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Recruitment for the 2023 KUBS 4th class of Master`s course in Business Analytics
Korea University Business School (Dean = Johngseok Bae) is recruiting new students for the 2023 4th class of Master’s course in Business Analytics. Recruitment is from October 4th (Tue) to October 17th (Mon). The admission briefing session will be held online at 7 p.m. on October 4th(Tue). The Business Analytics (hereinafter referred to as BA) major master's course is the first one-year master's course in Korea and is a course to train experts with high business analysis skills. If the student complete a one-year course of six modules (32 credits), one can earn a master's degree, allowing one to return to work quickly after intensive one-year study or simultaneously study without missing work with partially open weekend and night classes. KUBS has been training data experts with knowledge in mathematical statistics and information computerization, data design techniques, utilization capabilities, and information ethics through BA master's course. The degree paper deals with real data from partner companies and is replaced by a 'Capstone Project' that solves business problems in the field. In the first half of the course, students will take essential subjects covering the entire field of business analytics to expand understanding of business management. After that, students will explore specialized fields suitable for their aptitude, carry out capstone projects, and take elective courses in more detailed areas. KUBS will continue to cultivate integrated talents who can make decisions and establish management strategies in various areas through the BA master's program, considering the fact that world is now in the Fourth Industrial Revolution where the need for new ways in digital transformation including management strategies, business models, partnerships, value chains, and decision-making structures is stronger than ever.
Korea University takes the throne again ... 57th CPA Final Successful Applicants Outnumbers any oth
Korea University takes the throne again ... 57th CPA Final Successful Applicants Outnumbers any other schools Korea University produced the largest number of successful applicants in the 57th CPA Exam. Korea University contributed to passing 175 final successful applicants in the ‘2022 57th 2nd Examination of Certified Public Accountants’, which was held on June 25th (Sat) and 26th (Sun), producing the largest number of successful applicants for 7 consecutive years since 2016. Korea University has passed about 14% of the total 1,237 successful applicants this year. As a result, Korea University has once again solidified its status as the strongest player in training CPA talent as it has produced an outstanding number of successful applicants with a cumulative 892 people over the past seven years (2016-2022). According to the Maeil Economic Daily report on September 14th, the number of successful applicants of 57th CPA Exam was 175 from Korea University, followed by △ Sungkyunkwan University (116) △ Yonsei University (106) △ Seoul National University (99) △ Chung-Ang University (81) △ Kyunghee University (79) Sogang University (78). Meanwhile, it is evaluated that Korea University's stunning CPA results can be mainly attributed to "Jeongjincho(精進礎)," the CPA test preparation program at Korea University Business School. Jeongjincho is located on the third floor of the Business Main Building, supporting students both materially and spiritually so that they can focus only on studying for the exam in a quiet and pleasant environment. Only those who have entered the program after fierce competition will be provided with reading room seats, Internet lecture fee support, and scholarship opportunities. Unfortunately, even if you failed to enter Jeongjincho, you can share information on the test, accounting firm briefing sessions, interview schedules, and jointly purchase mock tests using Kakao Talk Plus friends through the Jeongjincho Community at KU Portal.
