Category: Sectors

Faculty in the News: June 21, 2012

June 21st, 2012 in Digital Technology Sector, Faculty, Faculty in the News, Health Sector, News

BU experts on Jamie Dimon, Supreme Court ruling on health care reform, & Blackberry

SMG_newsBoston University Public Relations’ Professor Voices blog features a sampling of quotes by experts from BU’s School of Management on recent issues impacting the business world:

Bossing around Jamie Dimon (Fox Business): Mark Williams, live in the BU studio, discusses JPMorgan Chase CEO Jamie Dimon’s testimony before the House of Representatives.

The Supreme Court and Health Care Reform (Huffington Post): Opinion piece by Stephen Davidson: “Even close Supreme Court watchers are reluctant to predict what the justices will decide about the constitutionality of the Patient Protection and Affordable Care Act (PPACA).”

Your Blackberry isn’t dead (yet): (Boston Magazine “Boston Daily Blog”): “It would be foolish to predict the demise of any company. Apple and IBM have been famously declared dead by many pundits who now are wondering about their predictions.” N. Venkatraman

See more commentary from faculty on the Public Relations blog:

Explore our website to learn more about faculty news & honors.

What if an Interviewer Asks for Your Facebook Page?

May 29th, 2012 in Academic Departments, Digital Technology Sector, Emerging Research, Faculty, Markets, Public Policy & Law, News

SMG’s Kabrina Chang studies what is and isn’t legal in hiring

By Rich Barlow via BU Today

Kabrina ChangSome of her School of Management students told Kabrina Chang of being asked during a job interview to log on to their Facebook page, their prospective employers hoping to mine useful information in deciding whether to hire them. “I was horrified,” says Chang, a lawyer and assistant professor of business and employment law.

No one knows for sure how many companies do this, and Maryland is the only state that’s banned it, says Chang (CAS’92). Meanwhile, firms like Social Intelligence and Reppify compile reports about, or simple scores of, job seekers, based on the applicants’ information on social networks like Facebook and activities at online sites like Craigslist and eBay, she says, for sale to corporate clients. It’s similar to credit-reporting agencies providing financial background on applicants.

Chang thinks that gathering online information, within reasonable limits, is fine; after all, an employer who hires someone who’s littered the internet with pictures of himself posing with firearms could be liable if the new employee then goes on a rampage. And she cites one study in which 18 percent of responding employers said they’ve hired people with impressive online profiles. But, she argues, the companies that asked her students for their Facebook pages on the spot crossed what should be a legal line. Chang, who has done previous research on social media, presented a paper on the topic at SMG’s second annual faculty research day recently and discussed it with BU Today.

Click here to see Professor Chang’s Q&A.

KontrolTV Wins ITEC’s 12th Annual $50K New Venture Competition

April 5th, 2012 in Digital Technology Sector, Entrepreneurship, News, School, Student Activities, Students, Undergraduate Students

From left to right: Professor Pete Russo, Director of Entrepreneurship Programs; Beth Goldstein, Director of the K New Venture Competition; and winners Juan Pablo Gnecco with son Daniel Gnecco (SMG'12).

From left to right: Senior Lecturer Pete Russo, Director of Entrepreneurship Programs; Beth Goldstein, Director of the $50K New Venture Competition; and KontrolTV winners Juan Pablo Gnecco with son Daniel Gnecco (BSBA'12). Photo via BU ITEC.

Story via BU ITEC:

Congratulations to Daniel Gnecco (BSBA’12) whose company, KontrolTV, won first place in this year’s 12th annual $50K New Venture Competition. KontrolTV’s mission is to design an application that would make it possible to use a mobile phone like a television remote control, allowing the user to find and launch TV listings. The application would also allow you to see what your friends are watching on TV in real time. Gnecco started his company with his father, Juan Pablo Gnecco, and Alan Queen, an engineer from Gnecco’s hometown of Atlanta.

