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About Me

  1. The journey of Jinnah Postgraduate Medical Centre (JPMC) started in 1930 in Medical Corps Hospital, meant for medical aid to military personnel exclusively. In 1942 it was renamed the British General Hospital and remained as such till 1947 a 100 bedded hospital with all necessary basic facilities. JPMC declares its mission to Improve Education and healthcare in Pakistan by imparting quality education and care. Promotion of research and generation of knowledge and skill development. Provide quality healthcare to all irrespective of ability to pay. Explore avenues for resource generation. The opening ceremony was a grand affair. The first class of students was inducted on 1st June 1959. In 1963, the amalgamation of BMSI and all units of JCH led to the creation of JPMC with the combined administration headed by a Director. JPMC, thus established, comprised of a cluster of buildings spread over 148 acres. It can now proudly claim to be the biggest and the best equipped public sector hospital in Pakistan, employing highly qualified staff in numerous specialties, ready to render quality health care services to the ailing. In the process, JPMC also imparts high-quality training to medical graduates, nurses, and technicians and undertakes meaningful research in clinical and basic medical sciences. It is a matter of pride and joy for me to be the custodian of the oldest Postgraduate Medical Education and Research Centre of the country at the launch of the first comprehensive website of Jinnah Postgraduate Medical Centre (JPMC). It is no surprise that the community this hospital has served has rallied around JPMC and supported it in many aspects of its operations and service delivery, formally and informally. Consequently, JPMC has proved itself to be an excellent model of public/private partnership in higher medical Education, research, and health services delivery. JPMC is a flag bearer for higher medical Education and research in the country. JPMC has also trained and continues to train the largest number of postgraduate trainee doctors producing highly competent specialists in nearly all disciplines of Medicine and Surgery. Faced with recurring mass violence in the city, JPMC has again led the way by single-handedly and effectively dealing with victims of recurrent mass casualties. JPMC’s Blood Bank is self-sufficient and can provide fully screened, voluntarily donated blood and blood products at short notice. The three surgical units and surgical subspecialties, such as Otorhinolaryngology, Ophthalmology, Urology, Neurosurgery, Thoracic Surgery, Plastic Surgery, and Orthopaedic surgery are some of the pioneer departments of the country. Similarly, the Medical Units, Medical ICU, and medical subspecialties such as Neurology, Nephrology, Oncology, Dermatology, Psychiatry, Gastroenterology, National Poison Control Centre, and Endocrinology have all been developed through the efforts of generations of physicians working in JPMC. The Gynaecology & Obstetrics Department of JPMC performs the highest number of deliveries per year of any of the large hospitals in the city. The work environment of this department belies its existence in a public sector hospital in many areas. This has been made possible through the generous participation and donation of numerous individuals, NGOs, and foreign aid agencies. We are indeed proud of our ‘state-of-the-art’ Radiology Department, which is equipped with a wide range of cutting edge diagnostic and therapeutic radiology equipment and relevant expertise. The department now boasts of a newly installed Cyberknife, the only one in the country, to treat early cancers with radiation. With the installation of CyberKnife, JPMC offers the entire range of radiotherapy services in various other facilities like the Oncology/Radiotherapy Department and the Atomic Energy Medical Centre. JPMC also has the distinction of having established the first Nursing College of this country and the oldest Nursing School, which has trained successive generations of highly skilled and dedicated nurses. Training and Education in various other disciplines, such as Physical Medicine, Occupational Therapy, Medical Technology, and various Para-medical training courses, were also pioneered in this Institution. Meanwhile, there is a constant endeavor to improve and upgrade all our services, following the emerging knowledge in Healthcare delivery, Education, Training, and Research. View full university
  2. SOKENDAI (The Graduate University for Advanced Studies) is a graduate university with no undergraduate programs that consists of departments housed in affiliated Inter-University Research Institutes and the School of Advanced Sciences attached directly to SOKENDAI. The Inter-University Research Institutes are research centers for joint use by universities throughout Japan in their various research fields. These institutes serve as centers of advanced research in their respective research fields and as nodes of scholarly communication that support international joint research. The School of Advanced Sciences, located in Hayama and has no such parent institute, conducts advanced research into the evolution of life and the relationship between science and society. SOKENDAI was founded in October 1988 on the internationally unprecedented idea of educating graduate students at great centers of research to cultivate future generations of scholars. The year 2018 will thus mark SOKENDAI's 30th anniversary. At SOKENDAI, students are educated at Japan's leading centers of research. Their lives are very different from those of students in graduate programs attached to ordinary undergraduate faculties, especially for students who enroll in our five-year programs straight from their undergraduate studies and pursue their graduate studies and research surrounded by professional researchers and scholars. Faculty outnumber students by more than two-to-one. Students have access to equipment and materials unavailable elsewhere and a community of top-ranked scholars. While this environment provides fantastic opportunities for doctoral dissertation research, it may also be more stressful in some ways than a regular university. This is why every department, with the full support of SOKENDAI, looks after its students and takes steps to ensure that the department's time is productive and enjoyable. All our students are encouraged to take full advantage of this unique research environment as they pursue their doctoral dissertation research. "Advanced specialties and expertise," "Broad perspective," and "International competitiveness" have been the educational goals of SOKENDAI since its founding. As mentioned above, students are educated at research centers, so "Advanced specialties and expertise" and "International competitiveness" are perhaps something they naturally learn. But what of a "broad perspective"? A "broad perspective" entails the ability to explain one's object of research in the broader terms of human intellectual activity in general and to envision new horizons that transcend current disciplinary boundaries. Acquiring these abilities in the course of writing a doctoral dissertation can be challenging. Still, we hope students will endeavor to gain this broader perspective at every opportunity by taking full advantage of SOKENDAI's unique characteristics, including its various departments that collectively encompass a broad range of academic fields, from energy, materials, space, and life to information, history, and culture. Universities and basic research in Japan today face challenging circumstances. Likewise, there are issues regarding SOKENDAI's future growth as higher learning institutions need serious attention. Yet, whatever difficult challenges may lie ahead in this uncertain age, we will face them every day as first-class researchers and scholars dedicated to cooperating with everyone concerned to produce future generations of global professionals. View full university
  3. Located in the heart of Tokyo's fascinating city, The National Graduate Institute for Policy Studies (GRIPS) is an international premier policy school to contribute to the betterment of democratic governance around the world. We excel at providing interdisciplinary education for future leaders in the public sector and research contemporary policy issues to generate innovative solutions. Founded in 1997 as a stand-alone graduate institute, GRIPS comprises world-class academics and distinguished practitioners with expertise in public sector policy formulation and management. Around 20% of the faculty and 70% of students are recruited from outside Japan. Our vibrant, diverse student body consists of almost 400 members hailing from 63 countries and regions – all with the ambition to advance good governance across the globe or contribute to policy-related research. We aim to contribute to the development and advancement of democratic governance both in Japan and abroad through research and education in governmental policy and policy reform. Since its inception as the Graduate School of Policy Science at Saitama University in 1977, GRIPS has conducted policy research relevant to Japan's current affairs and the world and provided graduate education in advanced policy studies designed primarily for mid-career administrative and government officials from Japan and overseas. We offer a diverse array of Masters and Doctoral Programs. Students cultivate the ability to analyze issues, suggest solutions, develop interdisciplinary knowledge and skills that span related fields, and gain practical expertise. In addition to our degree programs, we also offer executive-level short term training programs across a wide range of themes. Since our inception, our achievements in promoting good governance are considerable and far-reaching. Today, our impressive Alumni network of over 4,000 strong is actively shaping policy in more than 100 countries worldwide. GRIPS endeavors to produce young policy-makers who can tackle problems faced by countries, cities, international organizations, companies, and civic society at large. To that end, graduate education at GRIPS focuses on the fundamentals of policy research and practical problem-solving. Students benefit from high-quality instruction in economics, political science, public administration, international relations, engineering, and other subjects and the examination of selected case studies reflecting the experiences of Japan and other Asian countries in the course of modernization and rapid economic growth. In addition to high-quality graduate education, we offer training programs that meet various stakeholders' needs, including the government agencies of a wide array of countries. We also accept funded research that draws on our faculty's expertise. With more than 60% of our students from overseas, we are one of the most international universities in Japan. Credit for many of our programs can be obtained in English. In this environment, international students have the opportunity to engage in a friendly competition among themselves and with the people who will lead Japan in the future. In contrast, Japanese students have the chance to create bonds with those who will go on to be future leaders in their home countries around the globe. GRIPS is centrally located in Tokyo and has extensive access to the Japanese government and its agencies and other significant stakeholders. This proximity allows our students to experience the core of Japanese policymaking as they perform their research. The world in the 21st century faces many urgent issues in such areas as economic development, security, the environment, overpopulation, inequality, and technological progress. View full university
  4. The Kyoto College of Graduate Studies for Informatics (KCGI) is Japan's first IT professional graduate school. KCGI's parent organization, Kyoto Computer Gakuin (KCGI), was Japan's first private computer education institution. KCGI was established as a private school by Shigeo Hasegawa and Yasuko Hasegawa under their unique, forward-looking philosophy. KCGI has been engaged in computer education for over 50 years since its establishment in 1963. During that time, high school graduates and many graduates of four-year universities have enrolled in and graduated from its programs. At that time, only research-oriented graduate schools existed in Japan. Many of the students who enrolled after graduating from university chose KCGI after searching for higher education directly connected to the practical side of computers. Even though KCGI was organized under the vocational school system, it holds a role in Japanese society as an educational institution for university graduates. It has also served the function of occupational and practical graduate school. Based on this state of affairs and history, in 1998, KCGI established a joint program with graduate programs (including Information Sciences and Technologies, Computer Science, and others) at the Rochester Institute of Technology in the United States and has since implemented a professional graduate school curriculum oriented towards practical learning. This collaboration between a Japanese vocational school and American graduate school programs was the first of its kind in Japan and ground-breaking. The mission of KCGI is to meet the need for high level and diverse human resources in our IT society and to contribute to the realization of high-level information society and the development of the economy through the provision of high level IT professionals who possess extensive knowledge and high-level skills beyond what is conventional and who are also internationally minded in the age of ubiquitous computing. Our purpose is to adapt to developments in information and related technologies and provide education on theory and practical technology in academic fields related to science, technology, and business administration in high-level professionals' training. At the time of our establishment, KCGI created a program to cultivate engineers and, in particular, CIOs specializing in web business (e-business) based on the revised edition of the ACM (Association for Computing Machinery) IS (Information Systems) master's program curriculum with information technology education serving as a foundation while also taking into consideration international business education. We also set forth the following as our founding philosophy: "Cultivate specialists in applied information technology who possess creativity and high-level practical abilities which will meet the needs of society, support the present age, and lead us into the next generation." KCGI advocates as our mission and purpose the contribution to the realization of a high-level information society and the recovery of the economy in Japan through the provision of high level IT professionals who possess extensive knowledge and high-level skills beyond what is conventional and who are also internationally minded in order to meet the need for high level and diverse human resources in our IT society, as well as the adaptation to developments in information and related technologies and the provision of education on theory and practical technology in academic fields related to science, technology, and business management in the training of high-level professionals. Further, KCGI is also focused on cultivating international leaders equipped with IT and management skills who can exhibit their true potential throughout Asia, an area experiencing increasing globalization. At KCGI, we have aimed to be the number one IT professional school in Asia since our establishment. We actively accept students from around the world and, in particular, Asia. Also, against the recent international acclaim for Japanese content such as anime, the importance of the content industry is increasing. KCGI is thus exploring the even greater possibilities posed by the internet than that which has already been achieved in the relationship between the content industry and IT. We are also focusing on developing actual content and research into new content business models and creating relevant courses. View full university