Korea University MBA, Applications for △Executive MBA △Korea MBA △Finance MBA Begin
‘KU MBA’ – top 20 in world MBA Program rankings, best in Korea Applications for △Executive MBA △Korea MBA △Finance MBA begin KUBS(Dean=Johngseok Bae) begins its MBA(△Executive MBA △Korea MBA △Finance MBA) application process for 2023 Spring. Applications will be received online(http://biz.korea.ac.kr/admission) from September 19th (Mon) 10am to October 21st (Fri) 3pm. Prior to receiving applications, KUBS will hold an online information session for MBA admissions. Information sessions will be held for each program: Korea MBA session on September 15th(Thur) 7pm, Finance MBA session on September 16th(Fri) 7pm, Executive MBA session on September 17th(Sat) 5pm. KUBS associate dean Yong Keun Yoo and academic directors from each program will introduce KUBS, general academic affairs such as the goals and curriculums for each program, and the characteristics and admission requirements for each program. Currently enrolled MBA students will also attend for a Q&A session. KUBS MBA is not only Korea’s best MBA program, but is now offering one of the best MBA programs in the world. Executive MBA ranked 20th and 1st place in Korea by Financial times. In 2020, Executive MBA has been reaccredited by AACSB(USA, first accredited in 2005) four times in a row, and by EQUIS(EU, first accredited in 2007) three times in a row. KUBS MBA has shown outstanding achievement in domestic and international domains, such as being ranked 1st among Korean universities in Global Business School Evaluations by the U.S. News & World Report and has being the first in Korea to sign a partnership with the CFA Institute. As a school focused on education and research, it has 83 full time professors which is one of the most faculty in Korea. KUBS MBA also has a rich political · financial · academic human network. The Executive MBA ranking 20th and 1st place in Korea by the Financial Times’ world top 100 MBA programs confirms that KUBS MBA is the best in Korea. The Executive MBA has once ranked 12th in 2012 and is maintaining 1st among Korean universities for eleven consecutive years. A staff who participated in the evaluation said, “The fact that many Asian universities with good rankings run their academic program by cooperating with US·EU universities while Korea University ranked 20th place by solely running independent programs is quite meaningful.” KUBS ranked higher than △National University of Singapore Business School, 22th △Columbia Business School, 34th △University of Pennsylvania: Wharton, 38th and remains competitive among globally prominent Executive MBA programs. Executive MBA is a weekend-only MBA course that provides a unique and intensive high-quality education for CEOs or middle managers who aspire to become CEOs in the near future. The program started in 2003, the first in the nation. It adopts a modular course system where one course is completed in two weeks. This allows students to focus, get the most out of the program within a short amount of time. Executive MBA aims to create synergy among students with various experiences and professors by active debate, case studies, consulting projects etc. It also runs the IRP(International Residency Program) which provides learning opportunities in prestigious US and EU schools and local companies to enhance students’ abilities in the international stage. This year, Executive MBA students visited ESADE, Europe’s best business school located in Barcelona, and UCLA to participate in lectures and visit local firms. The program also provides unique lectures on humanities and arts for CEOs to have a vast understanding of culture. Korea MBA is Korea University’s representative and Korea’s first MBA program that was founded in 1963. It offers a two-year part time course which is popular among office workers who wish to earn a degree by taking courses after working hours. Despite its rigorous coursework, the competition rate was 3:1 last year. The program is considered as the finest in Korea, and has a remarkable human network thanks to the programs’ longevity. It provides specialized major courses suited for companies and which focuses on global trends to serve its students. K-MBA’s special business education begins from course registration. As most enrolled students are office workers, Korea University’s Korea MBA adopted the ‘bidding policy,’ where students can auction for courses. The ‘bidding policy’ grants points according to year, and points are distributed among courses that students wish to register in. During this process, students can apply business strategy, business statistics, decision making, RM(Risk Management) etc. Exchange programs and Field Trips abroad are also provided to enhance students’ international capacities. Finance MBA is a part time MBA program specializing in finance. The program aims to cultivate CEOs who will lead Korea’s finance industry. It teaches specialized financial expertise and general business theory for financial institution management. Students choose among △Digital finance △Asset management △Corporate finance and take intensive courses to build expertise in the chosen field. Finance MBA is also Korea’s first to participate in the CFA Institute’s University Affiliation Program (UAP). It selects a few students who plan to take the CFA exam to award ‘CFA scholarship’ every year. The program seeks to support students to foster management specialists with financial expertise. KUBS aims to rank 30th place until 2030 (‘The 30-30 Project’) and is strengthening its core competencies: faculty, students, programs, infrastructure, finances etc. KUBS plans to invite international professors to create a new research culture and enhance research capabilities. It set △Co-Creater(creative, interdisciplinary students with solid foundations) △Contributor for the Society(Talents who create shared value) △Challenger for the Future(courageous students who communicate with the world) as the MBA programs’ goals and reorganized the curriculum to fit them. KUBS is always working hard to provide educational programs with the latest business trends such as △ESG △Digital Transformation △Start-ups, and has opened more than 14 new courses, 20% of the original 70+ lectures. Inquiries: KUBS (02-3290-5365, email@example.com)