In addition to winning BU’s Competition, Gnecco has landed $500,000 in seed money from Dallas Mavericks owner Mark Cuban. KontrolTV was also selected as the winner of the TeleEMG People’s Choice Award, representing the company the audience believed is most likely to succeed.

Landing the second place position was BU alum Michael Adelizzi (ENG’02). His company, Stabiliz Orthopaedics, based in Philadelphia, focuses on developing innovative orthopaedic medical devices for the treatment of traumatic bone fractures. The company’s lead product is a hybrid metallic-resorbable plate and screw system that allows surgeons to customize the healing process, eliminate the need for future surgeries, and reduce overall health care costs. Michael started the company in 2008 with colleagues Douglas Cerynik, MD and Bradley Grossman.

Third place was won by City Fuel Company, headed by Diego Torres-Palma (MBA’13) and MIT graduate Matthew Pearlson. City Fuel is a small-scale renewable fuel technology company that plans to put Massachusetts at the leading edge of renewable energy and transportation technology. Its technology can convert new and used vegetable oils into fuels and chemicals.

Judges for the competition include: Louis Volpe (MBA’78), Kodiak Venture Partners; Charles Lax (BSBA’82), Grandbanks Capital; Eugene Hill (MBA’80), SV Life Sciences; and David Verrill, Hub Angels Investment Group.

The $50K New Venture Competition is generously supported by ITEC’s valued business partners: Cummings Properties, GrandBanks Capital, Kodiak Venture Partners, Morse, Barnes-Brown & Pendleton, Paul Horn & Associates, SV Life Sciences, TeleEMG, and WilmerHale.

SMG Launches Digital Learning Studio

April 5th, 2012 in Academic Departments, Dean Freeman, Digital Technology Sector, Faculty, News, School, Strategy & Innovation

New Classroom Empowers New Learning Styles

Students at work in Room 326

Students at work in Room 326

On a recent morning in the new Digital Learning Studio (DLS), graduate students and tech supporters were clicking mice and dragging files onto big LCD screens when they got a blast from the pedagogical past.

As they peered at 42-inch screens on their “team walls,” another frame popped up on their screens. In it was a lecturing professor pointing to numbers on an overhead projector. Everyone stared for a minute, like aerospace workers eyeing a horse-drawn carriage. Strategy and Innovation Professor Venkat Venkatraman quickly realized the overhead projector was on a live feed from an SMG auditorium.

“That’s exactly what we’re trying to retire,” quipped Venkatraman, David J. McGrath, Jr. Professor in Management: “four hundred students in a dark room listening to a lecture.”

The Digital Learning Studio, which went online January 17, has put the School of Management and BU at the forefront of the high-tech learning revolution with an array of hardware and software configured to stimulate collaboration and engage learners. Room 326 is “where management education is heading,” said Dean Kenneth Freeman. “Less lecturing, more doing.”

After 70 years of business school education in the traditional amphitheater style classroom “it’s time for a change,” Dean Ken Freeman said. “Digital technology enables us to move from historical case studies developed over a period of months or even several years to real-time experiences, engaging CEOs and other leaders in companies from around the world on current issues, in the classroom, and enabling our students to address today’s problems in small groups.”

According to Venkatraman, the faculty member who has spearheaded the creation of the DLS, a number of factors, including the accelerated move by for-profit universities toward web-based learning, affect business management schooling.

Not “online” for its own sake

He said, “We must innovate not by delivering the same model of online education but by blending individual learning through rich-media lectures and interactions in classrooms through debates, dialogues, and conversations with industry executives that deepen and broaden the education and development of insights.”

True to the tradition of a strong focus on fundamentals, the core curriculum and first year courses are still going to be taught the current way, Venkatraman assures. “What happens in a first-year class doesn’t change,” he said. But more advanced undergraduate course and many graduate classes, particularly in digital technology, will take advantage of the bells and whistles in Room 326 and others. Venkatraman said, “We’re bringing current relevant cases and executives right into the class.”

