Babson College - Babsonian Yearbook (Wellesley, MA)

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math 6 Science Oiuision John Saber, Chairman Arvind Shah Judith Koval Margaret Weinblatt Missing Pictures of Ismael Dambolena, John McKenzie, and Nicholas Teebagy. William Rybolt Leslie Ball Business today is faced with the need to make more complex decisions than ever before. To evaluate the alternative actions and choose from among them the optimal strategy in a competitive world, we must employ a host of quantitative techniques: statistical analysis, regression, decision theory, linear programming, dynamic pro- gramming, network models, and queuing systems, among others. The information on which the business man or woman must base these decisions is stored, summarized, classified, and manipulated into usable form by computers. Increasingly, the ex- ecutive must incorporate scientific and technical complexities into the decision making process. The purpose of the Math- matics and Science Division is, therefore, threefold: to give students an understand- ing of the quantitative techniques of deci- sion making; to introduce them to the ca- pabilities and limitations of computers and their role in the organization; and to ex- plore the process in which scientific dis- covery is linked to management. Students who major in Quantitative Methods find myraid applications to the techniques and skills learned. In recognition of the useful- ness of Quantitative Methods in solving problems in other areas, there are also joint majors in Quantitative Methods Fin- ance, Quantitative Methods Investments and Quantitative Methods Economics. 32

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riarl eting Divisinn Edward McGee Norman Govoni, Chairman Marketing Jean Pierre Jeannet Morton Galper Dr. Gerald Price Richard Ostheimer Marketing — dynamic, challenging, exciting — encompasses all activities involved with determining and satisfying the needs and desires of target mar- kets. It is concerned with products and services, consumer and industrial markets, profit-seeking and not-for-profit organizations, and public and private institutions. The main goal of marketing is the satis- faction of the cumstomers it serves — and to achieve that end with efficiency. The Marketing curriculum is a commitment to management education and serves to make possible a smooth transfer of students from an educational program to marketing practice. The general objec- tive is to prepare graduates with the capabilities of assuming the demands of entry-level jobs, with a background that facilitates long-term professional advancement. A common thread throughout all the courses is emphasis on marketing decision-making. The spe- cific objectives of the marketing curriculum are to foster an educational environment that allows the student to acquire: ( 1) appreciation of the orgin, role and signifi- cance of marketing strategy, and its rela- tionship with other functional areas of busi- ness: ( 2) knowledge of the various marketing activi- ties as they interact in the framework of marketing strategy; ( 3) understanding of the concept of customer orientation as the focal point in the develop- ment, implementation and appraisal of mar- keting programs; ( 4) skill in identifying, analyzing, and respond- ing to marketing problems and opportuni- ties; ( 5) understanding of information and research as a foundation of marketing strategy; ( 6) perspective on both theory and practical ap- plications; ( 7) awareness of the similarities, differences and challenges in the nonprofit as well as the profit-seeking marketing sector and in prod- uct and service marketing; ( 8) insight into the social issues and responsibil- ities involved in marketing systems; ( 9) appreciation of the contributions of other disciplines to the advancement or marketing knowledge; and (10) sensitivity to the forces that generate change in marketing and influence the character of marketing activities. In the commitment to achieving these objectives, emphasis is on an interactive learning environment in which both students and instructors play an ac- tive role. In this way, the total learning experience will be meaningful and will serve as a vital stepping stone to a productive marketing curriculum is to make it an essential and valuable contribution to the general management curriculum, the overriding ob- jective of which is an integrated program that is professionally oriented.

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ProfessEir of the Vear, David P . hieiler A crowded classroom — as stu- dents await the arrival of a tardy professor. What a gut course film is going to be. It ' s the first day of classes and all my other professors have let us out a little early, but this guy probably won ' t even show-up! The class ran nine minutes over- time as the students completed their first quiz of the semester on three short films which they had just viewed. Im .gine getting four credits to- ward a Babson business degree for watching movies! What a joke — and besides, how will Kleiler ever know we miss any if they ' re all at nighttime, he won ' t be around in the evenings to take attendance! David missed but one evening film that semester to the amazement of his students who quickly learned that cutting films was not the answer. It all began for David at the early age of SVa when he saw the sneak preview of Potemkin. At this time his parents became concerned about him when he seemed seperated from reality, spending most of his time in i] • the illusory world of the theatre. As he got older however, his parents worried less about him because his brother became a lawyer. This lack of family life led David to find out the meaning of rosebud at an early age. Soon the college years began at Harvard (Sq. Cinema) and David studied film fulltime. Upon gradu- ation he turned down job offers from companies such as IBM, Hal and Danny ' s Pizza in order to come to Babson to persue a teaching career in film. The rest is history. David and I have now both graduated from Babson this year and both turn new pages in our lives. He will undoutedly be missed by the college. Never have I known a pro- fessor more dedicated to his teach- ing, more generous to his students and more loved on campus than Da- vid. As we both depart for the busi- ness world, my advice can only be: Look out David — it ' s for real . Thanks for so much — Michael Zografos • 1 -.1