| Let`s listen to the Winner of the Lecture Award! | "My teaching goal is to help students find
| Let's listen to the Winner of the Lecture Award! | Professor Kihoon Kim "Let's listen to the Winner of the Lecture Award!" interview of this semester, which is part of the KUBS(Dean=Johnseok Bae) Teaching Committee Program, is joined by Professor Kihoon Kim, who won the Excellence Lecture Award through the MBA Teaching Award in the fall semester of 2021. Through this interview, some of Professor Kim's teaching methods will be revealed. "My teaching goal is to help students find their own logical basis" Professor Kihoon Kim (Major in LSOM, winner of the MBA Teaching Award for the fall semester of 2021) Q1. Congratulations on winning the MBA Teaching Award for the fall semester of 2021 [Data Analytics and Statistics] subject! Please briefly introduce what kind of course this is. A few years ago, 'Business Statistics', a compulsory subject during the K-MBA program, was reorganized into a class called 'Data Analytics and Statistics'. Recently, the demand for data analytics has been increasing, so the curriculum has been changed to a course that addresses the need. The course was able to be reorganized thanks to the changing the name and curriculum of the course that swims with the tides and hope to meet the needs of the students. [Data Analytics and Statistics] course adds 'Visualization' that is required in this era in addition to the Statistics classes that were conducted in the past. I used Excel before, but now I use an open-source program called 'R'. Recently, the programs that are usually implemented in practice are R and Python, and I lecture with R. For students, statistics course was a boring and dull subject in the past. Recently, however, there have been many students interested in analyzing data, and my class focuses on how to actually use, express, and analyze statistics. Statistical knowledge is important, of course, but I focus on how to use it to analyze data, for example, using statistical techniques to determine whether this promotion is effective or not. There are three ways to analyze data: Descriptive analysis, Predictive analysis, and Prescriptive analysis. In the case of descriptive analysis, if Analysis method analyzes data that has occurred in the past and derives insights, Predictive analysis is an analysis method that identifies possibilities for the future, and Prescription analysis is an analysis method that finds the best alternative in the future, such as a doctor's "prescription." My [Data Analytics and Statistics] course could be described as a class that contains some descriptive and predictive analysis. Q2. What do you think the students liked so much about this course? When I checked the Lecture Evaluation sruvey, many students said, "It was good to learn statistics that are actually helpful." I tend to give tasks that can be used in practice, such as drawing a graph using data directly, or finding out the relationship between 2 variables, not just the theory in the book. Since the tests are all open books and open notes, there is no need to memorize the theory, and it is not difficult if you follow the class well and understand it properly. There seem to be many students who get intimidated by ‘statistics’ at first, saying that it is difficult because you need to memorize everything, but I think students liked the course because it was a class that teaches practical knowledge, not statistical knowledge that only needs to be memorized. Throughout the class, students who were originally experienced in statistical analysis seemed to be making much better use of it, and students who say, "I have nothing to do with statistics at all" seemed to be actually applying analysis to statistics. There are many people who are worried about whether they can follow the class, but my class focuses on "utilization," so I encourage them that if they follow one by one, they will do well. So that after the class is over, students who had difficulty in the beginning could also feel confident that they really could. Q3. Was there anything that didn't go well or that didn't go well as you thought in this class? It has been a while since I moved to R from Excel, but I think there was a lot of class workload when I first changed the program. In addition to teaching about statistics, I gave my students the task of analyzing with field data as a final project. I remember the students having a hard time at that time. So I had no choice but to skip the project in the next course. I'm still sad about this part. I think what's really helpful for students is to perform analysis with field data. If I have a chance, I want to deliver the theory in a compact way and incorporate project using business data in my class again. I am planning to continue to think about this. Q4. You won the Excellence Lecture Award during the non-face-to-face lecture due to COVID-19. Please share your experience in running an online class. Actually, I did a survey of students after the Midterms, and only 2 students said that they would come to the face-to-face class. So I kept the class going online. And as I often have excercises in