Full-time MBA Program

Teaching & Research

Passionate Scholars and Teachers
The cornerstone of the entire Berkeley MBA program is its distinguished faculty and the high quality of their courses. At Haas, good teaching is the top priority.

Students rate professors highly
The best proof of this is from Berkeley MBA students themselves, who are asked to evaluate the teaching of their professors every semester. Over the past several years, about two-thirds of the Haas School faculty members have regularly earned coveted “Club 6” status in their student evaluations – that is, their average ratings are 6 or higher on a 7-point scale.

Varied teaching methods
In the Berkeley MBA classroom, faculty members emphasize both theory and practice by using a variety of teaching methods. Case studies, seminars, simulations, guest speakers, and group projects all facilitate the learning process. Classroom learning is enhanced by numerous opportunities to apply the lessons to real-world situations. For example, some courses in marketing and entrepreneurship place teams of MBA and graduate engineering students together at Silicon Valley firms for hands-on consulting projects.

Industry experts share expertise
The MBA program also makes creative use of experienced practitioners from industry in its classes as adjunct professors and lecturers. For example, Wall Street veteran Peter Goodson, former partner of private equity firm Clayton & Dubilier, Inc., teaches the Mergers & Acquisitions course.

Research findings incorporated
Haas professors regularly integrate their research findings into new course offerings and reassess the MBA curriculum to ensure its relevance in presenting current management issues. In their courses, Berkeley MBA students benefit by being among the first to learn of faculty discoveries and by studying first-hand with the inventors of new theories and principles for management practice.

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Sara L. Beckman, Senior Lecturer

Sara L. Beckman
Senior Lecturer

"All of my classes are highly interactive. I attempt to create a classroom environment in which students feel comfortable asking 'stupid' questions, challenging one another and me directly, and sharing their own perspectives and stories."