  5. The Graduate Institute for Entrepreneurial Studies is an institute of learning that offers practical knowledge and professional business administration expertise. Students learn comprehensive theories about strategies, marketing, financing, organizations, etc., while also studying topics emerging in today's business world, directly from professors with business backgrounds. Courses will be conducted through lectures, question-and-answer sessions, discussions, presentations, etc., and vary depending on each class's nature. Grading is based on daily participation in the classroom, assigned reports, and the student's final exam performance. One of the merits of enrolling in our Institute is the creation of a business plan. Creating a business plan instead of a master's thesis while concurrently learning the how-tos of management distinguishes us from other institutes. The knowledge gained while planning and drawing up a business plan can be utilized in the future when starting up one's own business as an entrepreneur or when making new business expansion proposals at the company one belongs to. All instructions towards these goals are conducted in a small-classroom seminar format and are headed by experienced business practitioners who will teach their students practical skills. At our Institute, besides our Japanese students, we also welcome international students from around the globe. Many of our Japanese students are at the forefront of business all over the world, working with various companies and industries while attending our Institute. Through interactions between Japanese businesspeople and international students, there is a mutual learning process that involves exchanging information and experiences that will create a global network and become a valuable asset in the future. Depending on the students' country of origin, graduation dates for universities vary. We have set up two different enrollment opportunities (spring enrollment or fall enrollment) to adjust the application process concerning international students' graduation times. Japanese language proficiency is vital in understanding our courses or conducting business dealings and ensuring employment after graduation. This is why we offer our students free Japanese language training. We sort students by level and their strengths and weaknesses, aim for their swift attainment of the Japanese Language Proficiency Test (JLPT) N1 credential and continue to foster further command of the language. Our global society is drastically changing. Amid global competition, many issues cannot be resolved quickly by merely applying successes and examples from the past. At our Institute, students will be able to acquire various expertise through learning management studies and versatile abilities applicable to all types of business scenes. The number of Universities that enter into a partnership with our Institute is growing every year. Aside from regions in Asia such as China and the ASEAN members, we have developed partnerships with Central Europe locations, including Slovakia and Hungary, and Russia's locations in the Far East. We plan to accept outstanding students from more and more new locations around the globe. For international students coming to Japan for the first time, or for students who are moving to Niigata from different prefectures in Japan, our Institute helps our students find suitable apartments at an affordable cost. We have many property suggestions from real estate agencies working with our Institute to provide safe and reliable housing options. The school actively supports students in setting up businesses through special courses for entrepreneurs and an entrepreneurial preparation office on campus. Our Institute offers a "Career Support Office" and a "Free Career Recommendation Center" to support our international students who wish to work and actively look for work in Japan. We are also strengthening our employment guidance efforts by collecting information starting from Niigata and throughout Japan and promoting businesses and internships through individual interviews with international students. Our primary focus for development is looking for job offers from Japanese businesses, notably developing in the country of the students' origin. View full university
  6. The biggest problems that Japan's fashion business has faced are that designers do not have enough understanding of business management, while business managers lack an adequate understanding of design. When one considers fashion as a global business, multiple perspectives in management, finance, production control, and other areas are required, in addition to originality in designs and superb technical skills. To nurture new leaders for the next generation of the fashion industry, BFGU was established in 2006 by Educational Foundation Bunka Gakuen, a leading institution of fashion education in Japan, based on its ninety-year track record and expertise. By combining theory and practice, we will be nurturing "new creators," helping them establish their brands or business models on the global fashion business scene. As Japan's only graduate university that aims to nurture fashion professionals, the BFGU offers unique and excellent features. First, it integrates fashion creation with fashion management to learn the practical skills required to manage creative and design skills. With the unprecedented combination of these two divisions, the graduate school implements high-level education to foster professionals' growth. Second, the graduate students can make extensive use of the world-leading premises and facilities that Educational Foundation Bunka Gakuen has developed and accumulated over the years. Third, the graduate university organizes various industry-academia collaborative projects to offer students opportunities to gain practical business experience. We hope you will display your abilities in this well-developed educational and research environment. Message from the President BFGU came into existence by accumulating the Bunka Gakuen Educational Foundation's expertise and achievements, which has had a leading role in fashion education in Japan for over ninety years. Bunka Gakuen has produced new leaders who hold two perspectives, namely creation and management. Since its foundation in 1923, Bunka Gakuen has created a variety of collaborative activities with various cities worldwide through fashion, joint research with industries, publications, cultural and research activities in connection with fashion. At the same time, Bunka has been developing advanced fashion education and forming many prominent designers. BFGU was established from this historical background as the first graduate fashion university in Japan that values both strong "expertise" and "skills." We aim to educate new professionals in the fashion industry who can create Japanese brands in the global fashion business scene. At BFGU, we provide two specialization divisions, Fashion Creation and Fashion Management, within the Graduate School of Fashion Business. The aim is to educate talented people who have the intellect and skills to prevail in the world's fashion market. In agreement with the previously mentioned three fields of study in the fashion business, we have established three courses: Fashion Design Course, Fashion Technology Course, and Fashion Business Administration Course. Under each course's purpose, we have structured the curriculum in the Graduate School of Fashion Business in agreement with the Design field of study, Technology field of study, and Management field of study. Moreover, graduate students must initiate their subject of study. In addition to our curriculums focusing on real case studies, our professors are also businesspersons who have played an active part in leading positions in the fashion industry. Graduate students will also study the latest and advanced business skills and achieve motivation through visiting professors and visiting special lecturers, including designers such as Mr. Atsuro Tayama. View full university
  7. Established in 1991, Korea University's Graduate School of International Studies (KUGSIS) is a leading academic institution in educating and nurturing young experts specialized in international affairs. Since its beginning, KUGSIS has been preparing students to serve as productive members of their organizations and play leadership roles in the international community. Students at KUGSIS—whether they specialize in International Commerce, International Development & Cooperation, International Peace & Security, Area Studies, or Korean Studies—engage a curriculum that offers a mixture of theoretical frameworks for defining the pressing issues facing firms, cities, nations, regions, and the globe and the practical tools required to formulate policies and strategies to address those issues. An array of special programs bolsters the all-English curriculum. One of these is the Graduate Program of Area Studies (GPAS), which has been funded by the Korea Institute for International Economic Policy (KIEP) since 2007 and provides travel and research support and ongoing lectures by regional experts. Since 2012, GSIS has also been a member of the Collective Action on Mobility Program for University Students (CAMPUS) Asia Program on the topic of risk management, which is funded by the Ministries of Education in Korea, Japan, and China and offers students local resources and opportunities to study at partner institutions. The school also recently launched another area studies program, the EU Center Program, which will support European policy students. KUGSIS's curriculum is taught by an international faculty educated at some of the world's finest educational institutions. Many of our faculty have been active shapers of international and domestic policy through their roles as consultants and officials in the Korean government, international institutions, and NGOs. This offers our students a wealth of concrete experiences, insights, and access to such organizations' inner workings. As part of Korea University, one of Korea's oldest and highest-ranking universities, GSIS has access to an immense range of resources throughout the university. The university has a global network of research and study exchanges with 744 partner universities in 78 countries, including University 21, a network of 18 leading universities in nine countries that promotes international student exchange programs. Our students can also augment KUGSIS's curriculum by taking advantage of the university's 81 departments in 19 colleges and 18 graduate schools and research and policy centers like the Asiatic Research Institute, the Korean Cultural Research, and the UNDP Seoul Policy Center. Our program is further enriched through its location in one of the world's most economically and socially dynamic countries. Situated at East Asia's geographical heart, Korea represents one of the prime examples of rapid economic development in the late 20th century. It is now looking to apply its experience and knowledge to the developing world today. Its firms have become some of the world's most influential in the growth process, and its social organization has undergone a compressed and extensive transformation into modernity and perhaps beyond. And all this has taken place in the face of unrelenting political and military tensions on the Korean Peninsula. As crucial as KUGSIS's curriculum, programs, and faculty are the students that constitute the program's core. Our students bring their own experiences from all corners of the world. Roughly half of our student body is Korean, and a half from other countries, including China, the U.S., Germany, Uzbekistan, Japan, Palestine, Ecuador, Rwanda, Finland, Bolivia, Ghana, Indonesia, Canada, and Thailand, to name only a few. After combining their abilities with GSIS's demanding curriculum, some of our students have gone on to employment in international organizations such as the UNESCO, UNFCCC, UNESCAP, development institutions such as KOICA or the Korean Development Bank, government research institutes such as KIEP, KIDS, KIE, and GGGI, public utility companies related to water and energy, NGOs such as the Beautiful Foundation and Humanasia, and various multinational companies in finance, trading, and manufacturing. GSIS of Korea University offers interdisciplinary programs that encompass many International Development & Cooperation, International Commerce, International Peace & Security, Regional Studies, and Korean Studies. The interdisciplinary nature of GSIS means that the program is intimately linked with other programs within Korea University and other programs at leading universities overseas. Accordingly, GSIS of Korea University offers, among others, dual degrees in overseas affiliated institutions, internship programs, summer programs abroad, and executive programs for corporate clients. Such exciting opportunities await high caliber students from all parts of the world at Korea University GSIS. View full university
  8. SIT has been educating passionate, social-minded professionals for intercultural and international careers for more than fifty years. SIT is a nonprofit, accredited graduate school with a unique and distinguished history. Founded in 1964 as the School for International Training, SIT has a longstanding commitment to experiential learning and social justice. SIT Graduate Institute offers global and low-residency MA and graduate certificate programs. Programs are designed to meet the needs of students at every stage of their careers. SIT students represent a wide variety of socioeconomic backgrounds and come from across the globe. They have worked for educational institutions, for NGOs, and in the public and private sectors. They include activists working on social justice and human rights issues, teachers, international education professionals, or returned Peace Corps volunteers, and individuals looking to work in one of those areas. SIT students include experienced professionals who want to sharpen their skills, mid-career professionals seeking to change careers or boost their credentials, and recent college graduates. Our admissions staff work one on one with every applicant. We are committed to assisting you throughout the process, from initial inquiry to program enrollment. SIT Graduate Institute places the highest priority on all our students' health, safety, and security. We aim to help all students achieve their academic potential by providing a supportive, diverse, and community-focused learning environment. SIT's dean of students and the Office of Student Affairs provide leadership and vision in student health services, crisis management, counseling, housing, safety and security issues, diversity, student conduct issues, and support for students with disabilities. The dean establishes and monitors best practices and institutional protocols for all student affairs operations in the US and abroad. Student Affairs staff are on call 24/7. SIT provides ongoing support to students in mental health, accommodations for disabilities, and dietary and medical needs. We also offer LGBTQ support and religious/spiritual support. Our academic support services include academic resources, services, and staff to support and complement both classroom studies and the pursuit of individual interests. Professional staff and student assistants are present at each SIT facility to assist. Some departments maintain evening and weekend hours, as well as regular class-time hours. The Career and Practicum Services Center provides career coaching and practicum support services. What makes SIT unique is its philosophy of drawing on our own- and off-campus experiences as transformative learning opportunities, its educational pedagogy that involves the whole person in the process of learning, and its mission to make a better, more just, and peaceful world. SIT students complete their practicums worldwide in sustainable development, international education, TESOL, conflict transformation, climate change, and global sustainability, among many other areas. Through the social, academic, and professional connections this global network provides, SIT students have a comfortable and dynamic way of connecting with like-minded individuals and learning about potential employers worldwide. Learn to plan and manage international education and exchange programs from a field leader for more than 80 years. SIT's Master of Arts in International Education program formally prepares more international education professionals than any other university in the world today. He is the oldest program of its kind. In this program, you will develop expertise in areas that include advising, exchange management, nonformal and community education, volunteer program management, language teaching administration, and development education. You can choose from flexible program options to fit your needs. SIT is committed to ensuring you have the information you need to access funding for your graduate education successfully. SIT's Financial Aid Office guides all aspects of graduate financial aid throughout the application process and your time as a student. SIT Graduate Institute is committed to creating a learning and living environment that supports students in achieving their academic potential. Differences in ability are valued as an integral component of a diverse student body and the campus community. The mission of SIT Disability Services (DS) is to facilitate an accessible educational experience for students with disabilities and serve as a resource to all academic community members in furthering this goal. The policies and procedures of Disability Services help ensure that SIT Graduate Institute complies with federal regulations requiring colleges and universities to provide equal access to education for students with disabilities. Besides, Disability Services strives to provide a range of support for students with disabilities as sensitively and effectively as possible. Students with learning disabilities, ADHD (Attention Deficit Hyperactivity Disorder), physical disabilities, or other types of disabilities are encouraged to contact the DS office for information and support. The programs at SIT Graduate Institute will take you on an exciting and challenging odyssey. Disability Services is here to provide guidance and assistance as you navigate these academic waters. We wish you all the best!
