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Global warming and wine
The growing drumbeat of warnings about global climate change, a.k.a. "warming," is becoming increasingly difficult for any rational person to ignore. Last week the respected American Association for the Advancement of Science joined the chorus, declaring global climate change "a growing threat to society."
For wine lovers, the evidence is in the glass. As we've noted in past articles - "Global Warming in your glass," Oct. 9, 2006, and "Alcohol: Creeping upward?," Feb. 18, 2002, among others - heat-wave vintages around the world have fostered idiosyncratically inky, powerful wines from many world wine regions.
This gift of nature has played directly into increasing market demand based on high ratings by U.S. critics - particularly Robert M. Parker Jr. and Wine Spectator's writers - who seem to prefer fruit-forward "blockbuster" wines to more traditional styles focused on earth and elegance.
Hot vintages like 2000 and 2003 in Europe and 2001 in Northern California have yielded wines of critical acclaim, and prices seem to rise in tandem with alcohol levels and fruit extract. Meanwhile, the world of wine lovers is falling into opposing camps, separating those who love the jammy style from those who prefer the subtle complexity of more traditional wines.
With this as background, the higher-end wines of Europe's 2005 vintage are coming into the market, heralded by critical acclaim declaring it one of the greatest vintages ever. Based on my own negative reaction to some of the big, fruity but bizarrely atypical 2003s from Burgundy, the Northern Rhone and the Loire, I'm reserving judgment.
But that said, my first exposure to a 2005 Chinon - the usually earthy and elegant Cabernet Franc-based red wine of the Loire Valley - has me wondering. The Charles Joguet 2005 "Cuvée Terroir" Chinon, a Kermit Lynch import that's a perennial favorite for me - proved to be inky dark, surprisingly tannic, and atypically robust at a hefty 14% alcohol. Pleasurable, yes, but very idiosyncratic, prompting me to wonder if 2005 is shaping up as another 2003 in the Loire.
Joguet seems to think so, putting it with a merchant's positive spin on the winery Website: "Pure Gold for the Winegrower! A first assessment of the 2005 wine harvest: ideal climate and record degrees ... Could it be a sign of the global warming that we hear so much about these days? For our vines, in any case, drought and generous sunshine have once again placed this vintage in the firmament of great Loire wines. ... The first grapes analysed on 16 September heralded a record 13 to 14.5 (percent alcohol), as well as a somewhat high acidity level: a bit more time was needed to achieve the ideal balance."
Maybe. I'll be watching the '05s, and passing along my impressions. But based on this early taste, I suspect this may be one of those vintages in which I check the Usual Suspects' ratings ... then buy the wines they rate 89 and below.

Charles Joguet 2005 "Cuvée Terroir" Chinon ($18.99)
Very dark reddish-purple color, unusually inky for a Loire Cabernet Franc. Earthy nuances of red clay and dust dominate the first sniff, but abundant red-berry fruit quickly follows the mineral opening. Medium-bodied, full in flavor; snappy red fruit and soft but substantial tannins shaped by a surprising 14% alcohol make this an impressive red wine but a rather idiosyncratic Chinon. U.S. importer: Kermit Lynch Wine Merchant, Berkeley, Calif. (Feb. 6, 2007)
FOOD MATCH: The Joguet Website suggests pairing it with rillettes (potted meat), fresh goat cheese or poultry. It was a great match with chicken Musakhan, the Palestinian-style chicken dish baked with onions and sumac that I featured in the Feb. 8, 2007 Wine Advisor FoodLetter.
VALUE: Particularly under upward pressure from publicity about the quality of the 2005 vintage across France, it's hard to quibble with the upper teens for a wine of this quality, particularly if you also liked the fruity, powerful 2003s.
WHEN TO DRINK: The producer suggests drinking before 2010 and says there's no need to wait. I'm inclined to agree, although the tannins might be a bit smoother after a year or two.
Chinon = "Shee-nohN"
Charles Joguet's in-depth Website is offered in French, German and English. Click the name of the language you prefer.
For a detailed sheet on the Cuvee Terroir, including notes on the 2005 and other recent vintages, see
Check prices and locate vendors for Charles Joguet Chinon on Wine-Searcher.com:
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Tracy police received 153 calls for service Wednesday, Jan. 23. The following is a sample of those reports.
12:44 a.m.: Tracy police arrested a 50-year-old man who reportedly trespassed at the Best Western motel, 811 W. Clover Road, and took him to San Joaquin County Jail in French Camp. He was booked on suspicion of having a counterfeit $100 bill and having a small amount of marijuana, and then released.
6:30 a.m.: Someone crashed into a tree near the intersection of Corral Hollow and Schulte roads, knocking the 15-foot tree into the roadway. The car was gone before police arrived, but officers found the car's front license plate. Police took a report.
10:47 a.m.: Police arrested a 52-year old man after someone reported a suspicious-looking person on a bicycle at 10th Street and Central Avenue. Police found the man at Ninth and East streets and arrested him for violating parole, and tacked on a charge of resisting arrest. He went to San Joaquin County Jail, where he awaits a Friday, Jan. 25, court hearing at the Manteca courthouse.
• This column includes a sample of items as reported in the Tracy Police Department dispatcher's daily log. Additional information is based on reports from officers and other law enforcement agencies. All those arrested are assumed innocent until proven guilty, and charges may have been dropped or added as of publication. To report information anonymously about a crime: Crime Stoppers, 831-6847.

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By Gavin Keefe
Publication: theday.com
Recruit Amida Brimah informed the UConn coaching staff Sunday night that he wants to be a Husky.
Brimah, a promising 6-foot-11, 210-pound center from Miami, gave a verbal commitment. He tweeted the news on Monday.
"I will be playing college basketball at the University of Connecticut#blessed," Brimah wrote.
UConn targeted Brimah, who attends Archbishop Carroll High School in Miami, during the recruiting process and made signing him a priority. He's considered a strong shot blocker but unpolished offensively.
Brimah, a native of Ghana, arrived in Connecticut Saturday night for an official visit. He'll attend UConn's game against Louisville tonight at the XL Center in Hartford.
He's the first recruit to commit to UConn since first-year coach Kevin Ollie signed a five-year contract in late December.
Brimah is the third member of next season's incoming recruiting class, joining guard Terrence Samuels ofSouth Shore High School in Brooklyn and forward Kentan Facey, a 6-9 forward from Long Island Lutheran.
Another frontcourt recruit will be in attendance tonight. Paschal Chukwa, a 7-footer from Fairfield Prep, will sit behind the UConn bench. He's a member of the Class of 2014.
In other news, Louisville moved to No. 1 in Monday's Associated Press top 25 poll.
The last time UConn faced a top ranked team it beat Texas, 88-74, in January 2010 in Storrs.
Also, junior Shabazz Napier was named to the weekly Big East honor roll.
Day Photo Staff | On Assignment
David Collins | Today, in The Day
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Here are two unusual whites that both represent good value.
'03 Teliani Valley Tsinandali (Republic of Georgia). The Russians are playing games with Georgian wines these days, keeping them off the market. It's a shame if this one is at all representative. It's a blend of Rkatsitelli and Mtsvane from the district of Kakheti. Pale-straw color with a delicate licorice taste. Very dry, perhaps a bit too acidic. About $10 in DC area.
'05 Santa Julia Torrontes (Mendoza). Torrontes is thought to be indigenous to Argentina. Nice tasting with big mouth feel, floral aromas and a bit of spiciness. A terrific buy at $6.50.
Edited 1 June 2006: Have since found that Torrontes is a vinifera.


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The new sales tax at Amazon is expected to bring in millions of dollars a year in Arizona.
