ELI Global virtual
发布时间：2022.09.08来源：
ELI Global virtual: Experiential Learning Teaching Method Program
体验式学习教学法课程
July 17th – August 5th, 2022
A program co-taught by faculties
from Harvard University, Stanford University, Yale University, West Point (United States Military Academy) and Babson College
本课程由哈佛大学、斯坦福大学、耶鲁大学、西点军校(美国陆军学院)和百森商学院的教授联合教学
OVERVIEW
课程简介
The best teachers are leaders, and the best leaders are teachers. Teachers and leaders can lift people and let people
down. Unfortunately, as teachers, we often focus on our inadequacies and missteps rather than on our strengths and
unique talents. The program’s goal is to create a unique teaching atmosphere that focuses on experiential learning
that reflects on their engagement in cases and exercises as a way to learn. The program will analyze the process of
creating a curriculum, preparing for a session or class, managing the time before class begins, and evaluating the
nature of the teaching experience after the session concludes. Along the way, we will connect specific classroom
behaviors with leadership issues—in organizations, in teams, and personal relationships. For example, what happens
on multiple levels when we teach or lead ourselves or students? What are we thinking and feeling as we process what
students are thinking and feeling? How are our internal thoughts affecting how we teach and lead? How do we
manage our biases, including having “favorite” students? To what extent can we use teaching methods in the arena
of management?
最好的教师是领导者，最好的领导者是教师。教师和领导者可以鼓舞人心，也可以让人失望。遗憾的是，作
为教师，我们往往更关注自己的不足和失误，而不是自己的长处和独特的天赋。本课程旨在创造一种独特的
教学氛围，核心是体验式学习，学员通过参与案例讨论和练习活动进行学习。课程将分析如何进行课程设置、
课程准备、课前时间管理、以及如何在课程结束后评估教学体验等。在此过程中，我们将把具体的课堂行为
与在组织中、在团队中、在个人关系中的领导力问题相联系。例如，当我们教育或领导自己或学生时，在不
同层级会发生什么？当我们理解学生的想法和感受时，我们在想什么和感受什么？我们的内在思想是如何影
响我们教学和领导方法的？我们如何处理我们的偏见，包括拥有“最喜欢的”学生？在管理领域，我们能在多
大程度上运用教学方法？
Empathy and authenticity matter. When teachers embrace this mindset, students have the opportunity to have a
unique learning experience. Teachers will learn how to create moments of transformation for students.
同理心和真诚很重要。当教师拥有这种心态时，学生就有机会拥有独特的学习经历。教师们将学习到如何为
学生创造自我转变的时机。
Most faculty are trained as experts in their field of research but were never trained how to teach. The world is in need
of master teachers who are not only experts in their field, but experts in teaching and inspiring their students so that
they reach their full potential. The need for expert university teachers has become even more important during the
current crisis caused by the coronavirus pandemic. Faculty members have to engage with their students in new ways
including online teaching. The purpose of this program is to train you to be a master teacher during the current crisis
and beyond. Becoming a master teacher in this dynamic environment requires learning how to be an “entrepreneurial
professor”. Many view entrepreneurship as an approach to starting a new business, but it is much more than that.
Entrepreneurship is a way of thinking and acting when confronted with problems and challenges. This program will
help you to understand how you can be an entrepreneurial professor and, in turn, help your students to be successful
entrepreneurs as well. Utilizing ideas and methods from leading universities on entrepreneurship as well as theories
from cognitive psychology and sociology, this program will teach participants how to lead as an entrepreneurial professor individually and in the classroom. Each session will provide background theoretical context as well as specific
activities and exercises that can be applied to help participants become leaders in the classroom.