  9. In 2011, Relay became the first standalone graduate school of education to receive approval to operate in New York State for over 80 years. New York is home to the largest public school district in the country, has one of the most diverse populations globally, and offers unparalleled attractions. Relay New York currently offers the following programs: Relay Teaching Residency, Master of Arts in Teaching, and Advanced Certificate in Special Education. At Relay, our staff members strive to exemplify our core values. We work with urgency to serve our graduate students. We understand that this work requires grit as we strive toward our ambitious goals. We take responsibility for our roles in the institution's success, and we do this work with respect, showing a genuine curiosity to learn from others' perspectives. We know that we will only succeed in our mission by leveraging teamwork and embedding equity in all aspects of our work as an institution. Relay's mission is to teach teachers and school leaders to develop all students' academic skills and strength of character needed to succeed in college and life. Our vision is to become the place where a new generation of continuously-improving, mission-driven individuals can fulfill their destiny in the world's most splendid profession. The Relay was founded by a group of innovative practitioners who had a bold vision for a new kind of teacher preparation, grounded in their day-to-day experiences in the classroom. Today, we continue to explore new opportunities to expand our impact on PK-12 education and make meaningful contributions to the field of higher education. Through purposeful collaborations with local public schools and other leaders in the field, we achieve innovation at scale and inform new models of excellence in educator preparation and development. Relay is partnering with San Antonio Independent School District (S.A.I.S.D.) to provide focused support to a district elementary school. More specifically, Relay will recruit and prepare a cohort of teaching residents who will work with mentor teachers at their school and study at Relay to gain their teaching certification and Master of Arts in Teaching. The Relay will also offer professional development support to experienced teachers and school leaders. The Middle States Commission institutionally accredits Relay on Higher Education (M.S.C.H.E.), recognized by the United States Department of Education as an accrediting agency for higher education institutions. Relay also has program accreditation from the National Council for the Accreditation of Teacher Education (N.C.A.T.E.). From 2007-2011, Relay operated a Teacher U program in partnership with Hunter College to create a new kind of teacher preparation program. Teacher U began with three dozen graduate students and grew into a master's degree program preparing 250 district and charter public school teachers. Relay offers several programs ranging from two weeks to two years. Our offerings include master's degrees and certification programs for teachers and teaching residents, fellowships for principals and school leaders, unique opportunities for college students to explore teaching, and online courses for members of the public. Visit our audience pages to learn more about Relay programs. Relay's curriculum varies by program, but all of our programs emphasize frequent practice and feedback. Most assignments consist of authentic work samples of graduate students' educational practice, including videos of teaching instruction or teacher coaching, lesson plan samples, assessment samples, etc. At Relay, we focus every aspect of the graduate school experience on what it takes to propel student learning in the classroom. For our teaching programs, we organize coursework around four elements of effective instruction: Content, Classroom Culture, Self and Other People, and the Teaching Cycle. During the first year of Relay master's programs, graduate students learn the basics of building relationships with students, families, and colleagues, as well as fundamentals in classroom management, lesson planning, and assessment design. In the second year, graduate students broaden their knowledge by focusing on unit planning and incorporating literacy across content areas. They also learn specific techniques that help them build rigorous and joyful classrooms — the kind of learning environments that encourage both academic achievement and character development. Like great athletes or artists, teachers become excellent at their craft through experience and practice. Deliberate practice — a focus on the concrete and specific teaching skills necessary to maximize impact in the classroom — is a cornerstone of all Relay programs, especially the Relay Teaching Residency program. Residents participate in weekly 3-to-4-hour practice sessions to develop and perfect their teaching skills. These practice sessions complement and support Relay master's classes. For example, you might practice responding to common student misconceptions. You would then receive expert feedback, apply that feedback, and do it again to build your skills. Graduate students in some states (e.g., New York) may be required to take the GRE. All graduate students enrolled in alternate route certification programs must take and pass state-specific certification exams to maintain enrollment at Relay. In some cases, you may be required to prove having passed those exams before you can be enrolled at Relay. All Relay graduate students are required to be employed by a partner school. Graduate students who lose their employment will have one month to regain employment (if enrolled in a teaching program, the new position must be in a subject and grade that matches their Relay major and certification area). If they do not find another position as a teacher or school leader, they will have to leave absence or be exited from Relay's program. Relay is committed to ensuring that programs are affordable for all graduate students—especially those teaching in high-needs schools. Tuition varies from program to program. Post Graduate students receive institutional aid from Relay, and many qualify for the Segal AmeriCorps Education Award to reduce the cost of tuition. Students enrolled in degree-granting programs may apply for federal financial aid, and all students are eligible to apply for payment plans. For tuition information, read our program descriptions or contact Student Financial Services.essors who challenge and care about their students. As the only institution of higher education founded in Cherokee County, Reinhardt has long been a popular higher education resource for young people from Cherokee, Bartow, Cobb, Dawson, Forsyth, Fulton, and Pickens counties. As the institution added undergraduate programs, graduate programs and changed its name to University, its sphere of influence has continued to expand across the state, the region, and the world. Our vision is to "Create a unique Reinhardt Experience where each student thrives." Reinhardt University educates the whole person by developing its students' intellectual, social, personal, vocational, spiritual, and physical dimensions. Students find Reinhardt's academic programs engaging, challenging, and rewarding - an investment that yields positive returns to their personal and professional lives. Graduates, who take full advantage of Reinhardt's opportunities, enter their professions with a broad, liberal arts education coupled with specific professional preparation through participation in engaging classroom experiences, co-curricular enrichments, and challenging research projects, rewarding service initiatives, exciting internships, and life-transforming studies abroad. Reinhardt students can choose from four graduate programs or 40+ undergraduate programs of study, ranging from business, education, and music to political science, theater, and digital art. Also, Reinhardt's Public Safety Institute includes a Police Academy which offers P.O.S.T. Basic Peace Officer Certification and 15 credit hours towards an associate degree in criminal justice and other public-safety related programs. Reinhardt's adult and degree completion programs have been designed with you in mind for those seeking to finish a degree or advance professionally. You'll enjoy learning information and skills you can apply immediately, as well as convenient classes, simplified registration, and professors with extensive real-world experience. The master of business administration addresses a broad base of skills and allows students to immediately put theory into action in an individualized, hands-on program. The master of arts in teaching in early childhood education offers students with undergraduate degrees in fields other than education the opportunity to attend a high-quality evening program and earn a graduate degree in early childhood education and initial certification. A master's degree in public administration started in the fall of 2013. Our newest graduate program, the master of fine arts in creative writing, is in its second successful year. Several of Reinhardt's degree completion programs are offered online. They offer students the opportunity to complete an undergraduate degree in healthcare administration or criminal justice. At Reinhardt, your degree comes with all of this and a whole new level of confidence and enough great memories to last a lifetime. At Reinhardt, academics are only the beginning. Whether you are an artist or an athlete, a nature lover, or a gamer, you will find plenty of ways to explore your dreams and make new friends share them with. Since 1883 Reinhardt has provided a high-quality, affordable education that sparks your curiosity, stretches your perspective, and challenges your worldview. Reinhardt is ready to help you navigate the complexities of financial aid. Almost all our students receive financial assistance, but every situation and every aid package is different, so asking questions is essential. There are many types of grants and scholarships, and by learning your story, we can put our experience and knowledge to work for you. Reinhardt is a wise investment for many families, and we look forward to providing you with guidance, information, and answers. Something exciting is always happening at Reinhardt – from athletics to outdoor adventures, campus ministry to community service. Activities also include laser tag, open-mic night, rock wall climbing, and the Halloween Costume Bash. You can also enjoy musicians, comedians, and hypnotists who visit campus regularly. Also, since Reinhardt has a small campus, it is easy to get involved in your choice of clubs and organizations. Life at Reinhardt is more than just social events, club meetings, and building your resume – we strive to provide opportunities for you to become an active member of our community. Reinhardt students have the opportunity to enrich their knowledge and expand their own cultural identities by studying abroad. The International Studies program at Reinhardt University provides students with life-transforming educational experiences outside of their society's borders. These programs expand upon the high-quality liberal arts, professional, and science education they obtain at Reinhardt as students learn to interact more effectively in a world that is becoming more interdependent and more global. Students may register for summer school group courses led by Reinhardt faculty program directors in which the classroom is global. In recent years, faculty-led programs have explored Spain, Ghana, France, Greece, Italy, Germany, Austria, the Czech Republic, Hungary, and Great Britain. International studies opportunities provide excellent support for students in any significant, and such programs deeply enrich our students and our University community.
  10. Richmont is a graduate institution aimed at providing a master's level degree in counseling, ministry, or psychological studies, from a Christian perspective. We believe that our students should walk into their future careers with a foundation based on Christ's values set before us. Amid these goals, we strive to provide a strong community, real-life training, and approachable educators equipped to bring life and experience into every setting. Located on two beautiful campuses in Atlanta and Chattanooga, we believe Richmont is perfectly situated to enhance a culture of higher education and innovation. Richmont Graduate University was founded by hardworking visionaries who desired to impact the world for Christ. Richmont's legacy began in 1933 when the Chattanooga Bible Institute (CBI) was founded by Dr. James L. Fowle, Reverend H.E. Wright, Mrs. Ellen Poindexter, Mrs. George Elder, Mrs. Mark Senter, Mrs. Hilda Spence, and Mrs. Howard McCall. CBI faithfully served the Chattanooga, TN community from these incredible visionaries by providing training, counseling, library resources, and support for clergy and laity of all denominations. In 1973, a group of Christian mental health professionals who explored integrating Christian faith and professional counseling founded the Atlanta Clinical College. After opening a counseling center, they partnered with a major state university to offer advanced professional training and research within a Christian context at what became known as the Religious Consultation and Research Society before being incorporated as the Psychological Studies Institute (PSI). The individuals who were initially committed to the founding of PSI included: Dr. William J. Donaldson, Jr. – a faculty member at Georgia State University, Dr. Donald G. Miles– CEO of Georgia Mental Health Institute, Dr. John R. Richardson – pastor of Westminster Presbyterian Church, and chaplain of the University System of Georgia Board of Regents and Dr. Paul L. Walker – pastor of Mount Paran Church of God. For more than 25 years, PSI offered a Christian counseling diploma through its partnership with Georgia State University. In the fall of 1998, PSI began offering its own Master of Arts in Professional Counseling degree after receiving authorization from the Georgia Nonpublic Postsecondary Education Commission and the Tennessee Higher Education Commission. In August of 2000, the Chattanooga Bible Institute merged with the Psychological Studies Institute formalizing a working relationship in 1997. Only three years after the merger in 2003, PSI received accreditation from the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC). In 2008, Psychological Studies Institute changed its name to Richmont Graduate University. Today, Richmont provides graduate education that prepares compassionate and capable ministers and professional mental health counselors who serve and lead worldwide. Richmont's counselors work within behavioral health centers, homeless shelters, addiction rehabilitation facilities, churches, and other community-based programs that serve uninsured/underinsured populations. Atlanta Campus 1900 The Exchange SE, Bldg 100, Atlanta, GA 30339 Phone: +1 404 2333949
  11. With over forty years of excellence in graduate education and training, Phillips has grown from a small, single-degree granting institution to a leader in the field, offering multiple degrees at both the masters and doctoral levels. Our mission is to provide outstanding education and training to students and counseling and consulting services to the community. We inspire personal transformation and professional excellence in an experiential, collaborative, and innovative learning environment. The Admissions Department is designed to promote your success as a student here at Phillips Graduate University. Our team will help guide you from start to finish, from filling out your application to requesting financial aid to maintain your transcripts. The Financial Aid Office at Phillips Graduate University is committed to providing students with financial aid resources to meet their educational costs. Phillips Graduate University offers Financial Aid to eligible students through a combination of Federal Direct Stafford Loans, the Federal Direct Graduate PLUS loan, Federal Work-Study and Institutional Scholarships. All financial assistance is coordinated through the Office of Financial Aid. YOU are your primary asset in making a difference for your clients. At Phillips Graduate University, we help you develop as a person to most effectively help others. Our hands-on, experiential learning environment allows you to put theory into practice. As a Phillips student, we want you to know that from the first day you step on our campus until commencement, our staff and faculty will continue to provide various services, experiential programs, and learning opportunities designed to help you get the most out of your experience with us. Since 1971, the David H. Fox Counseling Center has provided a safe, compassionate, and confidential place for personal counseling and support. Our goal is to provide an enriching training and supervision experience, essential in developing highly qualified mental health professionals. A nonprofit educational, counseling, training, and research center, Phillips Graduate University traces its origin to the 1950s when Clinton E. Phillips, Ph.D., pioneered the application of family systems theory and the initiation of family therapy at the American Institute of Family Relations. In 2016 we became Phillips Graduate University. Today, we remain at the forefront of confronting tricky interpersonal business and social issues, exploring new avenues for change, and ultimately creating academic programs shaped by the communities it serves.