Indeed just two days before the overhead projector feed interrupted his class, Venkatraman presided over a starkly different learning experience in a graduate level class in which he hosted videoconference “visits” from a cloud computing expert in Massachusetts and a digital innovation expert from Volkswagen in the Midwest. The students in the class were divided into teams representing the interests of Microsoft and Google teams to tackle a real-life problem. They then got feedback from the industry executives who wanted to test the problem on people who were not already steeped in the Google and Microsoft cultures to see if they would reach different conclusions than those inside the companies.

“The value is to create something together or to solve a problem for a company in real time,” said Venkatraman.

Eric Whitney (MS•MBA’12) said the class that was tele-visited by the executives was more intense than a typical visiting lecture class.

“You’re getting the perspective that’s happening right now,” he said, rather than working on a settled case might be two years old or older. “Some of us had only gotten through a draft version of a presentation,” Whitney said. “Then the Volkswagen exec came in and gave feedback on a project that was continuing on.”

And the executives were pleased with the student’s insights. Erica Hansen (MS•MBA’12) said, “They were interested in how someone outside the industry looks at the opportunities, and we validated input they were getting.”

The bonus of the learning studio is that executives from elsewhere in the country or around the globe can take an hour or less out of their schedule to drop by the class virtually rather than take a minimum of a half day to attend in person.

Easier access for executives

An executive from Ericsson, the Swedish communications company that sponsors the International Tech Strategy Business Case Competition at SMG, was on hand when Whitney and Hansen were running the software through its paces. He marveled at what he saw.

“It’s pretty exciting to see this,” said Ericsson’s Steve Newman. “This is the beginning of something really important.”

The DLS has rolled out with both excitement and no small amount of consternation. The contractors turned over the to SMG on Jan. 13, 2012 and just four days later the first class was held at 8 a.m. There was little time for faculty to learn how to adapt their curriculum, said Greg DeFronzo, SMG’s information technology services director. During the initial phase, DeFronzo has assigned either a member of his staff or a student employee to operate the equipment, troubleshoot at each class, and work out glitches and software bugs on a minute-to minute basis.

The classroom was built from bare walls to a $1 million technological marvel over the Christmas break. Its early success, by many accounts, is due to a tremendous amount of teamwork and flexibility among the faculty, ITS staff, and student ITS employees.

What makes the DLS the innovation leader is not a single technology or feature but the configuration and combination of software, facilities and design, said DeFronzo. The SMG team looked at what was being done at other management schools such as the Wharton School at the University of Pennsylvania, the Fuqua School of Business at Duke, and the Sloan School of Management at MIT, cherry-picking features that are promising now and also will grow as technology changes, DeFronzo explained. See the sidebar How We Did It for technical details.

Let the experiments begin

Some classes try out different applications including Prezi, cloud-based storytelling software, said Margaret Costello (BSBA’12), who has been doing tech support in the DLS.

The technology is just one piece of the equation. The other side is what to do with it. Faculty members, some of whom have been assigned to the room simply because classroom space is scarce, have had to adapt their lessons to an utterly different teaching environment.

“It’s a different mode of teaching,” said Finance Lecturer Keith Osher, who says he’s not all that tech-savvy but has overhauled his Modeling Business Decisions and Market Outcomes class to fit the room.

“The classroom is for collaborative learning. It’s learning much more by doing than by listening to someone in the front of the room,” Osher said.

In contrast to most statistics classes, students in Osher’s class work solve Excel problems by collaborating on which formulas they need and what the data means, according to a class blog. For instance, students in recent classes have taken data from Boston Scientific and created histograms and regression tables with one another.

“Mr. Osher has grasped a great way to have students be more interactive in the class,” said Sean Flaherty (BSBA’13), an ITS student employee doing faculty support.

