Managerial Accounting for Managers- Executive MBA

From the Program Catalogue: An introduction to accounting concepts and their information content for decision making and control in settings of operations, divisional operations, and international operations. Students will be expected to take part in a dialogue on such topical issues as ethics, quality, strategic responsiveness, and communications. Topics include planning and control, cost behavior and prediction, information content, budgeting and the evaluation of alternatives. Emphasis is placed on the role of accounting in managerial control and decision making. Pre-requisite: EMBA 512. I would like to add: Decent knowledge in the accounting cycle helps you utilize the contents of our course. Specifically, knowledge in accounting statements is essential in benefiting from the topics in this course. A big component of this course deals with costing. Costs are expenditure that are either capitalized in the balance sheet in the form of inventory or expensed in the income statement. Disclosing them in the financial statements have effects of the entity’s performance and so the manager who managing such an entity. The strategically decisions that have been set for the excusive manager to implement and aligned with affect the entity he/she is leading or managing. Operation decisions that the executive manager has to make affects such a performance as well. The entity can be viewed as a nexus of relationships (interrelated relationships among stakeholders). With a proper vision and skills backed with knowledge, an executive can take the entity he/she is leading where it should be and deserve. My commitment:  I am trying my best to meet the learning objective of the course. Each activity contributes to your knowledge-enhancement. It is up to you to utilize it or not. I assume that you are mature and wise to know where you are investing your sources and what you are expecting in return from your investment.  Another commitment of mine is that I will work hard on making conceptual included in the course as vivid as possible so that you may comprehend them and, important, make them parts of your paradigm of reality. Concepts that challenge the learner’s paradigm of reality can potentially be deepened learned by the learner (I learned this from Professor Ken in a presentation he delivered a t the 2009 Ohio Regional Meeting, American accounting Association, Geneva, Ohio, 2009. He is the author this famous book “Bain, Ken. What the Best College Teachers Do. Harvard University Press, 2004.)