Starting Feb. 1, if you live in Arizona and you purchase products on Amazon.com, you'll be charged a new 6.6 percent sales tax.
And it doesn't stop there. In July, you'll be charged a tax for digital products, like e-books.
Amazon customers may not like it, but it is good news for the state and small business owners.
Changing Hands Bookstore in Tempe opened in 1974, but the locally-owned business started facing a big challenge when Amazon began selling books and digital downloads without charging a state sales tax.
"From the day we opened, we were paying sales tax. Doesn't make any sense to me that some retailers have to pay sales tax and some are exempt," said Gayle Shanks.
Shanks is the co-owner of Changing Hands and has fought for years for Amazon to begin charging a sales tax, saying it's all about giving local businesses a fair shot at competing with Amazon.
"If you buy this truck food cookbook, you are going to pay the exact same amount of sales tax on the book in my store as you will if you click online and you buy in on Amazon," she said.
The Amazon sales tax is part of an agreement with Arizona and is expected to bring in $11 million a year for the state.
But many Amazon customers are not too happy about the change.
"..the hundreds of books that I have -- that's a lot of money. So I'm definitely not thrilled about it," said Bill Nourrish.
Nourrish uses Amazon a lot, but says now that buying books online will cost the same as in-store, he might re-think his purchases.
"I've always wanted to support local businesses, so yeah, it definitely might push me."
Reacting to the settlement with Amazon, the Governor's office released a statement: "Amazon is a quality employer that has invested more than $150 million in Arizona and created thousands of good jobs and Governor Brewer is proud to have them here."
Simply put, the reason for the new tax is that Amazon doesn't just sell to people who live in the state, but it does business here -- now that it has opened several distribution centers in Arizona.
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More in Jewellery
Buy Jewellery Online
When you're looking to add some sparkle to your wardrobe, head to online shopping sites like Junglee to make the jewellery shopping experience a breeze.1. Is the Price Right?
Even if you plan to go to a nearby jewellery store to pick up your jewellery, it's always smart to research the piece and find out the correct price in India before you buy. At Junglee's online jewellery store, we compile the pricing information of each piece of jewellery from a huge number of reputed sellers and online shopping sites. This information is also checked and updated every hour. Shop for jewellery online at Junglee to compare prices, change the display order of the jewellery for women and men according to price, and sort the pieces by price.2. The Junglee Collection: Go big or go Home
Junglee's online collection of jewellery is one of the largest amongst the online shopping sites that you will find. Featuring brands like Asmi, Aquamarine, CraftsVilla, Cygnus, Pretty Women, Surat Diamonds, Voylla, Enamelour, Crunchy Fashion, Paisley Bay, Thia, and CraftsVilla, and jewellery types that include anklets, bracelets, necklaces, pendants, hair jewellery, jewellery sets, charms, rings, and earrings, you will find any jewellery that you desire when you shop online at Junglee. Find gold jewellery designs, diamond, bridal, ethnic and pearl jewellery online and select the design of your choice from a variety of sellers!3. Get a Second, Third, Fourth Opinion
The best way to verify the seller's claims about a product is to ask someone who has already bought it. When it comes to online shopping, this means product reviews. Browse the unbiased opinions of the huge number of Junglee customers, and decide for yourself if you really want that gold necklace or rhodium-plated bracelet.4. Seller Ratings: Why You Need Them
Common fears that come up when you buy jewellery online include worries about the trustworthiness of sellers, whether the jewellery is as high quality as the product description says it is, and whether it will arrive on time and in good condition. To ensure that you have the answers to all these questions, Junglee India has created a rating system for sellers. These ratings are entered by customers who have bought jewellery online from these sellers, so you know you're getting an honest opinion.5. Stay Trendy, And Save Some Money
When you're jewellery shopping online, you can head to the New Arrival section of Junglee's jewellery range and pick out designer jewellery for women and men that is the latest in fashion. Whether it's men's cuff links, bracelets, necklaces, pendants, and rings or fashion jewellery, ethnic jewellery or antique jewellery for women, you can keep up with the most current trends in style with Junglee online. You can also go to the Jewellery Sale section to shop online for jewellery at some amazing discounts to get high quality sparkle that doesn't burn a hole in your wallet.


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American Milkshake has rapidly climbed my must see list. This is the directorial debut for David Andalman (he's done shorts, no features) and Mariko Munro. The movie is set in the 90's and follows the life of Jolie, a white high school guy who is a wannabe gangsta (or Wangsta, which is what we called them when I was in high school). I knew many of these wangsta types during my school days and this trailer had me laughing almost constantly. I can't wait!
Sean Hannity 2:00 PM - 5:00 PM
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Edward is winning right now. He's 2% over Damon at the moment. We need to put him way out there. Pass this to your friends ...LET"S DO THIS!!!! He wins this and he will be crowned the winner!
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Shrimp hands!?! My DH would be in the dog house (I don't like any sea food though, even to eat, barf, so I'm probably extreme).
$300 for lego? Seriously, how much lego could this lady have? I might email back and offer $100 if its THE MOST AND BEST LEGO I HAVE EVER SEEN EVER. But other than that, forget it.
They certainly don't look like anything special to me but what do I know about legos? I went on ebay and some do sell for some stupid amounts of money but they are new in the box, I'm assuming collectibles or something.
Her price on the title used to say $1 and now it says $300
Dammit, now I feel pressured to take a shower.
Kate, mama to Madi (4/18/08) and Jacob (10/8/10)
Popping in here.
First of all, $300? Srsly? She must mean rupees or something, 'cause that ain't nowhere NEAR 300 American $$ worth of Legos.
As for PTing, UGH! Griffin is nowhere close. They are so right about girls and boys being different. Lorelai was completely PT by this age. I mention the word "potty" around Griffin and he starts whining.
And now, for my confession. This past week has made me glad to be areligious. Is that a word? It should be. I would be seriously wondering what kind of a God is up there running things and probably praying to him, telling him he's getting too old, letting things slide and needs to start training his replacement. 'Cause ****.
Legos are actually really expensive if you get the boxed sets instead of getting them by the bucket. I have a Lego crazed nephew who is 12 and every year on his birthday and Christmas he gets a Lego set. The cheapest ones are at least $50 so I can see how she would want to get $300 for 45lbs of legos, but since she doesn't have the boxes or instructions, she is tripping to even think of getting that much.
Bridget, you should just go to Toys R Us and get a bucket of legos. I bought Ky 3 buckets of legos for $25. They have a bucket of 100 pieces for $10 usually. Kyro likes to copy off AJ, my nephew and is always interested in whatever AJ is interested in so he had a lego phase a while back. If you get some, beware of limping from stepping on little lego pieces. Ky is not allowed to bring legos out of his room now because we were constantly stepping on them, that and because Ellasyn is always all over the floor and will try to eat them and I don't want her to choke.
But that lady is crazy wanting $300. I'm thinking she must really need some money. She should sell a TV or video game or something though if she wants that much money.
Try Ebay Bridget. I was going to buy Duplo for Mia (before my mother bought us a ton), and they often have large batches going pretty cheap.
I confess that I went out to a pub quiz last night, and I managed to get really quite drunk off a mere 2 glasses of wine. WTH?? I hope I didn't look like a total ass. I guess that's what happens when you almost never drink. I'm also hungover this morning.
Haha...2 glasses of wine and I'd be passed out! I'm a cheap date as they say.
That's crazy about the leggos. That does remind me, though, that we need to look at taking a trip to LegoLand. Do they have a LegoLand in the US?
I'm thinking of starting to p/t Travis. I think I'll go get the equipment this weekend. What does everyone else think? Should I start before the new baby arrives or try a little bit afterwards?