class, many students actually said that non-face-to-face was better. Especially with two electronic devices, it was icing on the cake. I think it would have been more effective if you were using one to listen to the class, and the other to conduct excercises. I think the advantage of non-face-to-face classes was that you can ask questions through online chat. Students would ask and answer simple questions to each other freely even if I didn't answer them during the class. Among the statistics classes, there were not many students in my class, and I think the class had small number of students because there is a prejudice that it is difficult to take classes with R, not Excel. Maybe it was because there were not many students, but it was convenient to answer address the questions one by one. For me, the good thing about face-to-face classes is that I can catch up faster on whether students are following well. Since non-face-to-face is only shared on the online screen, you can only ask students if they can follow you during the class. It's okay if students ask questions on their own, but if they don't, it's sometimes like shouting in the air. At that time, I think I had to take a break or raise new problems. Q5. What do you have in mind the most when you first give a lecture? First of all, I like to find out the background of the students. During self-introduction time at the beginning of the class, I often ask the students about how much experience they have in data analysis and how much statistics they have used in actual work. I find out about how many students have no experience at all and how many students are more advanced than I thought, and think about how to take the pace of this class before starting the course. Of course, there are bound to be people who have no experience in statistics. In that case, there are times when I explain it more slowly in class. On the other hand, there are students who have been actively using R, but these students often do not know the statistical knowledge. For those who know how to use R well, I think I can help them in terms of statistical knowledge. Q6. Do you have any methods or know-how on communicating effectively with students in class? First of all, I recall actively used the chat window in the non-face-to-face class. In my class, I always have time to practice with data after explaining the theory, and in face-to-face classes, I used to walk around the classroom and look at the practice screen and receive questions. In fact, this part of online class was not so easy, so I had no choice but to explain it with words or show my screen. Still, problems that could not be solved were asked while sharing the screen with screen capture. I think on this aspect, online class was a little difficult. And I use a program called 'Classum' to communicate with students. When asked by e-mail, there were many overlapping questions among students and it was a little cumbersome to answer them every time, but in Classum, students can answer each other when they post questions and see other people's questions and answers. I think it’s more efficient and active Q&A is possible because there are cases where students freely post questions that they wouldn’t ask professors, and answer each other. Although the utilization of Classum varies from class to class, if it is operated well for the first two weeks of class, it will be able to be used well throughout the entire course. Q7. How do you discover and use the materials necessary for class (e.g., example cases, readings, assignments, etc.)? Data materials can be found in textbooks, or public data. I actively utilize public data, such as when, where, and how much you rent in a bike sharing program. And in my class, there is always a practice using data, so I share the materials used in the practice using a program called Dropbox. Dropbox synchronizes immediately when you modify a file, so you don't have to download the data everytime. Dropbox folders can be created and used directly on the desktop, making it convenient for students and me to share materials. Q8. Lastly, is there your own teaching philosophy and educational philosophy that you would like to share? Actually, when I was a student, I struggled when I was learning statistics. It wasn't fun and I didn't know how to use statistical theory. I don't remember having any fun with things like "Hypothesis Verification." So I aim to give a lecture to students so that they can actually utilize statistics as much as possible. Therefore, I tend to give lectures with the main focus of "Can I teach students to understand easily?" I think the key point I think in all subjects, including Operations Management, Statistics, and Game theory, as well as this subject, is "How can students easily follow and express their understanding with their own thoughts?" All the tests in my subject are 'Open book, Open notes'. This is because I think how to combine and utilize the learned knowledge to solve real problems, and the making knowledge yours is important. It means that you don't have to memorize class contents such as models, formulas, etc. and you should 'understand'. I hope that students will use their heads to learn how to apply the contents of the class and develop logic. I contemplate to give students to problems that can be solved if they understand, not memorize the lecture content no matter how new the type of problem is. In fact, there are many cases where there are no correct answers in practice. I play a role in leading the students to the making a logical supporting basis for themselves based on given data and knowledge. I think the biggest goal of the lecture is to develop students' ability to find solutions with their own thoughts and logic.
