate in the 6-week global Virtual Business Professional (VBP), project, which puts students in diverse international teams using Slack's communication platform to complete a written social media assessment project for Google, Amazon, or Starbucks. At the conclusion of the project, faculty teaching in the program will choose the best report for each company. Google, Amazon, and Starbucks are partnering with the project and a representative from each company will pick one of the three winners. Students will be expected to hold virtual meetings, use project management tools, create online presentations, and write a final report using state-of-the-art technology used in today's corporate environment. The VBP project runs from approximately week 4 to week 9 of the academic semester. During this time, class work will include discussing experiences working in the project, identifying and considering shared challenges, and engaging with scholarly and popular reading that can help students in the project.
MOB3506 - MYSTERIES, PUZZLES, AND WICKED PROBLEMS
MYSTERIES, PUZZLES, AND WICKED PROBLEMSMOB3506: Mysteries, Puzzles and Wicked Problems 4 advanced management credits The course will help you learn how to think insightfully and become a skilled problem solver. Excelling in both is essential for success, no matter what your choice of career. Employers routinely rank critical thinking and problem solving as prized skills that are difficult to find in business school graduates. A rising number of companies now look for these skills using case interviews. We will solve problems that are puzzles and mysteries, and we will slay problems that are wicked. Wicked problems are messy, multifaceted, lack sufficient information, and are difficult to solve. It is easy to get them wrong, especially under time pressure. Using various techniques and ways to think, we will learn to frame problems well to make sense of messy, ambiguous situations; identify needed evidence without wasting time on irrelevant information, draw upon different business disciplines but not be limited by any, find the story in numbers, use judgment, be original, and so much more. The course has a workshop format to emphasize in-class exercises and practice. We will minimize the use of conventional cases (14 pages of text and many more with exhibits). Instead, to simulate case interviews and workplace realities, we will use cryptic cases and live cases. Few business schools teach problem solving rigorously. Acquiring this skill will differentiate you in the job market, prepare you for doing well in case interviews, and position you for success in your career of choice. Prerequisites: None
MOB3507 - AN IRISH JOURNEY: LEADERSHIP, COLLABORATION&INNOVATION IN THE CREATIVE ECOSYSTEM IN IRELAND
AN IRISH JOURNEY: LEADERSHIP, COLLABORATION&INNOVATION IN THE CREATIVE ECOSYSTEM IN IRELANDMOB3507: An Irish Journey: Leadership, Collaboration & Innovation in the Creative Ecosystem in Ireland 4 Advanced Management Credits (elective abroad) This course will provide undergraduate students a unique opportunity to experience and examine the current economic, social and political trends in the creative ecosystem in Ireland. We will directly engage and interact with Irish entrepreneurs, business executives, artists, performers, athletes and historians to strive to understand the ways in which creativity and innovation occur, flourish and extend far beyond the boundaries of this relatively small island nation. Our goal will be to immerse ourselves into the creative processes, systems, cultural norms and institutions that have led Ireland to gain the reputation and standing as one of the most innovative economies in the world.
MOB3511 - BUSINESS PRESENTATIONS
BUSINESS PRESENTATIONSMOB3511 Business Presentations 2 credit general credit This is a performance course designed to build upon basic presentation skills and concepts. Focus will be directed toward presentation strategies for informative and persuasive speeches for business settings. Students will present virtual and in-class, high-impact presentations. The course will enforce communication concepts to allow students to become effective critical thinkers as creators and consumers of messages. Prerequisite: RHT II
MOB3512 - LEADERSHIP
LEADERSHIPMOB3512 Leadership 4 advanced management credits The focus of this course will be on leader development your leader development. By wrestling with concepts and experiences, ideas and actions, identity and aspirations, we will explore leadership through the different lenses you all bring. Learning from experience is a critical part of this course. If you prefer to learn only the theories of leadership, this is the wrong course for you. We will work to identify and challenge assumptions and mental models of effective leader behavior and consider what it means to be an "entrepreneurial leader." This course is appropriate for those who are or want to become leaders, and for students who want to understand leadership whether they aspire to the role or not. Prerequisites: SME 2001 and SME2002
MOB3513 - MENTORING FOR THE ENTREPRENEURIAL LEADER:CATALYZING YOUR NETWORK FOR CAREER ADVANCEDMENT
MENTORING FOR THE ENTREPRENEURIAL LEADER:CATALYZING YOUR NETWORK FOR CAREER ADVANCEDMENT
MOB3513: Mentoring for the Entrepreneurial Leader: Catalyzing your Networks for Career Advancement
2 advanced management elective credits
Mentoring relationships are critical for career development and success in the 21st century. This course combines theory and practice to raise students' awareness of the value of developmental relationships for career advancement while providing experiential learning opportunities for building a developmental network of coaches, sponsors, and mentorsall of which are essential for career growth in today's complex work environment. Students will apply course concepts through a series of relationship building activities, peer circle and group discussions, peer feedback, and structured reflection exercises.