Silverstar - there's no harm in trying now. We've had a potty forever, but Mia has only recently shown any willingness to use it. Just play it by ear.
Where in the UK are you, btw?
I'm up north where the friendly folk are in Yorkshire.
Oh cool. A lot of my family is from Yorkshire, if you go back a few generations.
I confess the computer brain in our furnace has died an inconvenient death (i.e. in mid February in Kansas City).
My wonderful husband called the facilities supervisor from work (we work at a university), as many of his crew moonlight. For $35 one of the HVAC guys was at our house last night at 8 pm diagnosing the problem. Waiting to find out now how much the new brain is going to cost and he's to come back to the house after work tonight to install.
I am thankful we had space heaters and plenty of electricity - we were toasty warm in the bedroom. Also thankful we're still co-sleeping with a sidecar crib so that our regular baby bedtime routine was not interrupted. The furry kid is confined to the bedroom with her doggy bowls and blankets piled on the bed.
I was 59 degrees in the rest of our house this morning.
We are still in pull ups...they are much more accessible than diapers but still not as accident prone as underwear, so we can still go get things done. This morning we went to the library and Josh asked me twice on his own to go to the bathroom, and peed in the big toilet both times. He stayed dry all morning.
Oh! and he said our last name for the first time (at least first time I've heard it, and DH said he hadn't heard it yet when I asked). He said the lady at church said his name is Joshua _________ and he told her "No it's just Joshua" LOL Our last name is not easy so it was really cute to hear from him. He said it well, too!
Last edited by daylilies; 02-11-2010 at 01:11 PM.
I confess that I am normally a live-and-let-live kind of person, but there are two people here (not in secular) who irritate me. I don't like reading their posts, but I can't stop myself because I'm always curious about what they're going to come up with next. Tell me I'm not alone in feeling like this!
Kate, I'm so excited for you and Joshua, both about the improvements with pottytraining(isn't each little success so incredibly cool?) and with the last name.
Sunrider, what an absolutely awful time for your furnace to die. I hope it is a cheap and fast fix, and wtg for having connections.
Bridget, that Lego Lady is totally wacky.
I have a few, Lydia. It's like I know it's gonna be stupid and irritating, but I can't help myself!
I confess that I am really angry at a friend of mine. She is unbelievably close minded and it makes me sad. I'm not a fan of confrontation, but I had to do so today, and I'm not sure where our friendship will go from here.
Lauren (24) Clinton (30) - my life, my rock Praying for all the APA girls! My Blog
I'm the same way, Lydia!
I confess that yesterday at work one of the mothers was in my library making some copies for the PTA and she asked me if I had converted to Islam yet. I said No and I had no plans to ever convert. She asked me "what are you if you aren't Muslim?" And I told her I didn't believe in any higher power and she said "well, I feel sorry for you then." I told her not to feel sorry for me, I certainly wasn't sorry, and I walked out of the room and marched right into the principals office and had a nice conversation with her. The principal was pissed, said it was totally inappropriate and would be calling her in and speaking with her. There was a bit more from the mother on "has anyone spoken to you about how wonderful Islam is" blah blah blah and you know for THEM it is wonderful and I'm glad that they have their faith, but I don't believe and I don't need to have someone feel sorry for me because I don't.
I made it 7 months before anyone said anything to me about not being Muslim. Pretty good I think.
I confess I just filed a paypal dispute and I feel sick about it. Like, I have a stomach ache. Why am I such a wuss? She's not returning my emails so she leaves me no choice. But it still SUCKS. I'm afraid she's going to respond and be really angry. I just want her to contact me and tell me where my stuff is!


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The schedule of events announced to date is as follows:
Saturday, Jan. 19:
—National Day of Service. Obama, first lady Michelle Obama, Vice President Joe Biden and his wife, Jill, and some members of the Cabinet will participate in service projects throughout the Washington area. Former first daughter Chelsea Clinton will headline a summit on the National Mall. Volunteers also are organizing service events in all 50 states, and the PIC will host a major service fair on the National Mall.
—Kids' Inaugural Concert. First lady Michelle Obama and Jill Biden will host a concert for America's children at the Washington Convention Center. The concert will pay special tribute to military spouses and children, honoring and celebrating their service and sacrifice.
Sunday, Jan. 20:
—Obama's private swearing-in ceremony at the White House for the presidential term that begins at noon EST. A private ceremony is traditional when Inauguration Day falls on a Sunday. Biden also will be sworn in at noon at the Naval Observatory.
Monday, Jan. 21, also the Martin Luther King Jr. federal holiday:
—Obama's ceremonial swearing-in for the public on the West Front of the Capitol, followed by his inaugural address, the inaugural lunch with congressional leadership and other top government officials, the inaugural parade down Pennsylvania Avenue to the White House, and the evening's two official inaugural balls. Myrlie Evers Williams will deliver the Invocation. Beyoncé will sing the National Anthem, Kelly Clarkson will perform "My Country Tis of Thee," and James Taylor will sing "America the Beautiful." Richard Blanco has been selected as the inaugural poet.
Tuesday, Jan. 22:
—National Prayer Service. Obama and Biden will participate in the National Prayer Service at Washington National Cathedral.
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INDIANAPOLIS (Updated: March 14, 2013) – The Indiana State Bar Association (ISBA) Leadership Development Academy (LDA) inaugural class announced the winner of its public art competition aimed at honoring former Chief Justice Randall T. Shepard and his longtime service to the community on Thursday, March 14, at Wabash College. John Vosel, a sophomore at Wabash College, was the recipient of this distinct honor and in addition to having his winning design displayed as a permanent structure at the new Bicentennial Park set to open in Evansville later this year, Vosel received a $2,000 scholarship.
The LDA and the City of Evansville launched a design competition among undergraduate and graduate students at Indiana colleges and universities and the winner will have their permanent art structure unveiled at the new Bicentennial Park tentatively set to open in downtown Evansville later this year.
"I am enormously grateful to the graduates of the LDA for committing themselves to a project that will bring so much joy to the lives of children growing up in the city where I grew up," said Chief Justice Shepard. "I know this will be one of many ways that these new leaders of the bar will add value to our profession and to Indiana."
Wabash College Professor Doug Calisch said the Vosel's proposals included research, descriptive writing, prose, visual literacy, structural analysis, teamwork, marketing, number crunching and a bit of "spit and polish."
"My class spent the month of October researching Randall T. Shepard, Evansville, Indiana Supreme Court and numerous other angles to understand the full scope of the project," Calisch said. "Students wrote design philosophies, project rationales, letters of intent and detailed project budgets. Most worked with technology to produce computer generated replicas of their designs and we even had class visits from a local structural engineer and fabricator."
"This milestone event is especially satisfying for the LDA as a result of the exceptional proposals submitted by our state's educational institutions for the Shepard Public Art Project," said Michael J. Jasaitis, who is a member of the Steering Committee. "Ultimately, the design chosen not only encompasses the original vision of the LDA in honoring our former Chief Justice Shepard, it will provide an innovative and aesthetically pleasing landmark that will resonate in, and beyond, the community of Evansville far into the future. We certainly look forward to implementing the concept selected and completion of this service project."
Jim Amidon, Wabash College, 765.361.6364, firstname.lastname@example.com
Casey C. Kannenberg, LDA, email@example.com
Gina Venturelli, LDA, firstname.lastname@example.com
The State Bar's LDA is a leadership forum to empower and develop young Indiana lawyers to be informed, committed and involved so that they may fill significant leadership roles in local and state bar associations, communities and organizations, and serve as role models in matters of ethics and professionalism. The LDA features professional facilitators and prominent speakers from various disciplines. For more information about the LDA, contact Catheryne Pully at email@example.com.