大多数教师都是自己研究领域或相关领域的专家，但从未接受过相关教学方面的专业训练。当今的世界需要
更多模范教师。他们不仅是自己研究领域的权威专家，更加是精于激励和教育学生，以充分发挥学生潜力的
专家。当前严峻的新冠疫情形势下，教师们不得不采用线上授课等其他教学方式与学生互动，因此当务之急
是提高大学教师们的专业教学水平。本课程旨在为疫情危机时期及之后培养优秀的模范教师。想要在当前这
个复杂多变的环境中成为模范教师，就必须成为“具有创业者心态的教师”。许多人认为创业学就是学习如何
开一家新公司，但事情远不止如此简单。创业学培养的是一种面对问题和挑战时的思维方式和行动方法。本
课程将帮助学员理解怎样可以成为一名具有创业者心态的教师，进而助力其学生成为成功的创业者。此次课
程将利用世界顶尖大学有关创业学的理念和方法，以及认知心理学和社会学理论，教授学员如何在平时生活
中和工作的教室中的成为一名具有创业者心态的教师。每节课都将教授背景理论知识，提供具体的活动和练
习，帮助学员成为课堂上的领导者。
EXPERIENTIAL LEARNING TEACHING METHOD PROGRAM draws upon the strengths and legacies of such programs as
the Harvard PCMPCL and Babson ELI Asia faculty development program. Giving participants essential insights into the
US campus experience, this program will be co-taught by faculties from Harvard University, Stanford University, Yale
University, West Point (United States Military Academy), and Babson College. Participants in this program will learn
from the best of the best when it comes to pedagogy.
体验式学习教学法课程融合了哈佛大学 PCMPCL 和百森商学院 ELI Asia 师资培训课程之长，将由哈佛大学、
斯坦福大学、耶鲁大学、西点军校（美国陆军学院）和百森商学院的教授共同授课，学员可以充分体验美国
校园氛围并从顶尖专家身上学习教学法的经验。
A successful teaching method cannot be separated from its students. The Harvard Case Method works because highly
motivated MBA students prepare three cases a day. And the Babson experiential teaching method works because all
students are involved in an action based entrepreneurship curriculum that emphasizes doing as a way to learning.
成功的教学方法离不开其学生。哈佛案例教学法之所以奏效，是因为 MBA 学生每天积极主动预习三个案例。
百森商学院的体验式教学法之所以奏效，是因为全部学生都参与了以行动为基础的创业课程，该课程强调将
实践作为一种学习方式。
PROGRAM AUDIENCE - Who Should Attend this Program?
课程受众——谁应该参加此次培训课程？
This program is about BECOMING MASTER TEACHERS who are capable of adapting their pedagogy to their students.
A master teacher has capabilitiesin both participant centered teaching and experiential teaching. This is not a program
about teaching entrepreneurship, but about the pedagogy applied in teaching entrepreneurship, which is defined as
an experiential learning method. This method is relevant to the Case Method, which is a method of participant
centered learning. This program is also about how to be an entrepreneurial faculty member. Faculty from Schools of
Management, Engineering, Life Science, and Entrepreneurship will benefit from this program, but so will faculty from
any discipline who would like to become master teachers in their field and empower their students by giving them
skills in entrepreneurial problem-solving. In addition, this program will also support the following faculty:
本课程是关于成为模范教师，让学员有能力调整自己的教学方法以适应学生。模范教师应既能进行以学生为
中心的教学，又能进行体验式的教学。本课程并非创业教育课程，而是关于创业教育中所使用的教学法，即
体验式学习教学法。此教学法与以学生为中心的教学法——案例教学法相关。本课程还旨在帮助学员成为一
名具有创业者心态的教育工作者。来自管理学院、工程学院、生命科学院和创业学院的教师无疑能够从本课
程中受益，但其实任何学科的教师都会有所收获，只要他们希望在自己的领域成为模范教师，希望通过培养
学生解决问题的能力使其成长。此外，本课程也欢迎以下教师参加：
• Faculty who wish to learn to develop online curriculum and online teaching skills
• 希望学习远程课程开发和远程教学方法的教师•
Faculty who wish to become great facilitators of learning; not just transferring knowledge
•
希望成为激励学生学习的促进者，而不仅仅是传递知识的教师
•
Faculty who want to develop themselves as current and future leaders in academia
•
希望自己成长为学科带头人的教师
It is a program that is specially designed to benefit faculties at all levels. This program intends to place faculty careers
on a new trajectory. The program will support faculty who have a deep hunger to go from being a GOOD teacher to a
GREAT teacher and more importantly to a facilitator of learning! In addition, it is ideal for those who wish to cut across
disciplines and be more well-rounded and integrative in their teaching and academic career.