It’s not easy to adjust to a classroom where there is no lectern and students are facing in opposite directions around long tables. That’s where Jeanne Myers, an educational technologist working on her PhD in education, comes in. She has been helping faculty members assigned to teach in Room 326 adapt their lessons to exploit the potential of the studio.

“It’s a matter of working with faculty to brainstorm and to engage the students as active partners,” she said. “Most of the faculty members are used to delivering lectures through Powerpoint, but that dynamic changes too through the use of multiple screens,” Myers said. “They have to think about how to best use the time they are in that room.”

Teaching the faculty too

Myers has hosted faculty group meetings to share best practices as well as glitches and lessons learned. She has shared an extensive list of ways to adapt traditional learning approaches to the innovation studio, including problem-based or project learning and tournament learning or a competition of ideas. There are several ways to divide a project among several groups of students to solve a piece of it and then send a “teacher” from their team to share the team’s findings as the rest of the class views their slide on the main screen at the front of the room. This generation is so visually driven, Myers said, that the students catch on quickly and adapt to new ways of learning with technology.

The room design allows for students to see multiple versions or multiple parts of a larger whole, Myers explained. The approach is designed to help students connect the segments. “The real bang for your buck is in the preparation phase. What can you do prior to class in order to use the time in the lab wisely?”

Associate Professor of Strategy and Innovation Jeffrey Furman, whose undergraduate honors class meets in the room, said he is excited about its potential.

“Instead of operating as the conductor of an orchestra you have to be more of a juggler and the manager of a three-ring circus.” He knows he has work to do to exploit its potential as a complement to the old-fashioned setup. ” I have to go back to the drawing board to learn how to teach in the room. I can see how it can increase the value of all my classes.”

Faculty members have been gung-ho about reworking lectures but even the classroom design and implementation team has been surprised by what the learning studio has to offer. And now professors who were alone in a room with the students are having all sorts of company with IT staffers and students on hand.

Innovating on the fly

Steve X. Chen (BSBA’12) has been involved in the classroom early on and is now taking a course in the room as well. “I’ve been involved in the design, implementation, training, and troubleshooting–the latter is the longest phase of all,” he said with a grin. At the end of each class, Chen or one of his student IT employee brethren saves the lecture and all the high-tech components into something akin to an iBook that is made available to the whole class for downloading.

Even as the rollout continues, student employees Chen, Jamison Kissh (BSBA’13), and Kenny Sun (BSBA’12) are brainstorming about what’s next. One night recently, they contacted DeFronzo with an idea: Using Wii technology, they could create virtual smart board on any wall, no board required. DeFronzo greenlighted the trio to go to Best Buy to pick up the components they needed to test out their idea.

“By 8:30 p.m. they had a prototype to set up in rooms with no LCD screens, such as teamrooms or potentially capture notes written on a traditional chalkboard” DeFronzo said.

Where the learning studio goes from here is still being fleshed out.

In the short term, Venkatraman said, “I see it beginning in the digital technology sector curriculum and adapted over time for the health care and energy sectors. The philosophy is that the classroom becomes a welcoming place for debate and dialogue that builds off material that the students have mastered through readings, videos, and other interactive materials.”

By Judy Rakowsky

Adapting Curriculum to the Digital Classroom

April 3rd, 2012 in Digital Technology Sector, News, School, Students

New digital learning studio reshapes teaching and learning

A team of students at work in the studio

A team of students at work in the studio

There was no slipping into the back of the room—everyone in Lecturer Greg Collier’s class on a recent afternoon was on the hot seat.

“Each of you will do a piece of the consulting project for The Body Shop, dealing with broad and narrow markets and core competencies,” Collier told his Strategy and Innovation SI 422 class in the new digital learning studio Room 326.