Founded in 1896, the Indiana State Bar Association (ISBA) is the single largest legal organization in the state. With more than 12,000 members, the ISBA serves and advocates on behalf of its members, their clients and the public interest as the independent voice of the legal profession. The ISBA's office is located in downtown Indianapolis. For more information about the State Bar, visit www.inbar.org.


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PVC backflap used to cover the open space created when the seat is in the lie flat position
Compatible with sport version 2 & s3 buggies with toggle & loop attachment mechanism.
Please note, once the limited stock is gone we will no longer be manufacturing further sport back flaps. Unfortunately if we are out of stock of what you are after in your region, the part is no longer available :(
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Remember that Walden's Title IV Code is 025042.
To prepare for your future, you need more than a basic understanding of business. You need the well-rounded, real-world business knowledge that our online M.B.A. degree program offers.
With Walden's ACBSP-accredited online Master of Business Administration (M.B.A.) program, you can put your education to work. Prepare to meet business challenges, achieve your career goals, and move ahead in today's workforce as you explore vital business and leadership fundamentals.
The Walden online M.B.A. program curriculum is designed to complement your career goals and aspirations through:
Walden University's online M.B.A. program is accredited by the Accreditation Council for Business Schools and Programs (ACBSP). Among other benefits, ACBSP accreditation provides:
Discover what others are saying about Walden's M.B.A. and what it has to offer.
M.B.A. Features and Benefits
Student Perspectives: M.B.A.
Find detailed information for this program, including possible occupations, completion rate, program costs, and median student loan debt.
Tisha Linen-Carter, Walden M.B.A. student, has improved her business skills and redefined her goals thanks to her master's program.
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Walden's Master of Business Administration (M.B.A.) program offers a variety of specializations to help you meet your personal and professional goals:
Explore practical accounting and financial techniques that you can use to enhance your decision-making abilities and help boost your organization's performance. The Accounting specialization integrates accounting theory and practice with management skills and provides the opportunity to grow more competent in forecasting, cost analysis, and assessment methods as well as managing operational and financial business risks.
Transfer of Credit: Students may be eligible to transfer up to 18 credits. Chartered Financial Analyst (CFA) Level I, II, or III certifications can be applied toward specialization courses.
This program can be completed in as little as 24 months. Time to completion may vary by student, depending on individual progress and credits transferred, if applicable. For a personalized estimate of your time to completion, call an enrollment advisor at 1-866-492-5336.
The courses are delivered in a prescribed sequence. Each 16-week semester includes two consecutive 8-week courses.
Most states require individuals to complete 150 semester (225 quarter) hours in certain subject areas in order to be eligible to sit for the Certified Public Accountant (CPA) exam and/or obtain a CPA license. Walden's accounting programs can help graduates progress toward meeting those requirements. The B.S. in Accounting offers 120 quarter (80 semester) credit hours that include upper-level courses in topics such as financial accounting, auditing, taxation, and management accounting. The M.S. in Accounting and the M.S. in Accounting and Management offer 30 semester (45 quarter) credit hours, while the M.B.A. Accounting specialization offers nine semester (13.5 quarter) credit hours. These programs include graduate courses in topics such as financial accounting, managerial accounting, and legal and ethical accounting practices. This will require students to complete additional coursework to meet state requirements.
In each state, there are specific policies that must be followed when an individual is seeking to become a licensed accountant. Some states will not allow individuals who complete the Walden accounting programs to sit for the CPA licensing exams due to state-specific issues such as professional accreditation or face-to-face instruction. For information on the educational requirements for your state, refer to the state's Board of Accountancy or related agency.
Walden enrollment advisors can provide guidance about accountant licensure; however, it remains the responsibility of the individual enrolling in the program to read, understand, and comply with the licensure requirements in the state where he or she wishes to practice.
Walden University can make no representation, warranty, guarantee, or commitment that successful completion of a Walden program, or coursework for credit within a program, will make a graduate eligible to sit for a licensure exam or to obtain state licensure.
Being an effective leader is essential in business and demands that an individual has a strong set of competencies including the ability to understand one's self, motivate others, understand organizational culture, and manage ambiguity. In this course, students begin their personal and professional transformation by closely examining their current strengths and weaknesses, values, decision-making processes, and approaches to dealing with difficult problems. Students also explore leadership in turbulent times by examining how effective leaders think as well as how various management styles impact situations and relationships within an organization. Topics include key leadership concepts with applications to authentic situations; personal leadership and competency assessment; personal and professional development planning; and ethical values-based leadership decision making.
Contemporary business environments are increasingly competitive, global, fast paced, and knowledge intensive. In these environments, effective use of human capital is vital to an enterprise's success and survival. In this course, students will explore practical issues related to developing individuals and managing collaboration and will examine the skills and strategies necessary to address them effectively. Students will examine ethical and legal implications of managing a diverse workforce including issues that arise from cross-cultural differences and virtual work settings. The importance of communication as a tool to manage internal and external relationships is emphasized as it relates to the effectiveness of managing people to achieve organizational goals. Topics include planning and executing staffing strategies, developing individuals, fostering positive work environments, creating and sustaining teams, maintaining influence in the organization, managing a global workforce, managing programs for productivity improvement, and planning and managing the human side of organizational change.
In today's complex and uncertain environment, innovation is important to achieving business success. In this course, students will examine how to be an effective creative leader who can readily apply imagination to resolve complex problems. Additionally students explore methods to establish a work environment conducive to creative thinking. Students will gain a set of proven methods, skills, and strategies that enable innovative breakthroughs to occur in a much more deliberate and predictable manner. Topics include: an overview of the concepts of creativity, foresight, and innovation; the diversity of different creative thinking styles; the "design thinking" process for business problem solving; work environments that stimulate creativity; characteristics of leaders who exemplify creativity that often leads to innovation; and the application of creativity and innovation concepts in organization settings.
The need for information and dependence on information systems and enabling technologies is ubiquitous in business. Businesses use information systems to collect, process, store, and manage data, which can be aggregated and disseminated in the form of information to support effective decision making. Students in this course explore how to realize optimum benefit from information systems and technology to support and improve business decisions, processes, and services at all levels of business in alignment with business goals to achieve competitive advantage and sustainable business performance. Topics include cost, selection, implementation and use of information systems; quality, reliability, and process standards; and use of information systems to drive strategic advantage.
One of the most critical challenges in maintaining and improving organizational performance is identifying core strengths and weaknesses within the organization and across the more general value creation landscape. The focus of this course is on the challenges and opportunities for managers to create value and to increase organizational performance through the effective deployment of systems thinking and change management skills. Students in the course explore systems thinking as a process whereby problems are viewed as individual components within a larger system, and explore how various operational and systems thinking frameworks such as the Theory of Constraints and Lean Six Sigma can be utilized to optimize organizational performance in both industrial and service settings.
Accounting is the language of business. Managers must understand and be able to effectively use this language to create meaningful measures upon which to make appropriate decisions. They must know what to measure, how to measure, and what the consequences of the measurement might be. In this course, students will take a rigorous stakeholder approach that integrates fundamental managerial accounting topics with strategic business analysis. Topics include the use of accounting information to make effective business decisions; analysis of the impact of decisions on various stakeholder groups; and the development of sustainable solutions based on the information that is measured, analysis of various types of budgets, strategic planning, and forecasting as well as communicating accounting information effectively to various stakeholders. Various specific accounting tools and their usefulness to managers will be evaluated.