本课程适用于各个层次的教师培训。其目的是为参训教师的职业生涯开辟新道路。本课程将帮助那些渴望从
一个好老师成长为一位模范教师，更重要的是成为学生学习的促进者的教师！本课程也是那些希望跨学科发
展的教师的理想之选，同样适合那些希望教学和学术全面发展的教师。
LEARNING OBJECTIVES
学习目标
The learning objective of this program is to explore your teaching style and pedagogy through observing the teaching
practices at Harvard University, Stanford University, Yale University, West Point, and Babson College. The objectives
include:
本课程的目标是通过对哈佛大学、斯坦福大学、耶鲁大学、西点军校和百森商学院教学实践的观摩，探索发
展自己的教学风格和教学方法。目标包括：
•
The scope of management education
•
管理教育的范畴
•
Participant Centered Learning
•
以学员为中心的教学法
•
Learning and Teaching
•
学习与教学
•
Case Teaching
•
如何教案例
•
Case Writing
•
如何写案例
•
Understand and integrate an entrepreneurial mindset that focuses on taking action as a way of learning as a
method for teaching students from all disciplines
•
理解“创业者心态”是指通过行动来进行学习的思维方式，是一种可以应用于所有学科的教学法
•
Apply entrepreneurship to the role of a university faculty member to become an entrepreneurial professor
•
将创业精神融入大学教师的工作，让自己成为具有创业者心态的教师
•
Encourage professors to translate the theoretical into practice-based learning
•
鼓励教师将理论教学转化为实践教学
PROGRAM CONTENT - What topics will be covered in the program?
课程内容——课程涵盖哪些主题？
•
Harvard Case Method
•
哈佛案例教学法
•
Learning and Teaching – Why Children Fall
•
学习与教学——孩子为何跌倒
•
The essence of participant-centered learning
•
以学生为中心的教学法的精髓
•
Developing a Session Plan•
如何准备教学计划
•
Designing a Course
•
如何设计课程
•
Using a case to introduce a conceptual framework
•
如何用案例介绍概念框架
•
Questioning, Listening and Feedback
•
提问、倾听和反馈
•
Case Teaching: Preparation and Execution
•
案例教学：准备与执行
•
Course Development Process and Case Research
•
课程开发过程与案例研究
•
Development of Case from a newspaper article
•
根据报纸文章撰写案例
•
Experiential learning teaching method
•
体验式学习教学法
•
Learn to use the idea of an entrepreneurial mindset that focuses on experiential based learning to become
a better teacher during and after the coronavirus pandemic
•
学习运用具有“创业者心态”的教学理念，即体验式学习教学法，在新冠疫情期间和后疫情时期成
为一名更擅长教学的教师
•
Learn how you as a faculty can become a better Entrepreneurial Leader?
•
学习教师自身如何成为一名具有创业者心态的领导者
•
Resonant Leadership: Rethinking Effective Leadership During the Coronavirus Pandemic
•
和谐领导力：重新思考新冠疫情期间的有效领导力
•
How to teach an action-based curriculum with online tools and techniques?
•
如何使用在线工具和技术，开展基于行动的课程教学活动
We live in an unprecedented time given the pace of change all around us as seen in the dependence among financial
markets, the explosive power and influence of technology, the struggles within the geopolitical context, and the now
persistent feeling that our world is becoming even more volatile, uncertain, complex, and ambiguous. More than ever
organizations need a different type of leader. Indeed, tolerance for and effectiveness of traditional approaches to
leadership (e.g., compliance and transaction-oriented styles) is rapidly waning. Students and organizations are looking
to business and other university faculty to both demonstrate the type of leadership needed and do a better job
teaching it in their classrooms.