  12. Pacifica Graduate Institute is an accredited graduate school offering masters and doctoral degree programs framed in-depth psychology traditions. The Institute has established an educational environment that nourishes respect for cultural diversity and individual differences, and an academic community that fosters a spirit of free and open inquiry. Students have access to an impressive array of education resources on Pacifica's two campuses, both of which are located between the coastal foothills and the Pacific Ocean, a few miles south of Santa Barbara, California. Pacifica is a Mission with an Institute. The mission, "anima mundi calendar gratia," (tending the soul of and in the world) has inspired a literal host of others far and wide-those who now carries the fire of the vision itself. The intensity of that calling is the seed impulse carried within the dreams of many. When cultivated, this soul spark, rooted in the resonant psyche's energetic presence, opens to personal fulfillment and a more just and fertile planet. In an increasingly complex world, Pacifica's faculty, staff, alumni, and students' scholarship and service offer a soul-centered "intelligence" integral to what is being asked of us now. The mission of Pacifica Graduate Institute is to foster creative learning and research in the fields of psychology and mythological studies, framed in the traditions of depth psychology. By creating an educational environment with a spirit of free and open inquiry, consistent with the recognized values of academic freedom, Pacifica is dedicated to cultivating and harvesting human imagination gifts. These insights may influence the personal, cultural, and planetary concerns of our era. This dedication is contained in the motto: animal Mundi calendar gratia – for the sake of tending soul in and of the world. Pacifica traces many of its central ideas to the heritage of ancient storytellers, dramatists, and philosophers from all lands who recorded the imagination's workings. The legacies of these early men and women have evolved in multiple cultural contexts, including the systematic explorations of the unconscious by Freud, Jung, and other theorists of this century's psychologies. The concepts of depth psychology result from this long development and are at the core of Pacifica's orientation. These ideas – such as the importance of symbol and metaphor in personal and cultural imagery or the recognition of the dynamic interplay between the natural world and the world of the human psyche – are articulated in all of the Institute's programs. Pacifica students and faculty contribute further to this rich body of knowledge through the human imagination's intricacies. Extending the concepts of psychology and mythological studies beyond the personal, beyond the consulting room, and beyond the classroom, we see psychological life as an evolutionary development within nature, alive in all the phenomena and systems of our world. In studying and working with these multi-dimensional exchanges, we facilitate contributions to our world's contemporary concerns through dialogues between the psyche of the individual, the mythologies of the culture, the collective human imagination, and the living planet. Pacifica fosters an academic community environment that promotes a spirit of free and open inquiry to engage in the study of depth psychology, mythology, and the humanities. Our students have access to an impressive array of educational resources on Pacifica's two campuses located in Santa Barbara County, which include online library resources, writing support, student services, disability accommodations, transfer credit options, and a variety of transfer credit options between our masters' and doctoral programs. Pacifica's faculty bring a passion for depth psychology, education, and a wealth of real-world experience into the classroom. Many of our faculty are licensed psychotherapists, clinicians, MFT's, Certified Jungian Analysts, M.D.'s, and have a variety of publications and teaching backgrounds in and outside the classroom. These are just some of the reasons to choose the Pacifica Graduate Institute. The Institute has established a flexible educational environment and format that nourishes cultural diversity and individual differences. Our campus locations are breath-taking, retreat-like settings on the central California coastline with mountain and island views from each set. Accommodations and meals are provided during student residential sessions to enhance Pacifica's cohort model learning experience. Whether you are a recent graduate or have spent time away from higher education, we are pleased that you are interested in one of Pacifica's nine graduate degree programs. Pacifica Graduate Institute guiding motto is animal Mundi calendar gratia – for the sake of tending soul in and of the world. We believe in educating the whole person within a transformative environment. This includes the dynamic interplay of person, community, culture, and world, with all of the complexity and diversity of contemporary life. Throughout our nine programs, we foster creative learning experiences with research and scholarship through the discerning lens of depth psychology. With the creation of an academically rigorous, yet supportive atmosphere, we enable students to think critically, work soulfully, dream, and develop their collective imagination to transform into a scholar of depth. Students and faculty of diverse backgrounds contribute their perspectives and scholarly interests in creating a rich academic setting, allowing graduates to be successful in various career paths. Our alumni are known for excellence and achievement in their endeavors while supporting the mission of the Institute, tending the soul of the world.
  13. Our HHL family consists of various members from different countries, speaking multiple languages, bringing enriching backgrounds, renowned expertise, various responsibilities, and diverse focuses. Therefore, HHL is known for its mixture of innovative, international, and individual approaches by students, staff, faculty, and alumni. HHL is not only Germany's business school with the longest tradition and the birthplace of modern management education, but also receives excellent ratings for the quality of teaching, based on small classes, high-performance, and intensive teamwork. With more than 250 startups founded by HHL Alumni, our business school is the top address for Germany's entrepreneurship. On our campus, you can meet students from about 60 nations. Our students benefit from seven active student initiatives and excellent career service, and the know-how and the network of nearly 2,500 alumni. Thus, our business school thrives on variety, on the breadth of ideas, and from the diversity of the people studying here. As our students, also the HHL lecturers and business professionals come from all over the world. The members of the HHL faculty exert a decisive influence on the outstanding reputation of our business school. They offer a wide range of expertise and provide state-of-the-art management education on a very high level combined with practical insight into current best practices and upcoming trends in close cooperation with the industry. The latest research results are fed back into teaching. An institution can operate most successfully with a motivated and reliable team in the background. With high commitment, the HHL staff offers plenty of personal services: from career development to internal and external communication, professional networking, study guidance, and support for student initiatives and events. We are working every day to ensure a pleasant study- and research-friendly environment for our students and faculty. "We educate effective, responsible, and entrepreneurial business leaders through outstanding teaching, research, and practice. We are driven by excellence in teaching and research to benefit our students, stakeholders, and society. Our academic quality is underscored by our global outlook and a lifelong premier service and support network." HHL Leipzig Graduate School of Management, founded in 1898 as Germany's first business school, was the birthplace of modern management education. From its inception, HHL has been committed to rigorous management instruction and research and quickly developed an international reputation. After the peaceful East German revolution of 1989, which started in the streets of Leipzig, HHL rediscovered the entrepreneurial spirit of its founding days and was restructured as a high-performing private business school – again with full university status. The philosophy behind all our programs is to focus on the student by offering close student-faculty interaction, in-depth business and academic experience, and at the same time developing the students' leadership potential and networking skills. We continue to build on our highly successful model and reputation for excellence. We update our curriculum according to global employment markets' needs to further internationalize our expertise and keep HHL at the forefront of business education and professional training. We invite you to become part of HHL's promising future. The quality management of HHL is based on the school's mission and considers the specific culture of a relatively small and very personal university. The quality cycle Plan-Do-Check-Act is the foundation for the continuous improvement of the study programs. HHL was the first private Business School in the German-speaking region to be accredited by AACSB International in 2004. Since then, HHL was successfully reaccredited in 2009 and 2014 under the new standards. AACSB puts a particular focus on the continuous improvement and mission of the school. Following an announcement of the German Accreditation Council, which was looking for innovative ways of Quality Management at Universities, HHL applied a holistic approach to sustainable quality assurance and development. By combining the international with the national accreditation, HHL plays a pioneering role in Germany's national accreditation system. In the department of HHL Executive Education, we support your executives and managers in the expansion of their business know-how and strengthening their management skills with hands-on advanced training programs and seminars. Our management programs and seminars are based on the latest scientific evidence. However, many practical exercises are characterized simultaneously to impart your executives in a workshop-like atmosphere numerous individual guidelines for managing the increasingly complex challenges. We develop company-specific executive programs tailored according to your objectives and the needs of your executives. Our open enrollment programs and seminars on selected latest topics are tailored to specific audiences and based on the general management approach and innovative learning content and methods of HHL. HHL offers a unique blend of tradition and state-of-the-art business education. As the oldest business school in German-speaking countries, it was already an innovation driver in the 19th century. Today, HHL is positioned internationally as one of the leading business schools in Europe. We stand for entrepreneurship, general management, and our mantra as the "personal business school."