Effective managers know that a clear understanding of the role of marketing, as well as a grasp of effective marketing practices, is essential for organizations to succeed in today's fast-paced, competitive environment. In this course, students gain a working knowledge of both marketing theory and the practical application of innovative marketing tools and strategies. Students also explore how product, price, place, promotion, and people contribute to the marketing mix as they explore research-based insights into consumer behavior. Topics include product and service differentiation, competitive analysis, relationship marketing, coordination of marketing functions, and distribution strategies.
Today's companies are challenged to constantly do more with less. Effective managers know how to deploy scarce financial resources in ways to achieve optimum returns on these resources. Students will discover the latest financial tools and analytic methods to strengthen the capital investment decision-making process. Students will use critical-thinking skills to apply and, at times, challenge traditional financial theory, while balancing various stakeholder interests in the financial decision-making process. Students will examine a range of contemporary issues and techniques relevant to sound and ethical financial decision making. Topics include the role of stakeholders in optimizing firm value, assessment of an organization's financial position, effective communication of financial information and goals, the analysis of risk and reward in financial decision making, the impact of financial decisions and capital structure on firm value, the role of ethics in financial decision making, and the evaluation of financial decisions to enter international markets.
Effective business managers use a variety of financial management tools as they seek to evaluate alternatives and make sound decisions. In this course, students analyze these tools, including breakeven and cost-volume-profit analysis for product pricing and cost sensitivity, forecasting and cost prediction, variance cost analysis, relevant cost analysis, project valuation and prioritization using payback, rates of return, and discounted cash flow methods. Students sharpen their diagnostic critical-thinking skills and learn to construct effective, ethical, fact-based arguments, which are among the fundamental capabilities required for effective managerial decision making. Using relevant management articles, case studies, and current topics, students also examine how to align business needs with fact-based solutions, how to identify new opportunities, and how to manage and enhance an organization's competitive position.
One of the primary functions of the accountant's role is preparing internal accounting information that can be used by management for effective decision making and organizational performance. Students gain a practical perspective into this role through case study review and analysis of pricing and contribution margin analysis, cost management and allocation, activity-based costing and throughput accounting, and inventory management. Students assess performance measurements, including key performance indicators, balanced scorecard, and forecasting. They explore operating and capital budgeting and financial planning techniques and become familiar with quantitative models and approaches used in management accounting. Through this course, students learn how to identify the needs of the different departments and operating divisions within an organization and how they work individually and collaboratively in decision making.
Accountants and business managers must be astute and proactive in managing a business to combat the inevitable threat of operational and financial risks, including those involving credit, market, liquidity, reputation, technology, and legality. In this course, students assess the tools used by accountants and managers in managing these risks. They explore the various processes used to identify, analyze, and assess risks, and they learn the appropriate use of financial and operational controls to mitigate such risks. Additionally, students examine ways to implement techniques, such as developing a risk control matrix and using the concepts of the Committee of Sponsoring Organizations of the Treadway Commission (COSO) framework to improve an organization's enterprise risk management.
The purpose of the capstone course is to integrate the knowledge and concepts students have gained through the M.B.A. program. Students will practice their skills and employ their knowledge by evaluating business strategies capable of achieving sustainable competitive advantage. Students in this course will be required to identify and address challenges and opportunities found in today's complex and often uncertain business environment. Students complete their transformational journey through the program by reflecting on their learning and will consider the next phase of their career development. The aim of the course is to improve the students' ability to manage in an environment requiring both strategic and operational knowledge. Topics include corporate social responsibility and stakeholder management, resource-based capabilities analysis, external competitive analysis, business-level strategy evaluation and development, and change management.
Enhance your ability to communicate effectively with internal and external stakeholders with the Communication specialization. Coursework in this specialization explores the elements of successful interpersonal and organizational communication and the manager's role in ensuring that communications achieve desired goals. You will examine how to tailor information for various audiences and purposes; the process of selecting, planning, executing, and evaluating communication strategies; and the art and science of developing persuasive messages, both written and oral.
Transfer of Credit: Students may be eligible to transfer up to 18 credits.
Estimated time to completion is 24 months. Time to completion may vary by student, depending on individual progress and credits transferred, if applicable. For a personalized estimate of your time to completion, call an enrollment advisor at 1-866-492-5336.
Using reputable sources lends credibility to a message. But how does a communication professional determine which supporting information is appropriate to help craft a message, gain audience insight, choose a communication channel, or evaluate the impact of a message? In this course, students examine research approaches that are common to the field of communication and appropriate for answering questions about audiences and evaluating messages. Topics include simple quantitative analysis and qualitative research approaches such as focus groups, interviewing, and surveys, as well as basic metrics such as cost of media, cost per sale, return on investment, and web analytics.
The ability to communicate with others influences success in both professional and personal settings. As communities and places of work become increasingly diverse, the intersections of interpersonal and intercultural communication also increase, and communicators need to be aware that the cultural diversity of their audiences should affect the way they convey information. Students in this course examine interpersonal and intercultural intersections and study the influence of cultural diversity on interpersonal communication. By examining theory, students develop an approach to practice and hone individual strategies for communicating successfully in diverse interpersonal situations. Topics include interpersonal communication theory, intercultural communication theory, individual communication competence, nonverbal channels, person perception, conflict resolution, and listening and communication barriers.
Students in this course leverage a wide range of knowledge and skills to conceive and execute a global communication campaign that uses traditional and digital media. Grounded in concepts of integrated marketing communication, this course provides students with the opportunity to develop and review a creative or innovative brief. Students generate solutions for that brief across the phases of the creative process, present and defend solutions, and evaluate solutions using metrics. Topics include the creative process, integrated marketing communication, selecting appropriate channels, pitching and selling ideas, and evaluation metrics.
Transfer of Credit: Students may be eligible to transfer up to 18 credits.
The focus of this course is on how students use financial information for internal decision-¬-making purposes. It is designed for the leader who will be using, rather than producing financial information. Decision making is an art. Good decision makers need to be able to anticipate the alternatives, evaluate the advantages and disadvantages of each, and recognize the tradeoffs inherent in each alternative. The course will approach financial decision making using this framework that also overtly includes rigorous stakeholder analysis and implications. Stakeholder analysis sometimes leads to controversial decision alternatives, but it is this exercise that will develop the students' talents for challenging the traditional and finding the balance between stakeholder expectations and creating opportunity for the organization. The objective of this course is for students to apply finance theory and principles to the analysis of important business problems. Specific topics will include capital budgeting, cost of capital, real options, capital structure, payout policy, and enterprise valuation.
Students in this course use the tools of finance to help managers maximize their firm's value. Topics include the time value of money, net present value, internal rate of return, capital budgeting, capital structure, working capital management, multinational concepts, and dividend policy.
After a brief review of selected topics in finance, students in this course participate in hands-on demonstrations of how to become operational and marketable in financial management. Topics may include valuation, intense capital budgeting, cost of capital, risk, standard deviation, variance, covariance, capital asset pricing model, and beta. Additional topics may include multinational concepts, leasing, option pricing, derivatives, hedging, and other advanced financial theories.
In this course, students continue to build their entrepreneurial skills and knowledge base by addressing problems drawn from real-world organizations. Students analyze how the organization contributes to society (local, national, or international), how entrepreneurship and commercial activities affect the environment, and how the potential of forming "glocalities" (a combination of individuals, business organizations, and political agencies) becomes more significant in the future in terms of working in unison to better society.
This course focuses on the emerging trend of business organizations moving from a profit-only mentality to one in which they utilize their profits and other resources to enhance society. Students explore entrepreneurial concepts and processes that apply to startup enterprises as well as those that are well-established with an innovative focus or entrepreneurial spirit. Topics such as market opportunity, risk management, change management, innovation, product development, financing and raising capital, intellectual property, and commercialization are covered. Students apply these and related concepts to problems common to real-world organizations.