我们生活在一个变化空前的时代，金融市场之间互相依赖，科技力量影响巨大，地缘政治纷争迭起。人们愈
发感受到世界的不稳定性、不确定性、复杂性、和模糊性。因此急需一批有别于传统风格的领导者。事实上，
社会对传统领导方式（例如服从和交易型领导）的容忍度正在迅速下降，其有效性也值得商榷。学生和企业
机构都希望商学院及其他大学教师既能展现出社会所需的领导力，又能在课堂上使用更好的教学法教授相关
知识。
Sessions will also focus on you as a faculty leader and understanding the power of resonant leadership and the need
for faculty to create resonance by consistently demonstrating emotional and social competencies. In particular, we
will focus on the impact of when leaders become highly self-aware of themselves and aware of how other experience
their leadership. Next, we will broaden the focus from the leader skillset to the faculty-as-leader’s responsibility to
develop themselves and others in sustainable ways. In all of these sessions, faculty will pause at the end and share
why he taught the session the way he did so faculty can see the pedagogical techniques he is using to teach leadership.
课程也将重点培养学员成为一名课堂领导者，让教师理解和谐领导力的力量，以及教师通过不断展现情感和
社交能力来创造共鸣的必要性。我们特别关注当领导者具备高度自我意识，并认识到其他人如何感受他们的
领导力时，会产生怎样的影响。接下来，我们将把重点从领导技能转移到教师作为领导者如何以可持续的方式提升自己和培养他人。所有的课程教授都会在课程结束时分享他为什么要以这种方式教授课程，以便让学
员了解他在教授领导力时所使用的教学技巧。
Post-Covid, enterprises, governments, and especially universities have to innovate at an unprecedented pace. We are
already seeing significant changes in students’ behaviors and employers’ expectations of their skills. Hence, innovation
content is proliferating into the curricula across different disciplines and departments. However, innovation is often
not well understood and innovation cannot function well without entrepreneurial leadership. Entrepreneurial
leadership is different from other forms of leadership. It has more in common with transformational, situational, and
crisis leadership. Babson develops entrepreneurial leaders who drive innovation in a variety of contexts – startups,
scale-ups, large enterprises, family businesses, non-profits, and governments. We will share with you the content and
teaching methods of one of Babson’s most popular graduate-level courses in entrepreneurial leadership and
innovation: Leading Innovation @ Gorillas, Chimps & Monkeys. This same material is also used extensively in Babson’s
customized and open executive programs.
后疫情时期，企业、政府，特别是大学必须以前所未有的速度进行创新。学生的所作所为和雇主对其技能的
期望都已发生了重大变化。因此，不同学科和院系的课程中都应加入有关创新的教学内容。然而，创新通常
不被人们所理解，没有具有创业者心态的领导者，创新是不可能成功的。创新领导力与其他形式的领导力不
同，它与变革领导力、情境领导力和危机领导力有许多共同之处。百森商学院致力于培养具有创业者心态的
领导者，正是这些领导者可以在初创企业、规模化企业、大型企业、家族企业、非营利组织和政府机关等各
种背景下推动创新。我们将分享百森商学院最受欢迎的研究生课程之一，有关创新领导力和创新的内容及教
学方法：领导创新@大猩猩、黑猩猩和小猴子。此教学材料也被广泛用于百森商学院企业内训项目和企业高
管公开课中。
In the traditional format, master teachers deliver high-quality instruction in a “face-to-face” (F2F) setting with their
students in a classroom. Based on pedagogy research, we know that action-based learning yields the best outcomes
for the student. Master teachers understand the value of inspiring students with big questions to evoke curiosity,
hands-on exercises, and opportunities to experiment and reflect on their experiences as different ways to implement
an action-based curriculum. The program will highlight these best practices drawn from academic research and allow
participants to connect them to their teaching styles.