Collier had to change his lesson plan completely from the regular lecture he used just that morning in another classroom. First they all watched a video interview with The Body Shop founder Anita Roddick holding forth on her legendary environmental and feminist activism on the 84-inch screen in the front of the room as well as on the 40-inch LCD screens on the wall over each of the six long tables where the students sat.

After that, Collier sent different slides from his PowerPoint presentation to the LCD screen over each table, requiring the team to flesh out factors in the Body Shop’s marketing strategy. That’s when the decibel level in the room shot up as the students brainstormed and debated the answers, which one team member typed up using the keyboard on each table.

Collier made the rounds, urging one team to consider that “natural products weren’t around in 1980 like they are today,” and another to think about the expenditures that other cosmetic companies were making on packaging and advertising that The Body Shop eschewed.

After 15 minutes, the class came back together. Margaret Costello (BSBA’12), a senior accounting concentrator, was the student-tech supporter for the class, and she guided each team in the use of Tidebreak software to push their slide onto the big screen. The entire class was then able to see each team’s work when its representative gave a presentation describing The Body Shop’s resources, core competencies, capabilities, and industry positioning.

Collier highlighted points in each group’s answers and reinforced the lessons learned. The Body Shop is failing in the United States, he said, because it didn’t have the core competencies to continue to grow, particularly after the death of Roddick in 2007. L’Oreal has since bought the company.

Then Collier had another surprise that kept the class sizzling: “OK, save your file, close out of PowerPoint, and go to tests and quizzes. What did we learn?” Collier asked. For the first team to finish the quiz with all the right answers he offered a gift card for the Belgian-style pommes frites shop Saus, near Faneuil Hall.

Again, the students were abuzz, racing to finish. A table in the back was first—finishing within 18 seconds. The other teams followed quickly on their heels. Then a teaching assistant went around the room with a laptop checking everyone’s work. Alas, no one aced the quiz—so no free pommes frites.

Room 326 photo 4

But the class was a success, several students said. “It was very different,” said Ken He (BSBA’12). “I liked that everyone was involved. It’s much more interactive.” Shawn Zhu (BSBA’12), said, “I liked it, but it can be distracting when you face more than one screen. And I don’t like that some chairs face the back of the room.” Greg DeFronzo, SMG’s information technology services director, was on hand to hear the critique, which helps the design and support team determine the tweaks that need to be made.

Costello said she still got more out of it than when she took the class a previous semester. “When we had our team project we hadn’t seen an entire consulting project from beginning to end like they did here in one class. Now they’ll know how to approach their class project.”

Collier said that in a regular lecture it’s difficult to get everyone to contribute no matter how much cold-calling he does, and even then the students can’t all get immediate feedback on their work.

With the interactive exercises, he said, “We make much swifter progress getting to the ‘aha’ moment.’’

“This class has been notorious for not engaging, but today the energy really got flowing,” Collier said.

By Judy Rakowsky

Technology and business join forces for education at BU case competition sponsored by Ericsson

April 2nd, 2012 in Case Competition, Digital Technology Sector, News, Press Release, School

  • 64 students from 16 schools in 24-hour, Boston University School of Management’s 2012 International Tech Strategy Business Case Competition
  • Students tackle how to improve access to education in a Networked Society
  • Top prize won for leading strategy aimed at creating value in a Networked Society through education and expertise

Boston University School of Management and Ericsson have announced that a team of MBA students from the University of North Carolina, Chapel Hill has won first place in the seventh annual International Tech Strategy Business Case Competition. The invitation-only, 24-hour competition, worth $47,500 in prizes, challenges business students to help solve real issues that face global technology leaders. The event took place at Boston University School of Management on March 29-31, 2012. This is the fifth consecutive year that Ericsson has sponsored the competition.

This year’s competition focused on the role a Networked Society could play in innovating education. Each team was asked how Ericsson could develop successful business models that will create value for the world in a Networked Society through education and the sharing and combining of expertise.

The team from the Kenan-Flagler Business School, University of North Carolina, Chapel Hill was awarded the top prize of ,000.