Small businesses make up a large majority of all businesses in the United States. Students in this course are presented with the fundamentals of successfully establishing a sustainable small business enterprise. They address small business organization, operation, management, and sustainability. Business topics in the areas of planning, accounting, finance, and marketing are analyzed through the lens of the small business organization. Students analyze the unique relationships between government and small businesses. Topics include how to identify what determines the status of being a small business with local, state, and federal government agencies as well as how small businesses apply sustainable practices to be profitable. Students investigate the crucial role that technology plays in managing small business operations and evaluate popular software applications for efficiently managing those functions.
This course provides the student with an understanding of the structure and components of health services and the health services delivery system in the United States. The components of the system, including patients, organizations, healthcare professionals, public and private third-party payers, regulators, reimbursement and reimbursement methods, and technology are identified and described, including the continuum of health services such as hospitals and hospital systems, ambulatory care services, long-term care services, wellness/prevention services, and community/public health services. In addition, the course provides an abbreviated history of health and health services in the U.S. and addresses the nature of population illness and disease. Contextual factors and challenges that are linked to the healthcare delivery system are addressed, and the impact of these challenges on the delivery of services and healthcare management are explored.
This course examines the application of health policy and economic principles to healthcare managerial decision-making. Students will gain knowledge of the process for policy development and implementation, key stakeholders and interest groups involved in the health policy process, and how health policy changes over time within the United States. Key policy initiatives related to cost, quality, and access are explored. Students also will advance their knowledge of economic principles, such as supply, demand, and the determination of market price.
This course introduces the terminology, theory, concepts, and techniques used in the accounting and finance functions in healthcare organizations. Students gain an understanding of the important role of finance in healthcare organizations, as well as learn various techniques to develop, manage, and control finances. Using an applied approach in learning about healthcare finance, the course enables students to learn how to develop, apply, and interpret various financial tools, including budgets, sources of revenue/reimbursement by payer, income statements, balance sheets, dashboards, statements of cash flow, pro formas, return on investment analysis, financial ratios, capital budgeting, debt service and borrowing, depreciation, and cost allocation and cost accounting techniques.
Transfer of Credit: Students may be eligible to transfer up to 18 credits. Students who have earned a Senior Professional in Human Resources (SPHR) or Global Professional in Human Resources (GPHR) designation may be eligible to apply four credits to the Human Resource Management specialization.
One of the most important assets of an organization is its talent—its human capital. However, in general, there is little planning or strategy applied to the creation and management of this huge asset. This course empowers the learner with knowledge to create and work effectively within a talent management and planning process. It explores recruiting strategies within a human capital development context and focuses on building specific skills in position planning, talent selection, placement, and retention.
Understanding the specific value of the human resource capital of an organization is critical. Metrics for human resource management and organizational improvement provide the tools both for measuring human capital value and for overseeing, and managing an organization's human resources that contribute to the organizational capacity for growth. This course will explore human resource metrics as tools for both organizational and individual performance improvement, and will also establish a foundation for the effective deployment of performance metrics as part of the recruitment, training and development, and retention of human resources. Knowing which metrics should be employed and how to manage the results is pivotal for the HR manager. This course will provide the learner with the tools and knowledge to make informed decisions to create, apply, interpret and manage results of appropriate HR and organizational metrics as an HR professional.
Performance management is a set of processes that creates career opportunities to attract appropriate resources, establishes an environment that nurtures individual productivity and development, and smoothly transitions individuals to their next position. This course provides students with the opportunity to address these three key sets of processes. Students practice writing job descriptions, selecting the right employees, developing skill-based performance standards, effecting relevant programs to bring employees on board, and implementing educational and training programs intended to aid the success of employees and the organization as a whole. They explore how to maximize employee productivity and effectiveness through structured feedback, coaching, reflective performance development conversations, effective compensation models, employee recognition programs, and career development paths. Students also examine ways to improve performance management systems by integrating feedback from all sources, including the exit interviews of valued employees.
This course is an introduction for students to learn how institutions, organizations, and culture shape uniqueness in regional market and business practices. Students are exposed to the functioning of global organizations that shape the global business climate. Students explore drivers for internationalization, barriers and pitfalls, and best practices in international business.
In this course, international business topics are explored in depth and in context through real-world case studies. Students analyze the success and failure of international business ventures across a wide range of industries, developing their analytical skills in the process.
Over the last few decades, a fundamental shift in the world economy has been underway. No longer are national economic interests and business operations largely confined within well-¬defined geographic borders. Phenomena such as the explosion of the Internet, outsourcing, and the reduction in barriers to cross-¬-border trade have all contributed to the creation of a truly global economy. This course focuses on the global environment of business and explores how the international sociocultural, political, legal, economic, physical, and historical environments affect business practices and policies. This course provides students with the skills and methodologies required for market analysis and business strategizing on a global scale. In particular, students identify the internal and external forces affecting an organization's ability to compete both domestically and globally.
Realize your potential to inspire others and influence the future of your organization with a specialization in Leadership. Explore various perspectives of what makes a good leader and evaluate your own leadership style. Complete the program with a deeper understanding of your own values as a leader.
Estimated time to completion is 22 months. Time to completion may vary by student, depending on individual progress and credits transferred, if applicable. For a personalized estimate of your time to completion, call an enrollment advisor at 1-866-492-5336.
This course examines the roles that leaders play as partners in shaping, and being shaped by, the organizational cultures they seek to influence. Learners explore perspectives on how to make conceptual sense of the cultural landscape of organizations and examine the implications for leading and building effective community at various levels of application.
Mentoring requires an understanding and integration of many theories, including leadership, interaction, and communication, that support the development of effective leaders. This course helps students understand and apply skills of effective mentoring, such as active listening, learning, empowering, and enabling change. Students engage in practical exercises, such as using feedback to create interactive dialogue and asking questions to acquire a deeper understanding of mentoring and coaching processes. In consideration of modern and virtual environments, students explore the challenges of mentoring or coaching individuals in a virtual or team setting.
One of the more difficult and large-scale challenges of leadership is effecting successful change in the face of resistance and conflict. Students in this course explore this challenge as well as the various facets of leading organizational change. They engage in writing assignments designed to help them focus their ideas and critically assess major topics, such as conflict resolution strategies aimed at the personal and organizational level. Students also consider the implications of emotion and the multifaceted array of conflict-management styles—factors for which professionals must account when making decisions regarding leadership and conflict resolution.
While some companies may still be asking, "why should we care about social media?," most are now asking "how can we leverage the power of social media?" In this course, students examine how social media has changed the way consumers interact with brands and apply elements of storytelling to develop a social media strategy for an organizational scenario. In addition, students explore issues of ethics, privacy, and media law that are heightened by social media and digital communication distribution. Topics include types of social media, audience appropriateness, reputation management, social media strategy, evaluation methods, and the communications regulatory environment, including media law and privacy.
Understanding customer behavior can help to improve an organization's success. The ethical issues marketers face can be complex and the astute marketer anticipates such issues and seeks out the appropriate guidance. This course explores the strategic implications of customer behavior for marketers by addressing the key principles of consumer behavior and the ways to improve the customer experience in the pre-purchase, purchase and post-purchase phases through technological advances and marketing fundamentals. Students analyze factors influencing buyer behavior and their effects on purchasing, and consider how to translate what is important to customers into product attributes and content marketing. Topics of brand loyalty, segmentation and targeting as well as the disruptive impact of new products are incorporated into the course.