  14. GGS is an innovative business school for management and law. We offer future managers and business leaders the opportunity to obtain the necessary qualifications for advanced positions in their companies while working full time. Our primary goal is to promote lasting business success and economic growth by developing responsible business leaders. Further, we research GGS in management and law and provide consulting to numerous organizations. The Dieter Schwarz Foundation guarantees the long-term stability of our organization. We are an innovative business school with emphases on management and business law, located in Heilbronn in the midst of one of Germany's most successful economic regions. With our core competency in degree programs and continuing education for working professionals, we aim to reach responsible-minded and high-performing individuals. In a globalized, complex, and dynamic economy, we educate professionals, executives, entrepreneurs, and the next generation of leaders by building the professional qualifications and personal strength they need to perform responsibly and successfully. We investigate the success factors in management and business law and generate new insights, especially into our core topics of innovation, entrepreneurship, and compliance. We strengthen Heilbronn's region, providing substantial contributions to sustainable business success, especially in the Mittelstand (SMEs). Stay curious, always look for new insights, discuss your work with others, and implement your results: Whoever keeps these practices will have lasting success. This holds especially true for research into the disciplines of management and law with their continually changing contexts. Following these principles, we research to learn what enables firms to achieve long-term market dominance. We focus in particular on the impact of innovation, entrepreneurship, and compliance. Welcome to the Institute for Innovation at GGS Heilbronn. We are delighted that you share our enthusiasm for innovation. This platform offers an introduction to our activities. Innovation is the motor of our economy and society. It gives rise to progress and prosperity and generates a competitive advantage. But innovation does not occur of its own accord. It results from creativity and the systematic work of individuals or groups of people and their organizations. Our research addresses the behaviors of people who successfully bring about and manage innovation, the characteristics of organizations that provide optimal conditions for innovation, and the business landscape where these organizations operate. We share our research results with business leaders to support their innovation success and guide them as they manage, legally protect, exploit, and implement their innovations. Lifelong learning on one campus is the vision of the Campus for Lifelong Learning, the Bildungscampus of the Dieter Schwarz Foundation, where GGS is located. Right in the heart of Heilbronn, the campus' 12,000 square meters contain three educational institutions, a cafeteria, an auditorium, and a library. Thanks to fully up-to-date facilities and the campus' light and airy design, you will find the perfect balance for your academic pursuits. Here at the downtown Heilbronn campus, the German Graduate School of Management and Law (GGS), the Academy for Innovation in Education and Management (aim), and a branch of the Baden-Wuerttemberg Cooperative State University Mosbach (DHBW) have shared the campus for 30 September 2011. The GGS building on the south side of campus offers 2,500 square meters of highly modern lecture, seminar, and office space for approximately 250 students and 50 faculty and staff. The lounge area provides opportunities for rejuvenation and relaxation. Comfortable seats with views into the open galleries make for a creative work environment. Not only in the GGS building do you find the best conditions for study, personal development, and relaxation between classes: the campus has a 400-seat auditorium, a cafeteria serving 380 meals per day, and an 800-square-meter library. At GGS, we are committed to developing our students' intercultural sensibilities for leadership assignments globally. We have built a network of select foreign schools in Europe, North America, Africa, and Asia, to provide exchange opportunities for GGS students, including the chance to enroll in modules at partner schools. In return, GGS invites students from partner institutions to attend selected courses and programs in Heilbronn. GGS International also means that GGS professors conduct teaching and research at partner schools and other universities. At the same time, guest faculty from overseas institutions come to GGS to teach and do research. Above and beyond these activities, the GGS faculty remains in rigorous dialogue with the international research community. All degree programs at GGS offer rigorous, thorough, and practice-oriented education in management and law. In addition to the primary subjects of study, your personal development receives close, individualized attention. If you're a university graduate (cooperative university, university of applied sciences, or university), if you're looking for a master's degree that fits with your full-time job, and if you know the value of excellent support given by highly qualified professionals, then we are the ideal partner for you. Our international faculty from leading business schools prepare you for new challenges and guide your development as a responsible business leader who sees well beyond regional boundaries. We want to help our students maintain the right work-life balance despite the demands of career and master's studies. We are convinced that athletic activities reduce stress and increase well-being. In addition to your coursework, we encourage you to take advantage of our wide-ranging athletic activities. GGS students receive a special rate at the Fitness Lifestyle Club. They can take part in annual sporting events like the Dragonboat Races, the Stimme Company Run, and the Trollinger Marathon. Please take a look at our various opportunities, lace up your sports shoes, and get to know some new people. As they say: Inside every healthy body, there is a healthy mind!
  15. The "National Graduate School of Engineering Chemistry of Lille" (École Nationale Supérieure de Chimie de Lille, ENSCL) was founded in 1894 as the "Institut de Chimie de la Faculté des Sciences de Lille." It is a public institution of higher learning supervised by the Ministry of National Education and Research and authorized to award the ENSCL MSc in Chemistry and Chemical Engineering recognized by the French Engineering Accreditation Commission upon completing the curriculum. ENSCL is a member of the Gay-Lussac Federation that regroups 20 Chemistry and Chemical Engineering Schools. Like in every French Engineering School, the program's duration is three years, after 2 or 3 years of preparation (intensive undergraduate preparatory program in mathematics, physics, and chemistry. On behalf of everyone at the International Relations Office, I would like to welcome you to the Ecole Nationale Supérieure de Chimie de Lille (ENSCL). Studying abroad is an exciting adventure, an opportunity to discover a new culture, and a great way to learn more about yourself in the process. However, living in a foreign environment, you may encounter unfamiliar challenges and, at times, feel lost and frustrated. Our office is full of essential information on campus life, Lille, and France in general. We look forward to providing services, resources, and programs that will enhance your experience at the ENSCL and during your stay. We invite you to make the International Office your "home away from home" and hope that you will drop by often for advice, information, and social events. Students gradually learn about future professions through economic sciences and management, conferences, and plant visits. They complete an engineering project at the end of their studies, most often in an industrial setting. During the first year (semesters S5-S6), students consolidate their fundamental knowledge in the essential practices of chemistry, physical chemistry, kinetics, thermodynamics, analytical chemistry, and inorganic and organic chemistry. The second-year (semesters S7-S8) focuses on the applied aspects of chemistry: organic chemistry, polymer chemistry, solid-state chemistry, materials science, and chemical engineering. Practicals, some of which are genuine mini-projects, allow students to familiarise themselves with the "scientific method" and learn to take the initiative. For semester S8, Students choose one of the following three fields of study: "Biomass", "Chemical specialties and formulation," or "Materials science". A third-year abroad is not only offered but encouraged. In this regard, ENSCL has established many relationships with institutions in the European Union (LEONARDO programs) and the rest of the world. International students are also much appreciated within the engineering program (see international students). Physical education is obligatory in the first year of the engineering program. To this end, we offer, with the help of an extensive Physical and Sporting Activities University Service (SUAPS), the means to participate in several physical activities, such as soccer, rugby, basketball, volleyball, handball, field hockey, track and field, cross-country, tennis and many more. The Sports Office (BDS), run by students for students, is another tool that is used to promote sports within our structure for any level of play. The purpose of this association, comprised of second-year students, is to represent its members, improve students' working conditions, organize leisure activities for the entire school, prepare an annual school gala, participate in student events and establish close ties to the administration, the students and the alumni. This association was created in 1983 and is governed legally by the 1st of July 1901 as a non-profit association. The program leads to an engineering degree and can lead to a Master's degree. ENSCL offers an International Undergraduate Programme (CHEMISTRY INTERNATIONAL STUDIES), allowing both French and international students with science A-levels to enter one of the 19 Chemistry and Chemical Engineering Schools in the Gay-Lussac Federation (FGL) without sitting the entry exam. The selection of a candidate is based on a thorough review of their application. The program lasts two years (semesters S1-S4). The courses are taught in Lille, Rennes, or Clermont-Ferrand. This preparatory program has been designed to host students having completed their secondary schooling within the last year, issued from France or abroad.
  16. Our programs are based on students' projects, practical work in labs, project management courses, foreign languages, and internships. It proposes an international environment with strong links with industry, offering students the possibility to develop their personal/professional skills and be ready to work! Students can be admitted after high school (5-year engineering program) or after preparatory classes/a first-degree program in 2 years at university (3-year engineering program) or after a bachelor's degree (2-year engineering program or masters programs). School provided Master/MSc. Programs entirely taught in English: Master in Sciences and Technology -Electronic and Embedded Systems- and Master in Sciences and Technology -Information Systems- (in partnership with INSA ROUEN in France), and 2 MSc. programs in "Control and Embedded Instrumentation" and in "Automotive Embedded Systems" (in partnership with Manipal University in India). Possibility to follow a doctoral program at the Research Institute in Electronic and Embedded Systems (IRSEEM) Non-French speaking students can seek admission to the Engineering Programme upon successful completion of this program. This program includes french language modules, which entail general and specialized french language modules for engineering studies, and exposure to french teaching methodology. The Engineering Programme is composed of 5 years of studies. Project-based teaching, mandatory internships, and a critical period of 3 months minimum (2 months minimum for the work/study) abroad constitute this 5-year course. The Engineering Programme is also opened to non-French speaking students through the Linguistic & Scientific Adaptation Programme. Students can pursue their higher studies at the Master's level, in the field of Information Systems or Electronic Embedded Systems. These programs are entirely taught in English and lead to the Master's degree in Sciences and Technology, co-delivered by ESIGELEC and INSA ROUEN. Students who have completed a four-year Bachelor's degree in a relevant field will be considered for direct entry into the second semester of the Master Programme, based on a review/validation of their application by ESIGELEC and a personal interview (and possible complementary exams for some specific cases). Ph.D. students are registered in 3 doctoral institutions associated with ESIGELEC. The content of doctoral studies is defined jointly with the supervisors and in keeping with research areas of IRSEEM: Electronics & systems / Automatics & Systems / Instrumentation, IT & Systems. Students with a Master's degree may apply. International students having a Master's degree from abroad are also eligible and welcome. Ph.D. studies are subject to the availability of positions and funding. In a world where dialogue is the need of the hour, we at ESIGELEC believe that young students from across the world, interacting with each other daily, would contribute significantly in that direction. We have introduced a wide range of scholarships to help applicants increase their chances to achieve their academic goals and experience Europe. Students apply for the International Master's Program in Sciences and Technology - Electronic Embedded Systems - OR - Information Systems (taught in English). These activities are focused on a theme that is important for all these industries – embedded systems. The areas of research IRSEEM focus on are defined via close consultation with partners in industry and higher education and evolve according to economic, environmental, and societal needs. A transversal team ensures that the research is widely distributed and put to best use. IREM was granted the "Host team" (EA 4353) label by the Ministry for Higher Education and Research for the quality of its teams' research work. Its CRT label (Technological Ressources Center) was also renewed in June 2010, thus acknowledging the transfer teams' professionalism. IRSEEM dedicates all of its activities to research, development, innovation, transfer, and structures its research areas according to 3 main themes. IREM is a founding member of the ESP Carnot Institute (Energie and Propulsion Systems). Created and accredited in November 2006, the ESP Carnot Institute's goal is to bring scientific and technological solutions to the optimization of energetic arrangements and propulsion systems, which constitutes one of the answers to current challenges: the shortage of fossil fuel and the impact of harmful emissions on health and environment. The other founding members are CORIA (Aero-thermo-chemistry Interprofessional Research Center, UMR 6614), GPM (Material Physics Group, UMR 6634), CEVAA (Vibro-Acoustics Study Center for Automobile), and CERTAM (Technological Research Study Center for Aero-thermal and Engine). IRSEEM's activity units join their competences in electronics, automation, signal and image processing, networks, and telecommunication within partner-oriented research programs in order to come up with innovative and sustainable answers to the challenge of electronic embedded systems, as they are more and more present in surrounding objects and projects, whether it be automobile, aeronautics or space. Those research units were organized to structure human and material needs and focus them on technologies and critical sciences or essential missions.
