Research Interests: health policy, institutional creation, managerial innovation, organizational change, organizational design
PhD, Cornell University, 1970
MS, Cornell University, 1967
BA, Yale University, 1964
Organizational consultant to several organizations in the public and private sectors.
Scientific Advisor to the Directorate for Science, Technology, and Industry, and Directorate for Scientific Affairs, Organization for Economic Cooperation and Development, Paris, France.
Office of Technology Assessment, U.S. Congress.
Association of American Medical Colleges, Robert Wood Johnson Foundation.
Institute of Medicine, National Academy of Science, Council of Canadian Academies, MacArthur Foundation.
1982-present (named Henry Bower Professor of Entrepreneurial Studies, 1989).
Chairperson, Management Department, 1986-89.
University of Illinois
Ecole Polytechnique, France
University of Paris-Dauphine
Ecole Superieure en Sciences Economiques et Commerciales (ESSEC), Paris
Novartis Professor of Healthcare Management, INSEAD
Distinguished Visiting Scholar, INSEAD
Editorial Board, British Journal of Management, 1990-present
American Journal of Medical Quality, 2005-present
Public Health Reviews 2010-present
Behavioral Science and Policy 2013-present
Board Member, Treatment Research Institute
Board Member, Greentree Community Health Foundation
Board Member, St. Regis Foundation
Board Member OESO Foundation
Board Board Member, Arto Monaco Historical Society
Board Member, Adirondack Museum
A. Flitter, G. Crawford, N. Stevens, D. Ziedonis, F. Leone, D. Mandell, John R Kimberly, R. Schnoll (Working), Working with Community Mental Health Clinics to Test Clinician Training Programs for Treating Nicotine Dependence among Smokers with Serious Mental Illness (SMI).
Hamid Bouchikhi and John R Kimberly (2017), Paradigmatic warfare: The struggle for the soul of economics at the University of Notre Dame, Industrial and Corporate Change, 26 (6), pp. 1109-1124.
Abstract: Between 2003 and 2010, the College of Arts and Letters of the University of Notre Dame had two rival economics departments, one that was resolutely mainstream and the other that was just as resolutely heterodox. This unusual organizational arrangement was an effort to accommodate a paradigmatic conflict about the kind of economic scholarship needed to lift the university in national rankings while, at the same time, maintaining its Catholic identity, a conflict that unfolded over three decades and that resulted, ultimately, in the closure of the heterodox department in July 2010 and a full embrace of mainstream economics. This article traces the history of this conflict and documents the kind of organizational, political, and personal issues that together influenced this extended, intense, and highly divisive case of paradigmatic warfare. Our analysis shows how the goal of becoming a major research university and the use of rankings to measure the performance of academic departments created contested terrain, where existing interests and commitments struggled to maintain legitimacy in the face of the emergence of new strategic priorities and set off a variety of conflicting moves and counter moves that engaged identity and power and that required forceful leadership to resolve.
Hamid Bouchikhi and John R Kimberly (Working), Transgressive Leadership and the Common Good.
John R Kimberly and Hamid Bouchikhi (Working), The University in a World of Academic Free Agents: Bundling, Branding and Broadcasting.
Etienne Minvielle, John R Kimberly, Imran Cronk (Working), Transforming Health Care Delivery: Changing Managerial Demands Generate New Behavioral Requirements.
John R Kimberly and Bouchikhi Hamid (2016), Disruption on steroids: Sea change in higher education in general and business education in particular, Journal of Leadership and Organizational Studies, 23 (1), pp. 5-12.
John R Kimberly and Imran Cronk (2016), Making value a priority: How this paradigm shift is changing the landscape in health care, Annals of the New York Academy of Sciences, 1381, pp. 162-167.
Etienne Minvielle and John R Kimberly (2014), A framework for managing care customization, Health Policy, 117 (2), pp. 216-227.
John R Kimberly (2013), Globalization and the business of health care, European Journal of International Management, 7 (2), pp. 159-170.
Shannon Wiltsey Stirman and John R Kimberly (2012), The sustainability of new programs and innovations: A review of the empirical literature and recommendations for future research, Implementation Science, 7, p. 17.
This course presents an overview of the business of health and how a variety of health care organizations have gained, sustained, and lost competitive advantage amidst intense competition, widespread regulation, high interdependence, and massive technological, economic, social and political changes. Specifically, we evaluate the challenges facing health care organizations using competitive analysis, identify their past responses, and explore the current strategies they are using to manage these challenges (and emerging ones) more effectively. Students will develop generalized skills in competitive analysis and the ability to apply those skills in the specialized analysis of opportunities in producer (e.g. biopharmaceutical, medical product, information technology), purchaser (e.g. insurance), and provider (e.g. hospitals, nursing homes, physician) organizations and industry sectors. The course is organized around a number of readings, cases, presentations, and a required project.
This course focuses on leadership and management issues in health care organizations while providing students with a practice setting to examine and develop their own management skills. Each team acts as a consultant to a local healthcare organization which has submitted a project proposal to the course. The teams define the issue and negotiate a contract with the client organization. By the end of the semester, teams present assessments and recommendations for action to their clients and share their experience with the class in a series of workshops and cross-team consultations.
This course provides an introduction to the field of health care economics and management. Using an economic approach, the course will provide an overview of the evolution, structure and current issues in the health care ecosystem. It examines the unique features of health care services, products and markets, with a specific focus on the changing relationships between patients, physicians, hospitals, insurers, employers, communities, and government. In particular, the course focuses on three broad segments of the health care industry: payors, providers, and producers. NOTE: This is a required course for Wharton Graduate Health Care Management majors; it counts as an elective course for all other Wharton Graduate students. It is also open to Law School and Nursing School students with a joint Wharton Program.