What are the key issues in developing and implementing marketing strategy? Students relate marketing strategy to organizational strategy and the integration of a marketing plan with activities of the business enterprise. Students design a plan to grow a business over the next three years. This strategic plan will include, but not be limited to, vision and mission, market segmentation, brand positioning and strategy, customer acquisition and retention strategies, as well as tactical ideas for each strategy, and financial justification for the plan.
Walden has been reviewed and approved as a provider of project management training by the Project Management Institute (PMI)®. As a PMI Registered Education Provider (R.E.P.), Walden has agreed to abide by PMI-established quality assurance criteria.
PMI is a registered trademark and service mark of the Project Management Institute, Inc.
PMP is a registered certification mark of the Project Management Institute, Inc.
This course introduces students to the knowledge, skills, tools, and techniques needed to successfully manage projects throughout a project lifecycle. Students are exposed to project management knowledge areas and process groups as well as the distinguishing characteristics of each. Students study the ways these two dimensions of project management interact in initiating, planning, executing, monitoring and controlling, and closing a project.
This course explains how to plan, analyze, respond, and control qualitative and quantitative risk in projects. Students examine the internal risks associated with managing projects and the external risks associated with customer behavior, the supply chain, transportation and distribution channels, and acts of nature within the framework of the organization's overall risk strategy. Students can learn about strategies for working with project stakeholders to identify and respond to risk within defined ethical and legal standards.
This course concentrates on the role of the project manager in leading project teams in complex and diverse organizational settings, including the important role of communicating with all stakeholder groups. Students examine how individual and group behavior impact organizational effectiveness. They can discover how using influence, rather than organizational power, leads to more successful project management. Students study ways to design projects to support organizational goals and how to build and engage organizational capital (intellectual, human, physical, financial, and structural). The course emphasizes communications management as a tool to manage internal and external relationships with stakeholders, partners, vendors, and customers.
Transfer of Credit: Students may be eligible to transfer up to 18 credits. For this specialization, students can transfer up to nine elective credits from any previous graduate-level work regardless of the discipline. Call an enrollment advisor to review your transfer credits and complete a free transfer of credit evaluation.
*Students may choose to transfer up to nine credits from previous graduate-level coursework regardless of the discipline.
To satisfy the specialization, students will have to select three 3-credit courses from the list below:
Elective courses give you the opportunity to further explore your interests beyond the prescribed program curriculum. You may choose to take any course designated as an approved elective by the program's completion requirements.
Transfer up to 18 credits
Total with Transfer Credits†
* Time to completion may vary by student, depending on individual progress and credits transferred, if applicable. For a personalized estimate of your time to completion, call an enrollment advisor at 1-866-492-5336.
†Transfer credit total includes reduction in technology fee and books and supplies as related to reduced number of courses over time.
Tuition and fees are subject to change.
We want to make your education as affordable as possible. Explore our limited-time tuition savings options available for some of our most popular programs. You may also be able to save depending on your affiliation with Walden. Find out.
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The Walden M.B.A. program is designed to provide the vital business fundamentals and leadership lessons you need to advance in today's competitive global workplace, plus flexible options you can use to tailor the program to complement your professional goals.
When you choose Walden's M.B.A. online degree program, you can benefit from the flexibility of online learning and from MobileLearn®. Offered exclusively at Walden, MobileLearn not only enables you to choose where and when you learn, it also gives you the ability to choose how you learn. Learn more.
Find out more about what defines Walden's Master of Business Administration program:
Today's job market is constantly evolving, and a career management strategy is critical to remain competitive and successful. Career advancers and job seekers alike must know how to network, develop strong professional relationships, know your value proposition, and find ways to market your value in different mediums. Through CareerBoostTM courses, you will learn how to effectively manage your career or prepare for a successful job search. By developing or perfecting your unique toolkit of job search techniques, interviewing strategies, personal branding tips, résumés, and cover letters, you can put yourself on the right path to career success.
"Proactive career management is vital in today's economic climate. Through assessing your qualifications, researching job opportunities early in your academic career, and building connections with professionals in your field, you will capitalize on opportunities to strengthen and market your qualifications and build your professional network."
Lisa J. Cook, J.D., M.Ed.
Director of Career Services
Walden University
Through CareerBoostTM, you will have the opportunity to engage more closely with Walden's Career Services Center, which offers:
When you graduate, Walden will still be here to help you excel in your career. By joining our alumni network of more than 63,000 people all over the world, you will have opportunities to connect with fellow alumni who share your interests as well as access to Career Insider.
Gain insight from the business, economic, and technology leaders who are transforming our industries with their entrepreneurial acumen and innovative thinking. As a student in Walden's M.B.A. program, you'll have exclusive access to online content that includes interviews featuring renowned speakers, such as:
Bill George
Named one of the "Top 25 Business Leaders of the Past 25 Years" by PBS, Harvard Business School professor and best-selling author Bill George provides leaders with advice on how they can develop their own authentic leadership skills by identifying their "True North." (© Bill George, 2011)
Read the stories of a few successful M.B.A. graduates:
Michael Hitchcock '11
Bryan Hutchinson '10
Celeste Steele '09
Want to see your story here? Email us at firstname.lastname@example.com.
When selecting among Walden's M.S. in Management, M.S. in Leadership, Executive Master of Business Administration (EMBA) and Master of Business Administration (M.B.A.) programs, consider which features are right for your learning style and your career aspirations.
LOCATION: Grenada
SPECIALIZATION: Human Resource Management
MY CAREER: Human Resource Officer at Grenada Electricity Services Ltd.
WHY I CHOSE WALDEN: I chose Walden because it is accredited and the online experience perfectly suited my needs. It gave me the opportunity to work and study simultaneously.
HOW I APPLY WHAT I'VE LEARNED TO MY CAREER: I have been able to directly transfer many of the concepts and principles learned at Walden to my daily life. I have developed several organizational procedures and policies by building on and customizing my research. Additionally, I have been exposed to a web of resources that will help me develop my career. My degree gives me the confidence to perform at a higher level at work and within society.
Read additional success stories.
LOCATION: Maryland
SPECIALIZATION: Leadership
MY CAREER: Senior procurement analyst at the U.S. Department of Homeland Security
WHY I PURSUED MY MASTER'S DEGREE: I sought to advance within the federal government. It became clear to me that the experience, education, and insight of an M.B.A. would be essential to attain that goal.
WHAT I TOOK AWAY FROM THE PROGRAM: I was able to interact with top-notch students and scholars across the country. All of my instructors were excellent. All of the resources were available to me from my desktop computer. The Writing Center and other support services were excellent.
HOW I APPLY WHAT I'VE LEARNED TO MY CAREER: With an M.B.A., I now have the knowledge and skills to manage an entire organization, including finance management, acquisition, human capital, technology management, and marketing. I am able to contribute more to short- and long-term goals like IT solutions, budget drills, and outreach activities. I am always looking for innovative, value-added solutions that will save taxpayers money. Efficiency and cutting costs are what drive me.
BIGGEST BENEFITS OF EARNING MY DEGREE: My M.B.A. has given me much more confidence, and I see many more doors opening up for me. I now understand how the department operates as a whole, which makes me more successful in my career. Having this new perspective makes me a more qualified candidate to take on a higher leadership role.
LOCATION: North Dakota
CURRENT DEGREE PROGRAM: Doctor of Business Administration (D.B.A.)
MY CAREER: Organization Development Consultant at MasTec Network Solutions and author of Personal Happiness: A Business Strategy (Lulu.com, 2011)
WHY I CHOSE WALDEN: I wanted a program that would push me and help me grow into a better leader. I spent a lot of time comparing Walden's consumer reviews to other schools'. I was repeatedly impressed by what current and former students had to say. Almost all of them stressed the positive impact Walden's courses had on their professional lives—something I've found to be quite accurate.