  17. ICN Business School is a member of the Chapter of the ‘Grandes Écoles de Management’ in the Conférence des Grandes Écoles. Created in 1905 by the University of Nancy and the Chamber of Commerce and Industry of Meurthe-et-Moselle, the 'Institut Commercial de Nancy' becomes ICN Business School in 2003, a private higher education institution recognized by the State, Associated with the University of Lorraine. In 1999, ICN Business School founded the Alliance Artem with the École Nationale supérieure dart et de design de Nancy and Mines Nancy. It is a partnership that promotes, in its educational programs, interdisciplinarity, alternative learning methods, creativity, and innovation to train a new generation of creators and decision-makers. According to the Financial Times, accredited EQUIS, and AMBA, ICN offers one of the world's best Masters in management. The EQUIS Accreditation confirms the strategy of the School and the relevance of its quality process, both of its pedagogy and research activities. With this Accreditation, ICN is part of the circle of 100 world leaders in higher education management. The AMBA Accreditation is the oldest and highest distinction of MBA programs globally, attesting to the quality of the MBA (Master of Business Administration) programs. It certifies compliance with international academic standards required for this program. The primary endpoints of the Association of MBAs criteria are based on the strategy and the identity of the School, the quality of faculty, research, recruitment of participants, objectives, and content of the program, the quality of teaching methodology and evaluation as well as on the professional performance of graduates. Since 1905, ICN has been the "Grande École" Business School in the East of France and Europe's heart. Its identity and its development are rooted in the links between management, technology, and art. These links will be vital determinants for tomorrow's economic environment. The mission of ICN Business School is to provide innovative and transdisciplinary education that enables students and practicing executives to become responsible professionals capable of acting in the global business environment. ICN Business School faculty engages in knowledge creation at the crossroads of art, management, and technology that contribute to advancing impactful knowledge and sustainable practice in the business and organizational fields. The accreditation path followed by ICN Business School underlines the importance of continually reinforcing the mission of the School by deploying a coherent strategy that is supported by commonly shared values to attain the pretended vision as the ultimate objective. The accreditation path taken by ICN Business School in 2004, as the School became an independent institution of higher education in management, has contributed to the streamlining of its activities around clearly defined strategic objectives. The EQUIS accreditation in 2007 accompanied a significant strategic shift from a regional French 'Grande École' to an international Business School. It opened the way for a paradigm shift in faculty recruitment: from French practitioners to international academics with high credentials in both teaching and research, while emphasizing the importance of research as a means to integrate knowledge creation with high-quality teaching. The AMBA accreditation process in 2011 and 2012 contributed to consolidate an already reliable program by eliciting stronger links between the School and businesses located in the trans-border region of France, Germany, and Luxembourg. The value of EQUIS and AMBA accreditations has been fully integrated within ICN Business School's strategy and practice. Both pave the way for the next natural evolution, the AACSB accreditation. The AACSB accreditation process has been serving the purpose of reinforcing the strategic options taken at the moment of EQUIS and AMBA accreditations simultaneously as it elicited significant changes by itself. In all, the School has become more robust and more profoundly convinced of and focused on its mission, values, and vision. The ICN Business School is characterized in all its activities by its openness to other cultures and other disciplines. The network of international partner universities, one of the most dynamic in French Business Schools. The ICN is receptive to other academic disciplines through its links with the University of Lorraine and other Schools, particularly in the Artem Alliance with the École Nationale supérieure dart et de design de Nancy (School of Art) and the Mines Nancy (School of Engineering). The ICN reaffirms its commitment to the region in which it finds itself and seeks to play a significant role in contributing to its socio-economic development and its attractiveness. This team spirit is particularly valued during the student and staff seminars, which are organized each year. The ICN Business School seeks to create synergy between groups and give a collective dimension to skills development.
  18. ECAM-EPMI is a Graduate School of General Engineering created by four major industrial groups: EDF, Philips, PSA, and Schneider. Our primary objective is to produce operational engineers with top-level scientific and managerial skills. We offer courses created to reflect the industry's needs, thanks to our strong tradition of cooperation. A member of the prestigious French Conférence des Grandes Ecoles, ECAM-EPMI is accredited to award graduate and Masters-level engineering degrees. ECAM-EPMI is part of the ECAM network, bringing together four engineering schools covering a large geographic area both in France and abroad. The group boasts over 2,500 students, 6,000 working graduate engineers in France and abroad, 380 lecturers including 120 permanent professors, and 15 teaching and research labs. The school is also a member of FESIC (Fédération d’écoles supérieures d'ingénieurs et de cadres), which includes 28 management and engineering Grandes Ecoles. Today, it forms the largest network of private French higher education institutions. FESIC schools are reputed for their high academic excellence standards, international curriculum, research development, and cooperation with businesses and various higher education institutes. ECAM-EPMI's industrial connections are not merely superficial; they are profoundly and organically rooted in tradition. Companies that recruit our graduates to appreciate their professionalism, pragmatism, and ability to cope with the unexpected. If you study at ECAM-EPMI, you will enjoy a unique opportunity to experience an exciting, crucial period for your future career. Our goal is to help you live your dream, develop, achieve your potential, and fully assert yourself by promoting your individuality and uncovering your talents. By studying with us, you choose an education that stands out from the rest and promotes operational excellence, project-based learning, and group work. We do not merely train engineers: we train men and women with enormous potential, highly valued by companies for their people skills and professional abilities. ECAM-EPMI is more than just a graduate engineering school. It is a big family where each individual's skills contribute to the success of all. ECAM-EPMI gives you the means to become a general engineer with a course covering a broad range of valuable knowledge and skills and leads to an engineering degree recognized by both the French government and the CTI. By choosing the General Engineering course at ECAM-EPMI, you will launch yourself into an exciting future in an ever-changing world full of opportunities. Our engineering courses have been designed to ensure that you become an executive with a broad spectrum of skills. ECAM-EPMI focuses on the « field engineer » profile, which is much in demand with companies. The school's goal is to maximize your employability by structuring the courses to mirror changes in industry needs and professions as closely as possible. During the first two years of your engineering course, you will study the core scientific and technical curriculum to a very high level, including science, electrical engineering, computer sciences, automation, and management. What you learn is then reinforced by a six-month internship with a company, two industrial projects, and several seminars on business management. A cornerstone of any « Arts and Professions » course, projects immerse you in an active learning situation and enable you to draw on your scientific and technological knowledge while learning new things. Throughout your course, these projects will help you consolidate your technological, management, and relationship skills while providing concrete challenges, in the form of projects with companies – meaning that you contribute to the development of technological innovations – or with student associations and extracurricular groups. At the end of this course, you will have a thorough knowledge of eco-development, energy efficiency, and environmental management concepts, giving you the skills to propose and implement technological solutions that factor in regulatory, economic, and environmental restrictions. The first two years are based on a core curriculum divided evenly between engineering science and techniques, management, and humanities. This course has been designed in partnership with experts from many partner institutions and companies (including EDF, SUEZ, VINCI, ETDE, SERCE, COSTS, and CCI) During the first year, the focus is on the core sciences and includes some of the standard course content. The second-year is geared towards technological tools and managerial sciences and introduces technologies relating to the course's professions. This town is particularly suited to students and young executives.
  19. For more than 90 years, Claremont Graduate University has been a leader in graduate education. Limited enrollment, renowned faculty, and small class sizes devoted entirely to graduate study—at CGU, we put students first. The academic mission of Claremont Graduate University is to create new knowledge and prepare leaders to enter the world with the purpose and skills to make it a better place. Our seven schools—each with a unique vision and mission—embrace a transdisciplinary approach to pedagogy that focuses on applied learning and research. Small classes and shared resources let you maximize your academic potential, while our commitment to diversity and collaboration ensures a rich, fulfilling graduate school experience. Explore the seven schools of CGU and discover how you will pursue your purpose. At Claremont Graduate University, we undertake ambitious and innovative research that spans disciplinary boundaries and results in new ways of seeing and improving the world. The Carnegie Commission classifies Claremont Graduate University on Higher Education as R2: Doctoral Research University, Higher Research Activity. It is a hallmark of CGU. Faculty teach and research disciplines to look at problems in new ways. You gain insight by taking courses outside your field and even pursue advanced degrees by blending programs.CGU offers the freedom to tailor your program to target your specific interests and widen your expertise base. Your curriculum can be designed to fulfill your intellectual needs best and maximize your professional opportunities. Being part of the highly reputable Claremont Colleges provides CGU students with access to superior resources and services. As a CGU student, you can take classes with many of the 550 faculty members in the colleges, make use of four libraries with more than two million volumes, and involve yourself in a host of affiliated organizations, programs, and institutes. CGU faculty are widely recognized as leaders in their fields who bring the latest expertise into the classroom and conduct applied research that improves the world. They also nurture the next generation of leaders, building close, collaborative working relationships with students to develop their professional reputation while still students. We are purposefully small. With a median class size of 10, your professors are highly accessible. Because we are small, we can collaborate, innovate, stay current. Moreover, our commitment to cultural and intellectual diversity fosters interaction that leads to novel and creative answers to issues facing our world. CGU offers a range of highly specialized programs that provide a strong base for customization. Our English, History, Fine Arts, Math, Psychology, Economics, and Political Science programs are highly ranked by U.S. News & World Report. Many of our academic programs are practice-based, so you start working in your field even as you're learning—through researching and publishing with leading faculty, completing internships, and participating in required practica. By graduation, you can show the world you know your field. Practice-based learning means that the work you do here positions you to launch a meaningful career after graduation. You can immediately apply all you have learned to improve lives and transform the world. Becoming a CGU student means that you are part of a network that positively impacts your studies and career. As a student, you are part of a collaborative learning cadre of peers and faculty mentors. A focus on practice-based learning engages you with a professional network even before you graduate. With an accomplished alumni network of more than 22,000 members worldwide and a supportive career development team, you have the tools to advance your career. CGU is the only research-extensive university in the nation devoted entirely to graduate-level education. In most other graduate schools, professors are divided between undergraduate responsibilities and their graduate students. Here, your professors are "graduate only," meaning they are dedicated only to you and to the highest teaching, scholarship, and service levels. All of your peers are graduate level, and they are equally committed to the pursuit of knowledge. CGU student services are targeted specifically toward a graduate-only population, so you'll find vital resources for career development, rhetoric and writing, and training future faculty. Situated on a 19-acre tree-filled campus, CGU is an easy walk to public transportation and the heart of Claremont Village, home to a host of unique restaurants, boutiques, shopping, and nightlife. Our students benefit from the vitality and opportunity of all that Southern California has to offer. Extensive resources and potential employers are nearby, along with plenty of recreational activities, all under the California sun's glow. The Honnold/Mudd Library houses the main library collections for The Claremont Colleges. The collections in the arts, humanities, sciences, and social sciences include nearly 2 million volumes. The library also has extensive holdings of journals, magazines, and newspapers, providing articles in over 70,000 periodicals.Honnold/Mudd Library is a depository for publications issued by the United States government. It has extensive holdings of publications from California, Great Britain, the United Nations, and other international agencies. The Asian Library Collection at Honnold/Mudd has an extensive collection of Asian language materials. The library also holds extensive special collections. The CUC Records Center houses most of the paper journals and a small percentage of books from the library collections. Claremont Colleges faculty, students, and staff may request materials for delivery in print or electronic format. Students also have access to several nearby affiliated libraries: Denison Library, located on the Scripps College campus, the botanical and horticultural library of the Rancho Santa Ana Botanic Garden, and the library at the Claremont School of Theology. The library regularly conducts research workshops and provides reservable, graduate-only study spaces and lockers to store study materials. There are study spaces for research and learning for individuals and collaborative groups across The Claremont Colleges. The library provides access to course readings for all courses across the colleges.
  20. We are an independent, not-for-profit, accredited business management education enterprise dedicated to improving the competence, confidence, and ability to work professionals and organizations to make significant business contributions that lead to outstanding and measurable results. All organizational programs and strategies are measured against our mission to ensure we continue to serve our core purpose. To be an unparalleled community of business professionals that creates and captures value by providing affordable, accessible, and accountable business management education solutions that address emerging business challenges. We distinguish ourselves by delivering joint degree and non-degree business management education that is contemporary in content, relevant to the workplace, led by proven business leaders, and designed and facilitated for business impact. For our students, the LFGSM edge is our Leadership Learning™ learning and teaching philosophy and the Leadership Model; unique learning approaches expressly designed to ensure that our students master leadership skills, apply their mastery of those skills immediately to real business problems, and achieve business impact. The Lake Forest Graduate School of Management programs are built on enduring management principles, and our curriculum is continually refined to reflect current business issues and practices. As an institution, we have strengthened and expanded our ties to the business community since our founding. Those relationships, our business practitioner faculty, and working professional students drive our education model's continuous improvement. The constant evolution of our curriculum makes it possible for us to consistently deliver on our mission and Leadership Learning ® philosophy to help students improve their competence and confidence to make meaningful business contributions to their organizations. The relentless pace of change in business demands continuous personal improvement to achieve or retain a leadership position. Lake Forest Graduate School of Management accelerates career growth. It gives our community access to the best leadership program environment available - from our Business Leader Faculty® teaching courses to the students sitting next to you. Great leaders transform lives. Whether delivered via our MBA program or Corporate Learning Solutions, everything we do is geared towards molding broad thinkers and strong leaders who make a difference across organizations. Our real-world approach to balanced business leadership shapes leaders' skills to manage day-to-day operations and develop, communicate, and direct long term visions for their businesses. Federal Stafford Loans are available to eligible students through the Federal Direct Loan program. These student loans for graduate school are made directly by the U.S. Department of Education, not by commercial banks or other financial institutions. Most students are eligible for Stafford Loans regardless of credit history, income level, or value of assets. Students can borrow a maximum of $20,500 per academic year. Student loan disbursements are received directly by LFGSM. LFGSM will use a student's loan disbursement to pay for tuition, fees, and other school charges for the academic year. If any loan money remains, the student will receive the funds by check or ACH. Currently, all loans carry a fixed rate interest of 5.84% per year. After a student graduates, leaves school or drops below half-time enrollment, the student will have a six-month grace period before loan repayment begins. During this period, the student will receive repayment information from the loan servicer, and the student will be notified of the first payment due date. Payments are usually due monthly. The Direct Loan Program offers several repayment plans designed to meet the different needs of individual borrowers. Generally, a student will have ten years to repay student loans for graduate school, depending on the repayment plan chosen. Lake Forest Graduate School of Management (LFGSM) is committed to attracting and developing outstanding leaders who inspire trust and confidence in others. Private donors have generously given scholarship money to support LFGSM's mission to develop great leaders who change lives. Besides these private donors, LFGSM offers scholarships and grants for inspiring leaders, tuition assistance, and more. At Lake Forest Graduate School of Management, you learn the business from business in an engaged community. We pride ourselves on building relationships and responding to the needs of our professional students. Our students demonstrate leadership potential right from the beginning of the program. We consider both professional experience and past achievements when assessing applications. While we recommend four years of professional experience, the quality of accomplishments, apparent career growth, and goals are even more significant. We are looking for self-confident individuals who actively seek opportunities to improve themselves. Great leaders transform lives. Everything we do is geared toward molding Broad Thinkers and Strong Leaders who balance day-to-day operations with developing, communicating, and directing long-term visions for their organizations. Today's leaders need to speak with clarity, walk the walk, and understand the human element in all that they do. Corporate Learning Solutions (CLS) helps leaders understand the business, relate well with people, and deliver results. Through classroom and online applied education, CLS helps your employees gain the soft and hard leadership skills that drive business success and build employee satisfaction.