The team from the Kenan-Flagler Business School, University of North Carolina, Chapel Hill was awarded the top prize of $25,000. Pictured, from left to right: Todd Valentine, Case Competition Committee Chair; Maciej Dudek, Rohan Vaidyanathan, Christophe Renaud, and Jae Lee, the winning students from Kenan-Flagler; Boston University School of Management Dean Kenneth Freeman; and Helena Norrman, Senior Vice President and Head of Communications, Ericsson.

The team from the Kenan-Flagler Business School, University of North Carolina, Chapel Hill was awarded the top prize of $25,000. Team members included Jae Lee, Rohan Vaidyanathan, Christophe Renaud, and Maciej Dudek. The winning team took a holistic, two-pronged approach to closing the gaps in communication and access to information with their “Education Technology Platform” (ETP).

The remaining top four schools include Hong Kong University of Science and Technology in second place, Duke University in third place, and University of Southern California in fourth place.

“Ericsson believes that the Networked Society is not just about connecting devices, it’s about the power that is unleashed when everything is connected,” said Helena Norrman, Senior Vice President and Head of Communications, Ericsson, who was on hand to deliver the award. “At the core of this transformation is education, which can now be offered to people everywhere, regardless of social or geographical boundaries. The development of human potential within society as well as inside enterprises will change the world for the better. It was fantastic to take part in the thoughts, insights and ideas on the topic that the students brought into the final round,” she added.

John Chalykoff, Associate Dean at Boston University School of Management, said: “The competition brings together the world’s most respected IT-oriented MBA programs and creates an enthusiastic experience while advancing innovative ideas about real-world business issues, and nothing is more ripe for transformation than education.”

According to this year’s case author and Boston University School of Management Professor N Venkatraman, one of the most important challenges of the case was the need to devise a business strategy that would remove the physical limitations that often accompany education, and develop ideas to digitally spread educational opportunities to all members of society. “I believe that this year’s competition raised issues that are relevant and timely, not only for Ericsson as it delivers products and services for the networked society, but also for Boston University School of Management as we embrace and examine how technology influences the way we deliver management education.”

Schools competing in this year’s event included:

  • Boston University School of Management
  • Eller College of Management – University of Arizona
  • Fuqua School of Business – Duke University
  • Haas School of Business – UC Berkeley
  • Harvard Business School – Harvard University
  • Hong Kong University of Science and Technology
  • IESE Business School – University of Navarra, Spain
  • IPADE Business School – Universidad Panamericana, Mexico
  • Kenan-Flagler Business School – University of North Carolina, Chapel Hill
  • Marshall School of Business, University of Southern California
  • McCombs School of Business – University of Texas, Austin
  • Queen’s School of Business, Canada
  • Richard Ivey School of Business – University of Western Ontario, Canada
  • Saïd Business School – University of Oxford, UK
  • Seoul National University, Korea
  • Tuck School of Business at Dartmouth


Media Contact:
Adriane Dean
Marketing & Communications Manager
Boston University School of Management
Direct: 617-358-0234

Executive MBA Creates iPad App

March 30th, 2012 in Academic Programs, Digital Technology Sector, EMBA, News, Press Release, School

Custom App Eases Access to Multiple Materials

BU EMBA iPad App

The Boston University Executive MBA Program (EMBA) has released its first custom iPad application to provide current and prospective students with enhanced access to information and tools. The EMBA Program has continued to evolve its digital strategy first by including all course material on the iPad (beginning two years ago), then offered access to e-textbooks as well as tools for editing and note-taking, and more recently to support the curriculum in the classroom. All students are provided an iPad as part of their tuition when they begin the program.

Students who travel frequently have found the iPad to be a major step forward in simplifying convenient access to information. “My iPad gives me access to everything I need to complete my assignments wherever I am: books, assignments, email, WebEx,” says Peter Spiess (EMBA’12). “Given the workload of the EMBA program, it’s important to use every spare minute effectively and having an iPad allows me to do just that.”