General Graduate School Holds Best English Thesis Awards Selected through Screening among 7 majors
The "Best English Thesis Award," hosted by the Department of Business Administration and International Business Administration at General Graduate School, was held at the Dean's Office of the Business Main Building on July 28th. Dean Johngseok Bae, Associate Dean Joonho Hwang, and 3 winners attended the Award Ceremony. The best thesis was recommended among 7 majors, including △ Management △ International Business △ Marketing △ Finance △ Accounting △ LSOM △ MIS, and was selected through a strict review by the Selection Committee. The winners are △ Dayeon Kim (Ph.D Candidate in Marketing) △ Yongmi Kim (Ph.D Candidate in Accounting) △ Jungwon Son (Ph.D Candidate in Finance) △ Heejoo Lim (Master’s Student in LSOM) △ Aran Jo (Master’s Student in Management) △ Heejin Joo (Master’s Student in MIS) △ Sooin Choi (Master’s student in International Business), respectively, they were awarded a plaque and 300,000 won as scholarship. Dean Jonhgseok Bae delivered the plaque to the ceremony attendees and congratulated them. "It is very meaningful to receive an award for a degree thesis that all of you have given your best," Dean Bae said. "Please continue to shine KUBS with excellent research."
EEC of Korea University Graduate School of Business stands as the leader in the Corporate-customized
The Executive Education Center (hereinafter referred to as EEC) of Korea University Graduate School of Business (Dean = Johngseok Bae) has contributed to the application of the latest management techniques directly to the corporate field through the operation of ESG-AMP program introducing various management theories and ESG management techniques to CEOS of Korean companies. Furthermore, EEC provides customized education programs that meet various business management education needs of corporates. In order to develop the capabilities and strengthen the expertise of corporate executives and employees, faculty of KUBS in charge of the program, Program Managers, and companies closely cooperate with each other to design the program. The educational fields and composition of the curriculum currently in progress are also diverse. In addition to subject-specific operations such as △ Finance· Accounting △ Marketing △ Management Strategy, it is possible to organize educational programs by the status or level of participants, such as △ Executive △ Director △Working Group. It is also possible to add a practical curriculum such as case studies or projects. In fact, EEC of Korea University Graduate School of Business is being sought after by various companies in order to experience the best curriculum among Business schools at Korea. Currently, △Samsung Electronics Financial MBA course △ Yuhan Executives course △ Halla Group Executives course △ SK Capital Market Expert course △ LX International Business Academy △ Hanwha Promotion Candidate course △ Pantech C&I Leadership course are in operation. In particular, Samsung Electronics Financial MBA course, which has been in operation for 24 years since 1999, has been operated only for Samsung Electronics' Financial Personnel, but recently, the scope of students has been expanded to include Samsung Display, Samsung Electro-Mechanics, and Samsung SDI. In addition, Halla Group's Executive course has been in operation for 6 years, Hanwha's Promotion Candidate course has been for 3 years, and Yuhan's executive course has been for 2 years, building trust by conducting long-term courses with KUBS. In addition, EEC is accelerating growth by attracting Commissioned training programs for new corporates every year. This year alone, companies such as △SK Group △LX International △ Pantech C&I chose a customized course for companies at Korea University Graduate School of Business. Yongkeun Yoo, the Associate Dean of Korea University Graduate School of Business, said, "Number of requests for customized curriculum operation to KUBS is rising," adding, "We hope that Corporate-customized curriculum will be an opportunity to provide new solutions to corporations beyond the simple industry-academic cooperation."