  21. We create, prepare, and mentor dynamic, high-impact leaders who drive global business. Our approach is designed to help you develop your brand based on your unique strengths and goals. At Katz, we prepare our students to gain a broad introduction to their distinct business areas and develop the advanced technical skills sought by the world's leading organizations. We are deeply committed to preparing and mentoring the finest high-impact business leaders in the world. At Katz, we believe that experience-based learning is fundamental to unrivaled readiness. Our exclusive combination of hands-on coursework, competitions, and simulations prepares students for global leadership. Equal parts challenging and supportive, the Katz formula offers career advancement through curated experience-based learning. The end goal is to produce students who feel confident, prepared, and ready to lead. Well-designed and highly focused short-term global experience-based learning (EBL) is meaningful and results in invaluable transferable skills, such as critical thinking, leadership, flexibility, and a global mindset. Katz students have the opportunity to gain these skills through impactful global experience-based learning opportunities offered by the Katz School. There are three Katz global EBL flagship programs. Additionally, students have access to Katz partnership programs and university broad study abroad opportunities individually. These programs are provided through the support of the International Business Center. Our faculty members anchor our strong research culture and collaborative atmosphere. Their teaching approach ties the latest business theory to experience-based learning to prepare students to be catalysts for change. Katz faculty pursue a wide variety of cutting-edge research streams. They ask the bold questions needed to unearth and expand globally relevant insights for today's business leaders. Not only do our faculty members frequently publish in top academic journals, but many also serve as journal editors and command leadership roles in academic organizations. The University's urban location in Pittsburgh gives faculty members opportunities to collaborate with business leaders, leveraging into opportunities for consulting-based projects, case studies, and guest speakers. Students find that our faculty members genuinely care about their education and are committed to helping them in their careers. The Joseph M. Katz Graduate School of Business and College of Business Administration are home to dynamic, unrivaled knowledge and centers that put leading-edge theories into action and practice. Our academic centers create new research, build strong industry partnerships, and give students invaluable opportunities and robust community support. At Katz, we partner with the academic advising team to provide holistic academic and career advice to ensure you are prepared to add value to your employer on day one. Whether you are seeking a traditional role or are a budding entrepreneur, the Career Management team looks forward to partnering with you. The Career Management Center provides Katz students with numerous resources to support your job search. The timeline for engaging with the Center will vary depending upon the program in which you are enrolled. Katz students are part of a nurturing community of business professionals who use our small class sizes, collaborative environment, and student-led organizations to form friendships and career contacts that last a lifetime. Ingrained in our student culture is an attitude of competition and collaboration. Students are exposed daily to people from different cultures and professional backgrounds. This is a source of our strength, as the businesses thriving today are those that adapt, embrace change, and reward innovation. Unified in their passion for achieving business excellence, Katz students come from all over the world and represent many different cultures, professional backgrounds, and life experiences. Our diverse community creates a healthier environment for proper global business education. Katz students can expect an inclusive, accepting environment that embraces global thinking. We support every student regardless of race, religion, culture, ethnicity, gender, sexual orientation, or political affiliation. Nontraditional students—including from military backgrounds—are welcome. On average, our students come from over ten different states and eight different countries and are taught by faculty members who hail from all over the globe. Katz expands your worldview because today's geographical borders will not define the next generation of business. The University of Pittsburgh is home to more than 2,900 international students—more than one half of whom are pursuing a graduate degree. At Katz, we value the experience, perspective, and diversity of thinking that you bring to our program as an international student. Our class profile changes every year. Core countries represented in the classroom have included Brazil, Canada, China, Germany, India, Indonesia, Japan, Mexico, South Korea, Taiwan, Turkey, and the United States, to name just a few. There's a lot to be said for earning your MBA. Besides the apparent benefit of advancing your pay scale, there's also the benefit of realizing your full potential. With a Katz MBA, you gain confidence in your ability to tackle whatever business problems you come up against. You'll be more valuable to future employers. Perhaps you'll even put your finely honed talents to work in starting your own business. The choices will be plentiful they'll be yours to make, and Katz can help you get there.
  22. Our global, distributed community of professionals is dedicated to lifelong learning, social justice and innovation, and advancement for individuals, organizations, communities, and society. Our curriculum offers quality degrees and courses for professionals living and working anywhere in the world. Fielding faculty members represent a breadth of scholarship and practice within the fields of psychology and leadership. We are an innovative global community dedicated to educating scholars, leaders, and practitioners to pursue a more just and sustainable world. We provide exemplary interdisciplinary programs within a distributed and relational learning model grounded in student-driven inquiry and leading to enhanced knowledge. This community of scholar-practitioners addresses personal, organizational, societal, ecological, and global concerns to pursue a more just and sustainable world. Fielding's administrative offices are located in two lot-adjacent office buildings in beautiful Santa Barbara, California. Many of Fielding's programs hold face-to-face events throughout the year in different regional locations to enrich your educational experience. Our Academic Conferencing & Events Department contracts with hotels and other educational spaces such as retreat centers to provide suitable spaces for your learning and engagement with faculty. Fielding Graduate University was founded by three friends: Frederic Hudson, Hallock Hoffman, and Renata Tesch–all distinguished higher–education administrators and educators. Here at Fielding Graduate University, we are different from other graduate schools. Taking a multidisciplinary, principles-centered, values-based, and inclusive approach to leadership and practice, we prize process along with significant outcomes. Whether our graduates become psychologists, educators, organizational development consultants, coaches, or practitioners, they acknowledge the evolutionary nature and interconnectedness of solving today's problems. Leadership competencies, such as skillful in emotional and social intelligence, decision-making judgment, and conflict management, are combined with area expertise to create uniquely qualified graduates and leaders in whatever sphere they may find themselves over their life's journey. We offer both in-person and online student and technology services that allow students to delve into their research and knowledge interests fully. Every environment is designed with your success in mind. For generations, Fielding has been graduating scholar-practitioners who know that research is not an end in itself, but it serves a broader purpose. Tested, applied, and used for broader application, Fielding research tackles the severe societal problems all around us. We ask big, broad, and tricky questions—because it is a bold scholarship that makes a positive social difference. New knowledge for practical application is the Fielding difference. The Office of Strategic Initiatives & Research (SIR), under the Office of the Provost, helps faculty, staff, and students promote and secure sponsored research funding to foster research that leads to lasting positive change. This office seeks to foster new efforts to enhance Fielding's reputation and quality of its academic offerings through special initiatives. Many of these efforts are expanded by creating institutional partnerships and organizational connections that assure Fielding's presence in national discussions on higher education policy and priorities and in programs that advance graduate education. Many of these initiatives are designed to create opportunities for Fielding's academic programs and their faculties, students, and alumni to further new frontiers of scholarship, curriculum, and practice within and across their disciplines. As innovators in adult education, we take developmental learning concepts and apply them in our mentoring and advising relationships with students forging new ways to help you connect with what you already know, what you need to know, and how to get you there. Fielding was at the forefront of using technology to deliver an educational experience. We continue to find ways to enhance the best of what we do with cutting-edge ideas and media-rich learning. From our online library to our student advising, tuition, financial aid, registrar, and help-desk support areas, Fielding staff strives to make our support services useful and timely. Accommodations for students with disabilities and study aids for all students are available. A mainstay of our learning ideology from the beginning, face-to-face sessions between students and faculty held throughout the US and globally, is a critical way to connect and re-connect within and across our disciplines. Moreover, they are usually great mini-vacation spots too. The founders speculated that students seeking advanced degrees would be mid-career adults. The latter wanted to enhance already well-established academic and professional skills committed to effecting a mid-life career change and interested in being part of a lifelong learning community. The traditional pedagogical method of education–active teacher, passive learner–would not be appropriate for this new experiment. To accommodate and capitalize on its students' learning styles, Fielding developed a rigorous, supportive learning model that today remains flexible, adult-centered, self-directed, practice-oriented, global, and competence-based. Fielding's School of Psychology offers the only accredited (on probation) clinical psychology doctoral program using a distributed delivery model. The program is accredited (on probation) by the American Psychological Association (APA Commission on Accreditation, 750 First St. NE, Washington, DC 20002, 202.336.5979). The clinical psychology program received initial accreditation by the APA in 1991. The Accrediting Commission accredits fielding Graduate University for Senior Colleges and Universities of the Western Association of Schools and Colleges (WASC).