THE COLLABORATION I'VE FOUND: Perhaps the most rewarding aspect of pursuing a degree with Walden is the collaboration with other students. The faculty is also highly skilled at encouraging an incredible amount of interaction, which stimulates critical thinking and the trading of new ideas. We not only learn from the instructor and the materials, but we also learn from each other.
HOW THE PROGRAM HELPED ME DEVELOP AS A LEADER: Many of the management and leadership theories and methods I've learned have played a big part in shaping my leadership style. I've become more flexible, adapting to the situation much more easily now that I have more "tools" to use.
WHY I CHOSE TO PURSUE MY DOCTORATE AFTER COMPLETING MY M.B.A.: The D.B.A. program feeds into my long-term objectives. I am learning new research methods and skills. You have to be on the leading edge of the research—and I plan to contribute to it.
Learn how Walden's accredited Master of Business Administration (M.B.A.) program can help take your career to the next level.
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In our M.B.A. program, you will work with expert faculty members who are scholars and leaders in their fields. Some of the esteemed faculty members in this program include:
William C. Schulz
Ph.D. The University of Georgia; M.A., Indiana University; B.A., University of South Florida
Alexander Hapka
Ph.D., New York University; M.S., Stony Brook University; B.S., Manhattan College
Bruce Huang
Ph.D., Northcentral University; M.B.A., University of Dallas; B.S., The University of Texas
Pamela J. Legner
D.B.A., Argosy University, Sarasota; M.S., DePaul University; B.A., Knox College
Vanda Marques
Ph.D., Capella University; M.S., Albertus Magnus College; B.S., Central Connecticut State University
David Binder, M.B.A., University of Michigan; B.S., University of Southern California
Thomas Brantle, Ph.D., M.S., Stevens Institute of Technology; M.A., The Pennsylvania State University; M.S., University of Rhode Island; B.S., State University of New York
Donna K. Brown, Ph.D., Kent State University; M.S., B.S., Slippery Rock University of Pennsylvania
Dennis Cashman, Ph.D., Capella University; M.S., American University; M.S., B.S., Central Connecticut State University
Gregory L. Chase, Ph.D., Kent State University; M.B.A., University of Central Florida; B.B.A., Eastern Michigan University
William J. Cobian, Ph.D., Capella University; M.B.A., California State University; B.S., University of Wisconsin
Conna Condon, D.B.A., Nova Southeastern University; Ph.D., University of Washington; M.B.A., California State University, Dominguez Hills
Kathy Disney-Kantner, Ph.D., Walden University; M.B.A., City University of Seattle; B.S., Central Washington University
Eddie O. Dixon, Ed.D., Argosy University; M.A., Garrett-Evangelical Theological Seminary; M.B.A., B.A., Wayne State University
Robert Finkelmeier, Ed.D., M.Ed., B.S., University of Cincinnati
Dean E. Frost, Ph.D., M.S., University of Washington; B.A., Reed College
Richard H. Gayer, Ph.D., Capella University; M.B.A., National University; MPA, Pepperdine University; B.S., Chaminade University of Honolulu
Roger Geronimo, Ph.D., Columbia Pacific University; M.B.A., University of New Haven; B.S., Central Connecticut State University
Rebecca Graham, M.S., B.S., St. Cloud State University
Dahli Gray, D.B.A., The George Washington University; M.B.A., Portland State University; B.S., Eastern Oregon University
John M. Halstead, Ph.D., B.S., University of Connecticut; M.S., Boston College
Janelle Harrison, Ph.D., Regent University; M.A., Gonzaga University; B.S., Lewis-Clark State College
Annette M. Hebble, M.S., Ph.D., University of Houston; M.A., University of Virginia; B.A., Eisenhower College
Nathan Heller, Ph.D., Arizona State University; M.B.A., Brigham Young University; B.A., The University of Texas
Jonathan Hochberg, Ed.D., Nova Southeastern University; M.B.A., The George Washington University; B.A., University of Colorado
James E. Jump, D.B.A., University of Sarasota; M.S., Oakland City University; B.B.A., Angelo State University
Yoram Kalman, Ph.D., University of Haifa, Israel; M.B.A., Tel Aviv University, Israel; M.S., B.S., The Hebrew University of Jerusalem
Michael B. Knight, Ph.D., M.S., B.S., Southern Illinois University
William Laing, Ph.D., Capella University; M.B.A., University of Montana; B.G.S., University of New Hampshire
Felix M. Lao, Ph.D., University of Santo Tomas, Philippines; M.B.A., B.B.M., University of the City of Manila, Philippines
Richard E. Leiter, Ph.D., Michigan State University; M.B.A., Wayne State University; B.S., The Pennsylvania State University
Cynthia P. Letsch, J.D., Drake University Law School; D.B.A., Nova Southeastern University; B.A., Southern Methodist University
Douglas P. Letsch, Ph.D., Walden University; M.B.A., University of Phoenix; B.B.A., The University of Texas at Austin
Carol Magendie, M.R.E., B.S., Loyola University
Michael McGivern, Ph.D., Walden University; M.S., Rensselaer Polytechnic Institute; B.S., Central Connecticut State University
Cleamon Moorer, D.B.A., Argosy University; M.S., M.B.A., Benedictine University; B.S., Kettering University
David L. Morton, D.B.A., Nova Southeastern University; B.A., M.A., University of Cincinnati
William J. O'Connor, D.B.A., Nova Southeastern University; M.B.A., Syracuse University; B.A., Brooklyn College
Sunny O. Onyiri, Ph.D., Union Institute & University; M.S., Walsh College; B.S., University of Louisiana at Lafayette
Leslie R. Pagliari, Ph.D., Walden University; B.S., M.S., East Carolina University
Amy Puderbaugh, Ph.D., Capella University; M.B.A., Baker College; B.A., Western Washington University
James G. Skertich, D.B.A., Alliant International University; M.A., M.Ed., University of Phoenix; B.A., B.S., Indiana University
Karen W. Smola, Ph.D., M.S., Auburn University; M.A., B.S., Oklahoma City University
Thomas G. Spotts, Ph.D., Walden University; M.A., Webster University; B.A., University of South Carolina
Claire Starry, Ph.D., M.A., University of Washington; B.A., University of Santa Clara
Ralph F. Stauffer, M.S., California State University; B.S., Regents College of the State of New York
Yvonne M. Thompson, Ph.D., M.B.A., University of Southern California; B.S., Norfolk State University
Alan Tillquist, D.B.A., Nova Southeastern University; M.B.A., Missouri State University; B.S., Hannibal-LaGrange University
Stuart G. Towns, M.S., North Carolina State University; B.S., Washington and Lee University
Padma Viswanathan, Ph.D., Nova Southeastern University; M.B.A., Case Western Reserve University
Nancy R. Olsen Waldron, Ph.D., Capella University; M.B.A., Plymouth State University; B.S., Granite State College
Stanley Warrick, J.D., University of Arkansas; M.S., Lake Forest Graduate School of Management; B.S., U.S. Military Academy at West Point
A. Robert Wasson, Ph.D., Massachusetts Institute of Technology; M.S., Stanford University; B.S., University of Pittsburgh
Penny Wilkins, D.M., M.A., B.A., University of Phoenix; M.S., California State University
Thomas Woodruff, D.M., University of Phoenix; M.B.A., Southern Illinois University; B.S., University of Missouri
Jong H. Yi, Ph.D., University of Southern California; M.A., B.A., The University of Chicago
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Graduates of this program will be prepared to:
For assistance in deciding which specialization program fits your goals, request information or speak with an enrollment advisor by calling 1-866-492-5336. A list of international toll-free phone numbers is available for students outside the United States.
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