The BU EMBA app contains information that prospective students will find helpful including easy access to faculty profiles, information session registration dates and sign up forms, alumni videos, current blogs, and social media sites. Existing students will be able to directly link to a student portal and access a variety of digital tools provided to enhance the EMBA student experience.

Specifically, the application brings together all the EMBA resources in one place.

Features for prospects:

  • Access to faculty and staff profiles & contact info
  • Ability to watch all the EMBA videos
  • Direct to the contact/registration form on the EMBA microsite to request info, register for sessions, download brochure
  • Link to EMBA LinkedIn, Twitter, Facebook and blog

Features for both prospects and current students:

  • Easy access to the School of management calendar and university calendar
  • List of recommended iPad apps helpful to the EMBA experience

Features specific for students:

  • Student Portal featuring the class schedule, links to SMG Tools, Sharepoint, WebEx (used for team meetings) and the current EMBA eNews letter

The application is available in the iTunes App Store by searching “BU EMBA.”

For more information on the Boston University EMBA iPad application, please contact Janice Dolnick at 617 353-7087 or

2012 Boston University Tech Strategy Business Case Competition

March 15th, 2012 in Case Competition, Digital Technology Sector, MBA, MS·MBA, News, School, Sectors

BU Again Hosts 16 MBA Teams in Seventh Annual Event

2012 Ericsson Case Competition

Seven years ago, Associate Dean John Chalykoff initiated a unique business case competition at Boston University based on the strategic application of IT principles. It has grown to be a signature School of Management event.

The International Tech Strategy Business Case Competition invites 15 teams representing top business schools from all over the world to join host BU. (This year that list includes Harvard, Oxford, and Duke, as well as schools from Hong Kong, Spain, Mexico, and South Korea.) It allows students to not only compete for a $25,000 first prize, but also put their knowledge on display in front of several major players in the fields of IT and telecommunications.

The seventh annual competition is scheduled for March 29-31, 2012.

“It’s an opportunity to showcase the best students in the world around IT strategy,” Chalykoff said. “The stature of the competition has grown to the point where we now have several universities on the waiting list wanting to get in.”

In order to select its own team for the big event, BU holds an internal tournament consisting of at least 12 teams every January. Alumni, faculty, and a venture capitalist serve as judges. The 2012 BU team is John Bry, Mikhail Gurevich, Kevin Harder, and Mike Rabinovich.

This year, the 16 teams will be presented with a case on the morning of Friday, March 30. They will then have 24 sleepless hours to compile their data, construct their argument, and prepare their most effective presentation for the judges. Last year’s case was centered on the question, “How should Ericsson shape the future of the health care and energy sectors?” It was won by the University of Western Ontario’s Richard Ivey School of Business.

Todd Valentine (MS•MBA’12), an SMG student with a strategy and innovation concentration, is serving as committee chair for this year’s event. He believes one of the main benefits of the competition has been its fostering of a healthy relationship between BU and Ericsson—this will be the company’s fifth straight year as the event’s presenting sponsor.

“Without Ericsson the competition wouldn’t be possible,” Valentine said. “Last year the company’s CEO, Hans Vestberg, attended and will be attending again this year. This event really gives interested students a lot of exposure to Ericsson and the other way around. It allows the company to cherry-pick the best and the brightest.”

For last year’s contest, several executives from Ericsson traveled to Boston to immerse themselves in an intensive executive education course at BU. They then participated in a collaborative mini-case where the student teams were broken up and randomly reconstructed to include Ericsson’s executives. “People made some strong connections during that collaboration,” Valentine said. “The networking part of it is a pretty large draw.”