  23. Founded in 1970 as one of eight graduate programs created to train future leaders in public policy, the Pardee RAND Graduate School is the most extensive public policy Ph.D. program in the nation. It also distinguishes being the only policy school based at a public policy research institute — the RAND Corporation, a private, not-for-profit institution. Pardee RAND is led by a dean, Susan L. Marquis, and a leadership team that includes an executive vice dean, three associate and assistant deans, two directors, and a Board of Governors composed of leaders from business, academia, and the non-profit sector. One of the board members, Frederick S. Pardee — a former RAND researcher and philanthropist — is also our leading benefactor and School's namesake. At Pardee RAND, students develop the theoretical and applied skills that enable them to tackle challenging issues. Each year, Pardee RAND receives approximately 500 pre-applications and 150 applications for the coming year's cohort. Because we seek a diverse student body, our prerequisites are minimal: a bachelor's degree from an accredited institution, including coursework in economics, statistics, and calculus work experience, and an advanced degree is highly desirable. Moreover, indeed, our students have a broad academic background. A recent entering cohort had undergraduate majors in economics and business (30%), social sciences and humanities (26%), science (13%), mathematics (12%), and engineering (11%), as well as graduate degrees in business administration, economics, education, engineering, international relations, law, mathematics, medicine, public administration, public health, and public policy. Our degree program is similarly multidisciplinary, emphasizing analytic tools and methodologies drawn from mathematics, economics, statistics, political science, operations research, and the behavioral and social sciences. Our course catalog includes more than 20 electives each year in a wide range of areas, including social network analysis, advanced econometrics, national security strategy and planning, operations research, economic development, large scale optimization, finance and accounting, health economics, ethics, and public policy, transportation planning, food policy, and research methods and empirical economics. Pardee RAND students benefit from a financial aid package that includes free tuition and a living stipend for the first year and fellowships for the program's remaining years. All students also participate in RAND research projects (at any time, RAND has more than 500 projects on which students can work), accumulating the equivalent of at least two years of full-time work experience in policy analysis by graduation through project-based research (internally known as "on-the-job training" or OJT). Our faculty is drawn from the more than 1000 members of RAND's research staff. Some of them teach our courses while others mentor and work with students on research projects or advise them on their dissertations. All students complete a policy-relevant dissertation aimed at tackling the most pressing policy issues facing the world. At Pardee RAND, students develop the theoretical and applied skills that enable them to tackle challenging issues—poverty, national security, justice, health, education, the environment, and more. It is a place to cross the boundaries of disciplines and sectors (public, private, non-profit)—a place to be intellectually adventurous. Moreover, perhaps most importantly, it provides students a chance to make a difference—and maybe even to change the world. Great courses are only part of a Pardee RAND education. Pardee RAND students also carry out policy research part-time with RAND mentors, in what we call "on-the-job training" or OJT. Working in interdisciplinary teams with clients in the public, private, and non-profit sectors, students develop skills and sophistication that could not be conveyed in a classroom. The late Carl Builder likened Pardee RAND to a fantastic arts academy. He pointed out that students leave the School with a remarkable portfolio of accomplishments, ranging from proposals to briefings, from technical reports to policy memoranda, from teaching notes to reports on fieldwork, and of course, the Ph.D. dissertation. Creating this portfolio, courses, and OJT combine what we think is a unique experience in higher education. Our Ph.D. is in policy analysis, which is a multidisciplinary, applied field that tries to use research to unlock difficult policy problems. The field is changing right now, and Pardee RAND is at the forefront of that change. It is changing from the former idea of developing a master plan for government agencies into a new idea that is much more fluid. Four features of the environment are in flux. The Pardee RAND Graduate School is unique in offering a doctoral program in policy analysis within an applied policy research setting and focus on innovative analytic methods. RAND provides an environment ideal for educating graduate students in policy analysis, offering a range of research opportunities in policy analysis that is unmatched by any other institution. Through our required research fellowships, the Pardee RAND curriculum enables students to participate in current RAND research projects in a range of policy and analytic areas. Drawing on the expertise of more than 1,000 world-class researchers, faculty, and students, the Methods Centers at Pardee RAND organize our diverse base of expertise around a set of interlocking and leading-edge analytic domains to create the next generation of research methods and tools.
  24. The Adlerian approach to counseling and psychotherapy is based on the belief that mental health is derived from cooperating, collaborating, and contributing to the community. Social Interest, rather than self-interest, promotes a healthy lifestyle. The Adler Graduate School will be a leader in empowering and developing mental health professionals to transform society through a social interest in action and preparing mental health professionals with a robust Adlerian foundation to foster encouragement, collaboration, and a sense of belonging to the individuals, families, and the culturally diverse communities they serve. The Adler Graduate School is accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools (NCA). The Higher Learning Commission accredits and evaluates such things as governance and administration, financial stability, admissions, and student services, institutional resources, student learning, institutional effectiveness, and relationships with internal and external constituencies. In addition to teaching at the Adler Graduate School, most of the faculty are also practicing clinicians in private practice, with mental health and social service providers, hospitals, shelters, schools and colleges, other non-profit organizations, and local, state, and federal agencies. The faculty include licensed marriage and family therapists, licensed professional counselors, licensed professional clinical counselors, licensed psychologists, registered art therapists, licensed school counselors, life coaches, parent coaches, and career development professionals. Many of the faculty hold the highest degrees in their field. All faculty of the Adler Graduate School is committed to using their preparation, experience, and wisdom inadequately preparing students for the demands and the rewards of the profession of counseling and psychotherapy. The faculty are well-versed in the principles of Adlerian psychology and share an understanding of human needs, which is compatible with the worldview of Alfred Adler and other psychologists in a modern context. The faculty also understands the nature and importance of maintaining the Adler Graduate School's small and personal atmosphere. We have relationships with well over 100 internship sites working with children, adolescents, families, couples, adults, seniors, schools, crisis centers, hospitals, grief & loss support, mental health, spirituality, domestic violence, employment, ex-offender, parent support, education/learning support, and career services for students seeking licensure within all of our programs. These sites can be found across the state of Minnesota, the upper midwest, and around the country. The school's culture and what it stands for are characterized as personal, human, warm, welcoming, accepting, and encouraging, emphasizing what is best for all. Before it was fashionable, Alfred Adler highlighted the importance of equality among all individuals to promote individual and societal health, including equality between women and men and a holistic view of each individual's worth. Adler Graduate School continues these efforts in its commitment to providing increasingly diverse education to increasingly diverse individuals to serve increasingly diverse communities. Adler Graduate School is a service-centered institution that has influenced the Twin Cities and beyond for over 40 years. Courses are offered in the evening and on weekends. Learn in our convenient location near the Mall of America or, even more conveniently, in your home with our online emphasis areas, including Adlerian Studies. Our Heartstart Defibrillator is located just above our water dispenser in the kitchen commons area just north of the primary classrooms on the Adler Graduate School's top floor. This defibrillator is user-friendly and, quite literally, cannot be misused. That is, you cannot hurt anyone with this defibrillator – only help them. It will not work if its use is unwarranted. Despite its user-friendly qualities and apparent simplicity, attached is a link to a page that provides information and a demonstration concerning the use of our Heartstart Defibrillator. Alfred Adler's psychology serves as the basis for this program that prepares students for careers in mental health, human services, and non-profit leadership that require an advanced degree in mental health without licensing. Students learn the foundational areas of psychotherapy and counseling and participate in research activities and experiential exercises designed to deepen their master of Adler's Individual Psychology. Art-making in therapy is healing and life-enhancing. Our unique Art Therapy program integrates Adlerian theory and technique into the creative and expressive art therapy realm. Students maintain their artistic integrity while receiving specialized training in art therapy theory and practice through integrative and experiential courses. Students choose a focus on Marriage and Family Therapy or Clinical Mental Health Counseling. Experienced faculty. Theoretical framework. Field experience. Our comprehensive competency-based curriculum and hands-on training prepare AGS graduates to work with a variety of clients. Students learn prevention, intervention, and clinical skills essential for competent and ethical clinical counseling practice. A progressive approach to working simultaneously with mental health and substance use disorders helps the client and therapist work toward a more holistic, integrated, and positive outcome. The core program focuses on learning skills, evidence-based and emerging practices, and developing attitudes and competencies for working with clients, families, and communities impacted by substance use and mental health disorders. Community embedded, practitioner-focused, Adlerian informed model. We prepare students to provide ethical, culturally informed, relationally based mental health services to a diverse range of clients in a variety of mental health settings. Our graduates are known as professional, ethically sound psychotherapists and can work serving families, children and adolescents, couples, and individuals. K-12 school counseling. Adlerian focus. The School Counseling program guides its students toward gaining the knowledge and skills needed to provide competent counseling in K-12 school settings. Our program prepares graduates for school counselor licensure in any state with a focus on school systems, culture, evidence-based practices, ethics, developmental psychology, and counseling for diverse and exceptional children.
  25. Welcome to Keck Graduate Institute. By every measure, Keck Graduate Institute (KGI) is in a league of its own. Our faculty is world-class. Our students are poised to become international leaders in their fields. Our programs are literally without peer—we remain, nearly two decades after our founding, the only professional graduate school dedicated to education and research in the life sciences. Yet, what truly distinguishes KGI is a relentless focus on impact: a commitment to scientific innovation capable of strengthening communities and improving lives. Our mission is "To enrich society with breakthrough approaches to education and translational research in the life sciences." With their native talent and the training they receive here, KGI students and alumni work at the intersection of science and business to harness such transformative possibilities as engineering solutions to global health challenges, bringing breakthrough drugs to market, and innovating approaches to reaching the underserved. At KGI, we leverage strategic thinking to expand our capacity for visionary change. Our unique programs blaze a great trail. Students in our signature Master of Business and Science (MBS)program develop the tools they will need to take discoveries from the laboratory to the marketplace, integrating bioengineering with management, finance, and bioethics. Our innovative School of Pharmacy gives students a platform for active learning through hands-on, team-based classes, and critical access to industry stakeholders. KGI Ph.D. candidates hone their expertise in research areas relevant to applied bioscience, empowering them to advance exciting new applications with broad social benefits. Our Postbaccalaureate Premedical Certificate program (PPC) continues to solidify its exceptional track record for graduate placement: 81 percent of students completing the PPC gained admission to at least one medical school in the last year. In our Postdoctoral Professional Master's (PPM) program, scientists and engineers acquire the necessary business and management skills to pursue senior leadership positions within the life science industry or to launch entrepreneurial ventures geared toward commercializing new technologies. Through a new Master of Engineering Program (MEng) program that begins in Fall 2016, students deepen their understanding of molecular biology, biotechnology, and chemistry and how these subjects can be combined with creative, application-centered engineering. In Fall 2016, we announced two significant developments that signal the growth and success of KGI. The Claremont Architectural Commission approved the campus housing project, and we expected the housing to open in Fall 2018. We also announced that an Amgen gift of $1.5 million would fund a Master of Science in Human Genetics and Genetic Counseling (MSGC) program to enroll its first students in the 2018-2019 academic year. Additionally, we have added a Master of Science in Human Genetics and Genomic Data Analytics (MSGDA) program to enroll students in the fall of 2018. Keck Graduate Institute (KGI) was founded in 1997 as the first higher education institution in the United States dedicated exclusively to education and research related to the applied life sciences. In its 20th year, KGI offers innovative postgraduate degrees and certificates that integrate life and health sciences, business, pharmacy, and genetics, focusing on industry projects, hands-on industry experiences, and team collaboration. A member of The Claremont Colleges, KGI employs an entrepreneurial approach and industry connections that provide students with pathways to become leaders in applied life sciences and healthcare. KGI consists of three schools: School of Applied Life Sciences, School of Pharmacy, and the Minerva Schools at KGI. We encourage our prospective students to learn more about our academic programs, discovering new passions that will take them into leadership roles within the applied life sciences or healthcare industries. In early 2002 these statements of Keck Graduate Institute's unique mission, its innovative culture, and the core values that underpin both were developed collaboratively by nearly all faculty, staff, and students then at KGI. We seek to embody these objectives and principles in both KGI's strategy and its every-day operations. As we gain experience, the statements will evolve and be further refined. KGI is committed to enriching society with breakthrough approaches to education and translational research. Diversity of backgrounds, cultures, disciplines, identities, and thoughts within our community catalyzes collaboration and excellence in all of our pursuits. KGI's welcoming, diverse environment allows our students to think creatively and critically, communicate and interact effectively, and act ethically and respectfully. The active and open-minded engagement of every member of our community is vital to achieving the institution's goals. KGI is focused on the success of our students. We aim to provide hands-on, team-based education with co-curricular opportunities and vital student support services to assist students through challenges they may face while enrolled in our programs. We aim to ensure that our graduates are prepared to become innovators and leaders and attain a steep trajectory in advancing their careers. After more than a decade of placing our alumni into leading life sciences and healthcare companies and regulatory, research, and consulting firms, KGI has proven that we have a recipe for success. The Claremont Colleges were formally established in 1925 under James Blaisdell, then President of Pomona College. Their constitution was a commitment to "found and develop new colleges and educational institutions or programs" as needs were identified and resources were made available. Seventy-two years later, it was Henry E. Riggs, then President of Harvey Mudd College, who identified the need that would lead to the founding of Keck Graduate Institute, the seventh and newest member of The Claremont Colleges. The need was a simple one: we need scientists and engineers who can help translate fundamental scientific discoveries into practical applications that will improve people's health.
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