During this course, students pair with mentors through the Center for Women's Entrepreneurial Leadership Mentor Program*, based on compatibility and their career interests. Students will apply concepts learned in class to manage their mentoring experience and build their developmental relationships. CWEL Mentors are alumni and friends of the Babson community with 3-15 years of professional experience, who are committed to making a difference in the lives of the next generation of leaders. They come from a variety of backgrounds and industries and have their own unique combination of expertise and networks to share.
*STUDENTS OF ALL GENDERS ARE WELCOMED AND ENCOURAGED TO ENROLL IN THIS COURSE
Prerequisites: SME2001 and SME2002
MOB3514 - LEADING IN A CONNECTED WORLD
LEADING IN A CONNECTED WORLD
MOB3514: Leading in a Connected World
(Previously titled: Managing the High-Performing Organization)
4 credits (general credit)
This course will help you learn how to manage collaboration and networks for organizational performance and personal success. It will focus on ways in which successful leaders think about, analyze, and develop collaboration networks that help drive strategic advantage, innovation, and well-being in organizations. The course will also equip you with a range of network tools and frameworks that not only can make you a more effective leader and team member but give you a competitive advantage in the job market.
In this course we will specifically address:
STRATEGY: Deriving strategic advantage in a knowledge economy. The ability to innovate and leverage expertise has become central to wealth creation for organizations and entire economies. The first 25% of this course will focus on how leaders can best define and develop networks that drive both organizational and personal success. In addition, we will review practices and unique technologies that high performing organizations employ to better leverage and share employee experience and expertise.
ORGANIZATION: Attaining critical efficiencies and innovation through networks. In order to develop innovative products and services, leaders need to develop innovative organizations through new and better ways of collaborating. The middle 50% of this course will teach a specific process leaders can use for systematically assessing, improving and supporting collaboration inside organizations (especially in informal networks).
EXECUTION: Driving performance through team and individual level learning and execution. The bulk of work done in organizations occurs in teams or other collaborative relationships. The last 25% of this class will address unique ways to drive performance through teams by helping them more effectively work through networks. In addition, specific focus will be paid to key things YOU need to think about in managing your own career and networks as you enter the work force.
MOB3515 - HUMAN RESOURCE MANAGEMENT
HUMAN RESOURCE MANAGEMENT
MOB3515: Talent Management: What Many Leaders Miss
(Previously Developing the Employee Experience (with a Human Resources Lens))
4 (Advanced Management Credit)
This course is designed to make you think about managing people or Human Resources in new ways. The purpose of the course is to help you learn how organizational systems and processes impact how jobs are designed, who gets hired, and how individuals are developed (or not) within an organization. In addition to these topics, we'll discuss performance management, employee engagement, and employee separation. Overall, the course is designed to create comfort with the language of human resources management and understand how individuals, managers, and entrepreneurs ideally respond to human resource-related concerns.
Prerequisites: SME2001 and SME2002
This course is typically offered in the following semester: Fall
MOB3518 - LIGHTS,CAMERA, MGMT:LEADERSHIP IN ARTS
LIGHTS,CAMERA, MGMT:LEADERSHIP IN ARTS
MOB3518: Lights, Camera, Management!: Leadership in the Arts
(Previously Arts & Entertainment Management: Balancing Creative Passion & Business Savvy )
4 Advanced management credits
In this course, students will explore leadership and management issues that surround the business side of the arts industry. Arts managers are responsible for all activities associated with the creation, running, and ultimately closing of an artistic production. This includes engaging in entrepreneurial activities to create and fund a production; networking across various stakeholders; marketing, sales and financial management to run the production, and working with various unions. Further students will gain an understanding of the overarching business models and operations within the arts. In this survey course, students will explore these issues across diverse arts industries including: Theatre, Film, Music, Dance, Events, Visual Art, and more. The course will culminate with an experiential class project that will allow students to use what they learned through the duration of the course. This course is ideal for students interested in a career in arts management and for students who love the arts and want to understand the management side of this industry.
Prerequisites: FME1000 and FME1001
MOB3521 - BUSINESS WRITING
BUSINESS WRITINGMOB3521 Business Writing 2 credit - general credit In this course students will gain the tools necessary to produce effective business writing in a variety of multi-modal contexts. Students will read, discuss, and respond in writing to articles and cases that address scenarios such as communicating to colleagues (memos, emails, letters, executive summaries), responding to managerial issues (staffing, policy changes), and writing for public consumption (blogging, communicating to shareholders). The course material will focus on achieving rhetorical effectiveness through a consideration of argumentation, style, tone, visual effectiveness as well as the development of a strategic writing process. Prerequisite: RHT II.
