How Do You See Business Differently?
Become a Thought Leader
“Since my time in the Sellinger MBA program, I’ve become a thought leader on my team, because I can demonstrate a 360-degree perspective on how to make our work environment more efficient and effective. I’ve gone from someone who can easily identify problems to someone who is not only solution-oriented, but has an entrepreneurial spirit when it comes to trying to create solutions before problems even occur. That’s how I see business differently.”
Mario Ladel Scott, MBA ’11
Professional Health Care Representative
Cultivate Organizations from Within
“Loyola’s two year MBA program provided me with tangible leadership and management skills that continue to serve me today both personally and professionally. When I began my MBA, I was in a marketing leadership role but felt I could do more. Loyola enabled me to build the leadership qualities and solid business foundation to help grow organizations from within. I’m now the chief operating officer of an organization whose mission is to cultivate business growth in a thriving economy. I would not be as effective in my current role without the broader sense of the world that I gained from my thirty-three person MBA cohort whose backgrounds ranged from Ph.D.s to small business owners. That’s how I see business differently.”
Jennifer Gunner-Meyer, MBA Fellows ’07
Chief Operating Officer
Economic Alliance of Greater Baltimore
Look at Problems from Multiple Angles
“Financial economics contains big ideas—it’s much more than just financial statements and stock prices. I push my students to look at problems from multiple angles, to transition from seeing them as finance problems or marketing problems or their department’s problems to seeing them as problems that affect the whole business—and I introduce new tools, new ideas, and new ways to solve them. That’s how I see business differently.”
Jon Fulkerson, Ph.D.
Assistant Professor of Finance
Look at the Big Picture
“All of my formal education had focused on just that—education. But as superintendent of a large school system, I soon came to realize I really was running a business. I’ve got a $1 billion budget, fleets of transportation, HVAC teams, a lot of other entities to consider, and the keen awareness that I’m working with other people’s—taxpayers’—money. I need to demonstrate strong ROI so people will continue to invest in our schools. Through the Sellinger Executive MBA program, I not only have a better perspective on how to do that—but I also have a better understanding of what the business community expects from our graduates and what today’s K-12 need to be ready to bring to the table. That’s how I see business differently.”
Renee Foose, Ed.D., M.Ed. ’97, EMBA ’10
Howard County Public Schools
“One of my classes requires my students to manage $500,000 of the University’s endowment. Constant review of their investments in a dynamic environment ensures continued learning—students have success in this process, and they also have setbacks, both of which create opportunities to learn. It is only by taking on greater challenges, that one is able to achieve the goal of being a lifelong learner. In addition, the world is getting smaller by the day, and students need to understand that they are competing and working in a global environment. Most of my education was in India, and I worked in India in the financial sector before coming to the U.S. for my MBA and Ph.D. I’m able to provide my students with concrete examples, drawn from my educational and professional experiences, that compare the markets in the two countries. That’s how I see business differently.”
Frank D’Souza, Ph.D.
Associate Professor of Finance
Spark Ideas in Others
“Business education needs to reflect the fundamental way that most businesspeople learn—through exploration, experience, and interdependency with those with whom they work. Graduate students bring into class rich experiences, practical problems in need of solutions and a desire to hear and learn from their peers, as well as the experts. Undergraduates substitute exposure to business with regular access to a wide range of media and are just as interested in sharing ideas with peers. Covering course concepts is still important, and context and frameworks are key, but my students have sparked a radical change in my role from instructor or professor to facilitator. In this, it’s my students who have taught me, rather than the other way around. That’s how I see business differently.”
Assistant Adjunct Professor, Management/International Business