传统教学形式中，模范教师和学生们在教室里“面对面”（F2F）的时候，可以进行高质量授课。根据教学法
研究可知，学生通过行动来学习的效果最佳。模范教师充分理解以行动为主的课程设计的重要性，会用问题
来激发学生的好奇心，采用动手练习，进行实验和回顾反思等不同方法进行教学。本课程将着重讲解这些来
自学术研究的最佳教学实践方法，使学员得以将这些科研成果与他们自己的教学风格结合起来。
In the “new normal”, however, master teachers will also need to transform their teaching into a virtual format. Since
many of the pedagogical principles used in F2F settings still apply online, master teachers can excel online. However,
these principles do not always transfer 1 to 1 between F2F and online. The program will provide participants with
practical techniques and examples for how to switch between teaching modalities and combine pedagogy with
technology. This allows master teachers to become more flexible and versatile and prepared to teach in any format,
now and in the future.
然而，在“新常态”下，模范教师也需要转入远程教学。由于 F2F 课程中使用的许多教学原则仍然适用于
远程教学，这些模范教师仍可以在远程教学中脱颖而出。然而，线下教学原则并非每一条都适用于远程教
学。本课程将为学员提供实用的教学技巧和案例，让他们了解如何在教学模式之间转换，以及如何将教学
法与科技相结合。这些都将帮助学员更加懂得变通，变得多才多艺，不论是现在还是将来，不论是何种形
式的教学都能有所准备。
In addition to the above content topic, the program will also cover the following teaching process topics –
除以上内容主题外，本课程还将涵盖以下有关教学过程的主题——
•
Becoming an entrepreneurial teacher
•
如何成为具有创业者心态的教师
•
Teaching with cases•
如何运用案例进行教学
•
Using experiential exercises/games in the classroom
•
如何在课堂上使用体验式练习/游戏
•
Developing an entrepreneurial mindset among students
•
如何培养学生获取创业者心态
•
Building a classroom culture
•
如何构建课堂文化
•
Cultivating your teaching style
•
如何形成自身教学风格
•
Classroom observation
•
如何进行课堂观察
•
Reflective practice
•
如何进行课程反思
•
Curriculum development and design
•
如何开发与设计教学大纲
•
Technology in the classroom
•
如何在教学中的应用科技
PROGRAM STRUCTURE - How is the program delivered?
课程结构——课程将如何展开？
The program will be delivered via Zoom. It is a three-week intensive program. It requires participant commitment
every Monday to Friday with breaks during the weekend.
本课程是为期三周的强化课程，将通过 Zoom 进行授课。学员周一至周五上课，周末休息。
The program structure consists of classroom learning, experiential exercises, case-based discussions, interactive
lectures, group work, and peer-based learning.
课程环节包括课堂学习、体验式练习、案例讨论、互动讲座、小组活动和同伴学习。
All sessions are conducted in English.
所有课程均为英语授课。
PROGRAM ADMISSION – What are the requirements to attend the program?
课程录取条件——参加课程的条件是什么？
Professional achievement and institutional responsibility are the main criteria for admission. Invited schools are
encouraged to nominate participants to the program. All participants are required to be full-time faculty members of
the school.
录取的主要考量是学员的职业成就和工作职责。受邀学校可以提名参与培训课程的人选。所有学员必须是该
校的全职教师。
Since the program is delivered live (synchronously) online, all participants should have access to a stable wi-fi/internet
connection required for the Zoom communications platform. For the best learning experience, participants should
also have basic proficiency in online tools.
由于该课程是以直播课的形式线上进行，所有学员都必须有稳定的 wi-fi 或因特网能够接入 Zoom 通信平台。
为得到最好的学习体验，学员应能够基本熟练操作在线工具。
For questions about the program, please contact:
更多课程详情，请联系：
Emma Zhang | Tel: +86 010-65973884 | Cell phone: +86 15011379801 | Email: yzhang@innoed.com
PROGRAM FACULTY BIO
Paul W. Marshall
Professor of Management Practice, Harvard Business School
Professor of Management, Paul W. Marshall, is affiliated with the Entrepreneurial
Management Unit and teaches The Entrepreneurial Manager in the Turnaround
Environment. This Elective Curriculum course focuses on the role of managers trying to
execute an Operational Turnaround in a company in distress. He also teaches in The Global
Colloquium on Participant Centered Learning (GCPCL). This Executive Education program is
attended by Professors from Business Schools in Asia, Europe and Latin America and focuses
on how to teach using the case method and how to develop materials for case based courses. Previously he has been
the Course Head for the Required Curriculum course entitled The Entrepreneurial Manager, and also taught the
course entitled Running and Growing the Small Company in the Elective Curriculum of the MBA program and the
Finance Course in the Required Curriculum.