“The competition leads to school spirit, students working with executives, and a chance to interact with students from different schools. It brings together the world’s most respected IT-oriented MBA programs and creates an enthusiastic experience while advancing innovative ideas about real-world business issues,” says Chalykoff.

by Michael Pina

The New Business School Alliance for Health Management

March 15th, 2012 in Health Sector, HSMP

BU School of Management Helps Found New Organization

BAHM logoBoston University School of Management and Health Sector Management Program are founding members of a new non-profit consortium, the Business School Alliance for Health Management (BAHM). As the organization’s new web site proclaims: “BAHM’s founding members, indisputably the country’s most prestigious business schools, are united through a passionate commitment to spurring innovation and progress within global health care.”

Created by an initial group of ten members and limited to schools with a health sector focus awarding the MBA, BAHM has already held two case competitions and a day-long session on industry trends hosted by Lockheed-Martin.  Plans are in the works for more case competitions and student-oriented programs, as well as initiatives addressing key issues in the health sector.

Learn more about BAHM

Students Found Global Health and Development Association

March 15th, 2012 in Graduate Students, Health Sector, HSMP, Social Impact

Bridging Management and Global Health & Development

Students from the Health Sector Management Program at Boston University have founded the Global Health and Development Association (GHD). This new organization seeks to bridge the divide between management and global health and development, while directly connecting and involving BU MBA students with issues that affect the developing world.

“We seek to better understand these complex issues of health and development so that we can learn to address them through innovation and effective management,” GHD members explain, through events such as speakers and panels with industry leaders, international collaborative consulting opportunities, alliances with other schools and departments across the University, and social and networking events. “The GHD Association is also a great addition to two clubs already operating within the Health Sector Management Program—the Bio Business Organization and the Health Services Management Association because we present the perspective of providing care in developing countries, emerging economies, and low resource settings,” adds student Meg Meyer (MBA’12).

Participants include primarily first- and second-year MBA students across many concentrations, including the Health Sector Management Program as well as students from the Professional Evening MBA Program, the School of Public Health, the School of Engineering, and the School of Medicine at Boston University.

Recent and upcoming events sponsored by GHD include:

  • Friends of Ngong Road: Using Business Principals to Launch and Grow an International NGO: On Friday, October 14th, 2011, Amy Johnson, Board Member/CFO, and Peter Ndungu, Executive Director, both from Friends of Ngong Road, a Nairobi, Kenya-based NGO, discussed starting and growing an international non-profit using business principles. They covered topics such as creating strong financial controls and metrics; overcoming growing pains and pitfalls; using technology to your advantage; and working with different currencies.
  • Global Health and Diagnostics: Featuring Dr. Una Ryan, President and CEO, Diagnostics for All, discussing her organization’s dedication to creating low-cost, easy-to-use, point-of-care diagnostics specifically designed for the 60% of the developing world that lives beyond the reach of medical access. More
  • Spring 2012 semester back-to schools networking event, co-sponsored by the Bio Business Organization and the Health Services Management Association
  • Fundraiser auction supporting a rural clinic in Palwal, India—one of the destinations of the School’s India Field Seminar
  • Upcoming Speaker Series event in collaboration with Boston University School of Biomedical Engineering, planned for March 29, 2012, and featuring three speakers discussion their experiences in the fields of business, engineering, and public health.
  • Discussion and collaborative learning experience between School of Management and School Engineering students, focused on exploring innovative business models for products that have been developed at BU School of Engineering, including a counterfeit drug detector and a device to diagnose pneumonia.
  • Participation in the Emory for a Global Health Case Competition (March 30th-April 1st)

Explains Meyer, “This club is important to MBAs because many students are interested in or have experience with international health but aren’t quite sure how to integrate it into their career or are interested in learning more about it.  The GHD club gives them an opportunity to hear speakers and meet people with expertise in this area.  It’s also a great opportunity for collaboration across different schools within Boston University. In the future,” Meyer adds, “we hope to continue connecting with other schools throughout BU and establish yearly signature events.”