Arranged with members of the Faculty of the Health Care Systems Department. For further information contact the Department office, Room 204, Colonial Penn Center, 3641 Locust Walk, 898-6861.
This course is intended to provide entering doctoral students with information on the variety of health economics models, methods, topics, and publication outlets valued and used by faculty in the HCMG doctoral program and outside of it. The course has two main parts: the first, to acquaint students with theoretical modeling tools used frequently by health economists. This part of the course involves a number of lectures coupled with students' presentations from the health economics, management and operations research community at Penn on a research method or strategy they have found helpful and they think is important for all doctoral students to know.
This advanced PhD seminar will explore topics in the industrial organization of health care and structural econometric approaches in health economics. The focus in this course is the development of advanced econometric tools. The (tentative) topics covered include health insurance and hospital demand estimation, the analysis of hospital competition, insurer competition, quality competition, technology adoption, models of entry and exit and dynamic oligopoly games. The readings will focus on recent advances in economics. Students are required to present recent research from the field and write an empirical research paper that broadly based on the topics covered in the course. With the permission of the instructor, the seminar is open to doctoral students from departments other than Health Care Management.
This course presents a survey of the field of implementation science in health. The structure of the course will include two parts. In the first part, we will introduce the field of implementation science, with an emphasis on theory, design and measurement. In the second part, we will focus on applied implementation science which will include examples of research programs in implementation science as well as applying insights of implementation science to practical implementation. An emphasis on qualitative and mixed methods approaches is included. Prerequisite: permission needed from Instructor.
Management 238 is an organizational behavior course, examining individual, interpersonal, and group effectiveness at work. Topics range from decision- making, motivation, and personality to networks, influence, helping, leadership, teamwork, and organizational culture. The learning method is heavily experiential, with a focus on applying key principles to the human side of management in role-play exercises, simulations, a mini-TED talk, and group projects in local organizations. Other Information: This course is open to juniors and seniors across Penn. This course also has a first-day mandatory attendance policy.
Designed for students with a serious interest in entrepreneurship, this course will provide you with an advanced theoretical foundation and a set of practical tools for the management of startups and entrepreneurial teams in fast-changing and innovative environments. Building on the skills of MGMT 801, every class session is built around an experience where you have to put learning into practice, including the award-winning Looking Glass entrepreneurial simulation, role-playing exercises, and a variety of other games and simulations. The goal is to constantly challenge you to deal with entrepreneurial or innovative experiences, as you learn to navigate complex and changing environments on the fly, applying what you learned to a variety of scenarios. MGMT 802 is built to be challenging and will require a desire to deal with ambiguous and shifting circumstances. It is recommended students take MGMT 801 before enrolling in this course. Format: Lectures, discussion, interim reports, class participation, readings report, and presentations, and an innovation assessment in PowerPoint format.
Business success is increasingly driven by a firm's ability to create and capture value through innovation. Thus, the processes used by firms to develop innovations, the choices they make regarding how to commercialize their innovations, the changes they make to their business models to adapt to the dynamic environment, and the strategies they use to position and build a dominate competitive position are important issues facing firms. In MGMT. 892, you will learn to address these issues through an action learning approach. MGMT. 892 is a 1.0-credit course conducted in the spirit of an independent study. By working on consulting projects for leading global companies, you will develop and then apply your knowledge about innovation management and help these firms better understand the challenges and opportunities posed by emerging technologies and markets.
This course is designed to provide students with an understanding of the methodological approaches we commonly think of as qualitative, with special emphasis on ethnography, semi- structured interviews, case studies, content analysis, and mixed-methods research. The course will cover the basic techniques for collecting, interpreting, and analyzing qualitative (i.e. non-numerical) data. In the spring quarter, the course will operate on two interrelated dimensions, one focused on the theoretical approaches to various types of qualitative research, the other focused on the practical techniques of data collection, such as identifying key informants, selecting respondents, collecting field notes and conducting interviews. In the fall semester, the course will operate on two interrelated dimensions, one focused on the theoretical approaches on building arguments and theory from qualitative data, the other focused on the practical techniques of data collection, such as analyzing data, writing, and presenting findings. Note: This class is part of a two-part sequence which focuses on qualitative data collection and analysis. The first of this course, offered in the Spring, focuses on data collection and the second half of the course, offered the following Fall, will focus on qualitative data analysis. Each course is seven weeks long. Students may take either class independently or consecutively.
This seminar-based course, with active discussion and analysis, is required of all first-year doctoral students in Management and open to other Penn students with instructor permission. The purpose of this course is to examine and understand basics in the theory and empirical research in the field of micro and macro organizational behavior and to build an understanding of people's behavior in organizations and across organizations. The course covers a blend of classic and contemporary literature so that we can appreciate the prevailing theories and findings in various areas of macro and micro-organizational behavior. Half the course covers micro-organizational behavior, focused on topics such as influence/status, virtual teams, job design, organizational culture and socialization, identity in organizations and overall look on where the field of micro-organizational behavior is going. Half the course covers macro-organizational behavior, covering the topics of organizational ecology, institutional theory, organizational status and reputation, impression management, social networks and social movements.
The new company will be the fourth-largest automaker in the world. How will it fare at a time when the automobile is being redefined in radical ways?Knowledge @ Wharton - 1/28/2020
Wharton turns the brand lens on itself and finds that “knowledge for action” sets the School apart.Wharton Magazine - 04/20/2012