Research Interests: freight demand theory, impact of transit investments, railroad and motor carrier economics, supply chain management/logistics, transportation regulation
PhD, Northwestern University, 1969; BA, Brown University, 1964
The Importance of the Parcel Industry, 2006; The Impact of the General Aviation Manufacturing Industry on the US Economy, 2006; Input-Output modeling of the Panama Canal on the economy of Panama, 2002-2004; Fiber optics easements on rail right of way, GRA Inc., 2002; Value of rail right of way case, GRA Inc., 1996-present; Motor carrier antitrust case, GRA, Inc., 1994; Railroad and logistics problems, Gellman Research Associates, 1989-92; Rail versus pipeline rates, Arkansas Power & Light, Energy Transportation Systems, Inc., Houston Lighting & Power, 1989-90; State Motor Carrier Regulation, U.S. Department of Transportation, 1989-91
Anvil Award For Teaching Excellence, 1991; Miller-Sherrerd MBA Core Curriculum Teaching Award, 1984
Wharton: 1968-present (Vice Dean and Director, Wharton Graduate Division, 1995-2000; Vice Dean and Director, Wharton Undergraduate Division, 1994-95; Chairperson, Public Policy and Management Department, 1988-92; Director, Wharton Transportation Program, 1980-present). University of Pennsylvania: (Chairperson, Graduate Group in Transportation, 1986-90; Director, University Center for Transit Research and Management Development, 1984-85). Previous appointments: Roosevelt University; Northwestern University
Brookings Economic Policy Fellow, Office of the Secretary, U.S. Department of Transportation, 1972-73
Editorial Advisory Board, Transportation, 1984-present; Editor in Chief, Transportation Quarterly, 2001-2004
Corporate and Public Sector Leadership 2005-2009
Board of Directors, Railtex Inc. 2001
Keith W Weigelt, W. Bruce Allen, Neil A Doherty, Edwin Mansfield, Managerial Economics: Theory, Applications and Cases (2005)
The Senior Capstone Project is required for all BAS degree students, in lieu of the senior design course. The Capstone Project provides an opportunity for the student to apply the theoretical ideas and tools learned from other courses. The project is usually applied, rather than theoretical, exercise, and should focus on a real world problem related to the career goals of the student. The one-semester project may be completed in either the fall or sprong term of the senior year, and must be done under the supervision of a sponsoring faculty member. To register for this course, the student must submit a detailed proposal, signed by the supervising professor, and the student's faculty advisor, to the Office of Academic Programs two weeks prior to the start of the term.
This course establishes the micro-economic foundations for understanding business decision-making. The course will cover consumer theory and market demand under full information, market equilibrium and government intervention, production theory and cost optimization, producing in perfectly competitive and monopoly markets, vertical relations, and game theory, including simultaneous, sequential, and infinitely repeated games. Finally, we will wrap up game theory with an application to auctions. Students are expected to have mastered these materials before enrolling in the second quarter course: Microeconomics for Managers: Advanced Applications.
This course will cover the economic foundations of business strategy and decision-making in market environments with other strategic actors and less than full information, as well as advanced pricing strategies. Topics include oligopoly models of market competition, creation, and protection, sophisticated pricing strategies for consumers with different valuations or consumers who buy multiple units (e.g. price discrimination, bundling, two-part tariffs), strategies for managing risk and making decisions under uncertainty, asymmetric information and its consequences for markets, and finally moral hazard and principle-agent theory with application to incentive contacts.
FAP is an experiential-based course where learning is done outside of the classroom. It is unique in its lack of a classroom setting all meetings take place in a professor's office in small teams of 4 to 6 students. Teams are faced withreal-time issues of outside organizations and work with faculty and host managers to construct innovative solutions. Solutions are integrative and cross-functional in nature. We encourage creative thinking giving students wide access towhat we call "area of expertise" faculty. Depending on the project scope we help students arrange meetings with professors who are experts in their field. Host organizations range from large multinational firms to start-ups. A significant percentage of the projects are with non-profits and organizations focused on social causes. Format: Teams (4-6 members) meet with faculty on a weekly basis (30-45 minutes). There are also 3-5 meetings with host managers. In addition to meeting with aFaculty Head, students are given access to "area of expertise" faculty. These faculty members are chosen based on their specific expertise. The final deliverable consists of an oral presentation and a written document. Requirements: Weekly team meetings with faculty project head and a final PowerPoint report and presentation.
The U.S. trucking industry faces major technological disruption – a switch from diesel fuel to natural gas products. This means new – and more expensive – engines and other infrastructure investments. But after a relatively short payback period, substantial fuel savings and environmental advantages offer significant incentives to plunge ahead.Knowledge @ Wharton - 2014/06/12