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Fake Harvard Business School Degree
Harvard Business School, founded in 1908 as a branch of Harvard University, is the most famous business school in the world. It has cultivated a large number of corporate talents for the United States, and is known by Americans as a factory that trains businessmen, executives and general managers. Graduates are being snapped up by corporations. As a result, the Harvard Business School MBA degree has become a symbol of power and money, a coveted degree for many young people around the world. However, it is very difficult to obtain Harvard Business School Degree and Harvard Business School Diploma, so fake Harvard Business School degree, fake Harvard Business School Transcript and fake Harvard Business School Diploma has become a popular item for people to snap up. People in need, we help people.
Harvard Business School’s case method is a learning mechanism that constantly puts pressure on students. Students’ grades are graded half on what they say in class, half on exams, and very rarely on written work. So every student attaches great importance to the preview before class and the speech in class.
Preview is very important to Harvard Business School students because it is related to the quality of the presentation the next day or the next time in class. The next morning, they had to go to class with a plan of action that they had come up with the day before.
Harvard Business School repeatedly emphasizes to its students that the goal as a manager in all required courses is to coordinate policies and ensure that they are consistent with the goals of the organization, after analyzing complex situations and weighing necessary gains and losses.
Use one’s brain
The essence of the case method is not to force students to memorize content, but to force them to use their brains and think hard. Each case describes a real problem encountered by industrial and commercial enterprises. Some cases seem to tell the whole battle from the point of view of a marshal; Others document the local situation faced by a staff officer. In some cases, the information was deliberately withheld, and in other cases, it was deliberately given more. At the end of the case, always ask the student, “What do you say to do?”
It is difficult to give a complete answer to this question without careful independent thinking. Case method trains the art of decision making and exercises students’ ability to make their own independent decision under unsatisfactory conditions. Most of the real world does not have a precise answer, but there are many options limited by time, resources, talent and other conditions. “Future managers” must learn to make the best decisions based on their circumstances.
The case approach is not an easy learning method to adopt at any university, and even at Harvard Business School, most students take a semester to get used to it. One way to help students adapt to this unique approach is to actively promote study groups outside of school. But in fact, although it takes a lot of time for students to communicate and help each other in class discussion, group study, exchange of notes in the dormitory and other activities, whether they can really learn well depends on individual efforts and independent thinking.
Quality of students
The business school divides freshmen into nine classes from A to I, with 90 students in each class. They have fixed classrooms and are divided into classes according to their backgrounds, experiences, specialties and interests. The students include the children of U.S. senators, science students with Ph.D.s, Olympic athletes, West Point instructors, tax lawyers, accountants, bankers and engineers.
First-year courses are compulsory, regardless of the student’s previous major. The courses include accounting, management economics, marketing, writing and speaking courses, organizational behavior, production management, human resource management, business strategy, international political economy and management mock competition.
The pace at Harvard is intense, and it has to be. 1. The value of a Harvard education is that it takes years of practical experience to condense it into a two-year course, so as to “sharpen the familiarity” of inexperienced students.
In two years, the students had to analyze more than 800 cases. The production and design of these business cases, not only Harvard professors, graduates of the university, and other relevant researchers. In order to ensure the diversity and comprehensiveness of these cases, all cases are repeatedly and carefully discussed before being formally included in the curriculum. A case is usually given in two or three lectures, each lasting 80 minutes.
At the beginning of each class, the professor designates a student to present a case, analyze a problem and propose a solution to the problem, or point out ways and means to achieve the company’s goals. The time given is usually 10-20 minutes.
Then the other students analyze the same case from their own point of view and explain their own opinions and what is better than the first speaker. Students in order to be able to fight for the opportunity to speak, is often you call me call, each other. There was often chaos in the classroom, with the professor trying to control the situation and lead the conversation. But there are always a few students who, despite the professor’s advice, are still there to argue, and sometimes the professor has to use strong tactics to intimidate the students so that the discussion can continue in the normal order.
The case studies used in HBS lectures are quite different from those used in ordinary colleges. The average college is often prepared with the results of case analysis as the correct answer. However, HBS believes that the correct answer of a case is not the result of the only case analysis, but often an intermediate product, which always leaves many unanswered questions in the end.
Therefore, sometimes important information or data is even left out consciously when the case is made. It attaches great importance to how to adapt to the situation and situation changes to determine better and more effective management methods, but pays little attention to the results of the solution of business problems. Teaching at HBS emphasizes the “method” of analyzing complex business situations.
Therefore, it can be said that the case analysis teaching of HBS is not the teaching to find the right answer, and there is no absolute right answer.
In a sense, learning more than 800 cases in two academic years is like trying to complete a gigantic jigsaw puzzle in two years. Although each piece has a specific place, which piece you work on first, from the side, from the corner, or in the middle, can vary greatly, depending on your will.
The case analysis teaching method of HBS tries to put students in the position of a practical operator to learn what management is and how to operate in a practical environment. Handouts and materials sent to students, by rote memorization is absolutely indigestible, in order to really learn the course content, you must read every night 2-3 cases, but also to them for detailed analysis, and make notes. To fully prepare a case, generally need more than two hours of time, no reading ability and superhuman analysis ability, is simply unbearable.