In 2011 he received the Charles M. Williams Award for teaching excellence. The MBA class of 2011 selected
Professor Marshall to receive their Outstanding Professor Award. In 2008 he was named an Honorary Professor by
Xiamen University in Xiamen, China. He also received the Outstanding Professor Award from the MBA Class of 1999
and the MBA class of 1998.
Professor Marshall has been a member of the Harvard Business School faculty on two prior occasions. During his first
appointment, he served as course head for the Production and Operations Management course in the Required
Curriculum. He also taught and developed material in Managerial Economics, Decision Analysis, Manufacturing Policy,
and Project Management. Subsequently, with a part-time appointment as Adjunct Professor, he taught the Required
Curriculum course, Management Policy and Practice.His most recent job before returning to Harvard was Chairman and CEO of Rochester Shoe Tree Company, Inc. He
managed this company during a four-year turnaround and implemented a major reorganization and cost reduction
program that improved profitability in the face of declining sales. In 1977 he was a cofounder of Putnam, Hayes and
Bartlett, a Management Consulting firm. As a principal of this firm, he directed studies to analyze the competitive
dynamics within the International Steel Industry and the International Iron Ore Industry. He Co-authored 'Economics
of International Steel Trade: Policy Implications for the United States' and was one of the American representatives
to OECD conference on Future of the World Steel Industry. He also founded Marshall Bartlett Incorporated and while
serving as a principal of this firm he conducted strategic reviews for companies with interests in the Health Care
Industry, the Food Packaging Industry, and the Steel Production and Distribution Industry.
Thomas J. DeLong
Baker Foundation Professor of Management Practice, Harvard Business School
Thomas J. DeLong is a Baker Foundation Professor of Management Practice and the former
Philip J. Stomberg Professor of Management Practice in the Organizational Behavior
Department at the Harvard Business School. He is an expert in leader development,
organizational and career transformation.
His most recent book, “Flying Without a Net”, was recognized by the editors of Amazon
Publishing as one of the top ten books written on leadership this century. A number of his
cases have been taught around the world in universities and organizations. His most notable cases are: Rob Parson at
Morgan Stanley, Erik Peterson at Biometra, C&S Wholesale Grocers and the 1977 Alumni Profiles.
Before joining the Harvard Business School Faculty, DeLong was Chief Development Officer and Managing Director of
Morgan Stanley Group, Inc, where he was responsible for the firm’s human capital and focused on issues of
organizational strategy and organizational change. At Harvard, Professor DeLong teaches MBA and executive courses
focused on leadership, organizational behavior, managing human capital, and career management. DeLong has served
as course head for the required course on Leadership and Organizational Behavior. He has designed MBA courses
focusing on managing human capital in high performance organizations and leading professional service firms. DeLong
is currently advising on the development of a course on interpersonal effectiveness for the first year MBAs.
DeLong co-authored two books focused on leadership and professional service firms, When Professionals Have to
Lead: A New Model for High Performance (Harvard Business School Press, 2007) and Professional Services: Cases and
Texts (McGraw-Hill/Irwin, 2003). DeLong has coauthored two Harvard Business Review articles, “Let’s Hear It for B
Players” and “Why Mentoring Matters in a Hypercompetitive World.” His forthcoming book, “Teaching By Heart”,
focuses on the relationship between leadership and teaching as well as highlights his insights into teaching as craft
and art after 45 years in the classroom.
