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First, to help introduction of higher grade innovative courses such as Management of Technology and Customer Interfaces. Second, to offer a blended introductory and managerial economics course in alignment to hold total needed credits of the MBA program the same. Third, to decrease the customary institutional and theoretical topics supportive financial applications in managerial decision-making process. These decisions posed a dispute and an opening to redesign the MBA course, managerial economics, if necessary by inserting a blended micro, macro course again. The customary managerial economics course includes microeconomics topics and some topics in industrial association, demand estimation, forecasting GDP and some worldwide trade concepts (Hill, 1967).

The new managerial economics needs to encompass rudiments of macroeconomics and it is our task to incorporate macro and microeconomics principles simultaneously with the centre of managerial economics in a single or a sequence of two courses. Such a combine of topics, encompassing principles, would give the students a necessary base and decision - producing skills in the program. Our analysis also suggests that there is no consistent topical treatment in managerial economics course across the number of MBA programs (Hill, 1967).

In detail, we have some cases where there is significant variety in the subject issue in the same course suggested in the same institution. In outlook of need of uniformity, we accept as factual that this study will be a useful direct for the proposing of managerial economics course in MBA programs. At the University of Hartford we supply a discovering natural environment in which students may transform themselves intellectually, personally, and socially. We supply students with distinctive informative experiences that combine the seem of a small residential school with an array of learned programs and opportunities characteristic of a large university. Through relationships with school and staff dedicated to educating, scholarship, research, the arts, and civic commitment, every student may arrange for a lifetime of discovering and for personal and professional success (Hill, 1967).

First, to help introduction of higher grade innovative courses such as Management of Technology and Customer Interfaces. Second, to offer a blended introductory and managerial economics course in alignment to hold total needed credits of the MBA program the same. Third, to decrease the customary institutional and theoretical topics supportive financial applications in managerial decision-making process. These decisions posed a dispute and an opening to redesign the MBA course, managerial economics, if necessary by inserting a blended micro, macro course again. The customary managerial economics course includes microeconomics topics and some topics in industrial association, demand estimation, forecasting GDP and some worldwide trade concepts (Hill, 1967).

The new managerial economics needs to encompass rudiments of macroeconomics and it is our task to incorporate macro and microeconomics principles simultaneously with the centre of managerial economics in a single or a sequence of two courses. Such a combine of topics, encompassing principles, would give the students a necessary base and decision - producing skills in the program. Our analysis also suggests that there is no consistent topical treatment in managerial economics ...