MOB3527 - SOLVING BIG PROBLEMS
SOLVING BIG PROBLEMSMOB3527 SOLVING BIG PROBLEMS 4 CREDITS (Advanced management) The core strategy course, which emphasizes knowledge, covers the application of widely used strategy concepts and frameworks. This course emphasizes skills, specifically, those of diagnosis and problem solving. Good thinking and problem solving will set you apart no matter what your choice of profession and career. To make learning both challenging and compelling, we will use the setting of big problems. These are uncommon, difficult, visionary attempts at transforming industries and societies to better people's lives. By studying a variety of attempts at solving big problems, both successes and failures, we will learn the following skills. One, integrative or systemic thinking, which is not limited to any function or discipline but draws upon all of them. Two, conceptual thinking, which is different from but complements analytical thinking that you learn in core courses. The ability to think conceptually is uncommon and a trait possessed by those who accomplish transformative things. Three, critical thinking, a skill regularly stated as desirable by recruiters and in studies of effective executives. The course is ultimately about becoming an effective and valued problem solver. Video description of the course https://youtu.be/FNGR84IqzJo Prerequisite: Babson Students: ASM3300 Olin or Wellesley students: ASM3300 or SUS1201 AND Junior or Senior class standing
MOB3531 - BUILDING YOUR CAREER: INTERNSHIP EXP LAB
BUILDING YOUR CAREER: INTERNSHIP EXP LAB
MOB3531: Building Your Career: Internship Experience Lab
2 advanced management credits
This course is designed to complement students' career/professional learning and development during an internship by facilitating deliberate observation, reflection and integration of the actual workplace internship experience. Students will complete assignments related to emotional intelligence, communication, teamwork, critical thinking, leadership, professionalism, and career management. This will be achieved through readings, assessments, written reflections, group discussions, peer engagement, and supervisor feedback.
This course offers a unique opportunity for students to explore their roles in organizations, while simultaneously building and enhancing their professional competencies. The curriculum is structured to work in lockstep with the students work experience, providing guidance and mentorship to succeed at their internship, explore and assess career readiness, evaluate organizational values and leadership, while developing and practicing professional behavior.
MOB3540 - ISRAEL START-UP STRATEGY
ISRAEL START-UP STRATEGY
MOB 3540 Israel Start-up Strategy (elective abroad)
Program fee is paid to Glavin Office program fee includes: accommodations, breakfast, bus transportation in Israel, program planned meals, and cultural excursions. Not included: tuition, international flight, visa costs, additional meals and personal expenses.
The purpose of this course is to provide students with an opportunity to understand the entrepreneurial ecosystem (EE) of Israel a country of about seven million people with the highest rate of NASDAQ listings per capita of any nation.
Through direct interaction with entrepreneurs, capital providers, educators, and government officials in Israel, the students should come away with a new perspective on startup's opportunities and challenges and get experience consulting to local startups while applying concepts from two books Capital Rising: How Capital Flows Are Changing Business Systems All Over the World, co-authored by Peter S. Cohan with Srini Rangan, and Hungry Startup Strategy: Creating New Ventures with Limited Resources and Unlimited Vision (November 2012), by Peter S. Cohan.
Israel's ability to spur entrepreneurial innovation vastly exceeds its size. Israel has 7.1 million people but the number of Israeli companies listed on the NASDAQ far exceeds its relative population. For example, India has three companies listed. Japan has six, Canada has 48, while Israel has 63. Israel has received as much foreign venture capital as the much larger Britain -- $2 billion in foreign venture capital invested there in 2008 alone. And Israel has the highest density of startups in the world 3,850 the equivalent of one startup for every 1,844 Israelis. Moreover, during the last few decades, Israel's high-tech innovations have spread around the world.[i]
How did Israel accomplish this feat? Israel has historically been geo-politically isolated from its direct neighbors, limiting trade and cooperation. An Arab nation boycott made regional trade impossible and it has very few natural resources. In addition, it has borne the impact of multiple military conflicts, putting pressure on its economy. As a consequence, Israel looks to the spirit of its people to overcome its many limitations. The way Israel has managed its human capital a critical element of its EE has allowed Israel to become an innovation hub.
Israel's entrepreneurial success depends on the people it attracts and how it harnesses their skills. Since Israel remains under constant political threat, all its citizens serve in the military which creates social networks and leadership training. Furthermore, Israel's culture of critique, fostered by centuries of Jewish tradition, encourages a spirit of relentless improvement. Moreover, the Right of Return immigration policy for Jews augments Israel's population with people motivated to build new lives and livelihoods. The result is a business climate that embraces risk and spurs the growth of good ideas.
Many examples of Israel's most successful start-ups spring from the application of its human capital to the gap between demand and supply. For example, drip irrigation was invented when a farmer in the Negev desert noticed one of his trees flourishing despite drought conditions. When he discovered a leaky underwater pipe, he had a moment of creative inspiration, developing a technology that spread around the world.
Many of Israel's greatest innovations were in the area of information technology. They include PC anti-virus software, to AOL Instant Messenger, and the Intel Pentium microprocessor chip. Israelis also created medical devices such as radiation-free breast cancer diagnostics and the "Gut Cam," an ingestible pill video camera that diagnoses abnormalities.
Hence one of the goals of the course is to explore how Israel has created such a vital EE and to give students a first-hand look at the Israelis who put the concept of entrepreneurship into practice.
The Israel Startup Strategy Elective Abroad is intended to provide students with the following benefits: to understand how Israel spurs startups, to get a deeper understanding of Israel's business culture, to meet entrepreneurs, business educators, government officials, and capital providers in Israel