Willis M. Emmons
Senior Lecturer of Business Administration, Harvard Business School
Director, C. Roland Christensen Center for Teaching and Learning
WILLIAM (WILLIS) EMMONS is Senior Lecturer and Director of the C. Roland Christensen
Center for Teaching and Learning at Harvard Business School, a position he has held since
2004. As Director of the Christensen Center, Emmons oversees programs to promote and
support teaching excellence and innovation within Harvard Business School and to provide
leadership and expertise about case method teaching and participant-centered learning for
instructors at other institutions in the United States and abroad.
From 1999-2004, Emmons was Associate Professor at Georgetown University's McDonough School of Business in the
area of Strategy, Economics, Ethics and Policy, where he received the Graduate Teaching Award (2003). At
Georgetown he taught courses on strategic management and international business. Emmons was a member of the
Harvard Business School faculty from 1989-1999 where, as part of the Business, Government, and the International
Economy (BGIE) unit, he taught courses in the M.B.A. and executive education programs. He also has taught extensively in corporate executive development programs and has consulted to corporations and governments on
domestic and international issues relating to business strategy and government policy.
Emmons received the A.B. cum laude in Government (Phi Beta Kappa), the M.B.A. with high distinction (Baker Scholar),
and the Ph.D. in Business Economics, all from Harvard University. His book, The Evolving Bargain: Strategic Implications
of Deregulation and Privatization. (Boston: Harvard Business School Press, 2000), winner of the 2001 Alpha Sigma Nu
Book Award, is based on extensive international research and offers a practical framework for understanding the
challenges and potential rewards for established and new ventures in the face of domestic and international market
liberalization. Emmons has published articles in a number of scholarly journals, including The RAND Journal of
Economics, The Review of Economics and Statistics, and The Journal of Economic History. He is also the author of over
thirty Harvard Business School case studies and conceptual notes in the field of business, government, and
competition.
James N. Baron
William S. Beinecke Professor of Management, Yale University
Ph.D., University of California, Santa Barbara
MS, University of Wisconsin
BA, Reed College
Professor Baron’s research interests include human resources; organizational design and
behavior; social stratification and inequality; work, labor markets, and careers; economic
sociology; and entrepreneurial companies. Before coming to SOM in 2006, he taught at Stanford's Graduate School
of Business from 1982-2006. At Stanford, he taught the MBA core course, Human Resource Management. He was
co-director of the Stanford Project on Emerging Companies (SPEC), a large-scale longitudinal study of the
organizational design, human resource management practices, and financial and non-financial performance
measures of entrepreneurial firms in Silicon Valley. Papers based on the project appeared in leading disciplinary
journals, and an overview of the project in California Management Review won the 2003 Accenture Award for
making “the most important contribution to improving the practice of management.”
He is the author, with Stanford economist David M. Kreps, of a textbook, Strategic Human Resources: Frameworks
for General Managers (John Wiley & Sons, Inc.). Baron is also a regular contributor to leading sociology and
organization journals, such as the American Sociological Review and Administrative Science Quarterly. His research
has also been published in influential journals in economics and social psychology.
Chuck Eesley
Associate Professor, Stanford University
WM Keck Family Foundation Faculty Scholar
Professor and W.M. Keck Foundation Faculty Scholar in the Department of Management
Science and Engineering at Stanford University. As part of the Stanford Technology
Ventures Program, his research focuses on the role of the institutional and university
environment in high-growth, technology entrepreneurship. Prof. Eesley was selected in
2015 as an Inaugural Schulze Distinguished Professor. His National Science Foundation of
China and Kauffman award supported research focuses on rethinking how the educational
and policy environment shapes the economic and entrepreneurial impact of university alumni. Over the past three
years, Prof. Eesley has been playing a growing role in national and international meetings on fostering high-tech
entrepreneurship, including advising the U.S. State Department in the Global Innovation through Science and
Technology (GIST) program, Chile (CORFO), Taiwan (ITRI), and the Korean Ministry of Science and Technology. He is a
member of the Editorial Board for the Strategic Management Journal. Before coming to Stanford, Prof. Eesley
completed his Ph.D. at the M.I.T. Sloan School of Management in 2009 where he won BPS Division and Kauffman
Dissertation Awards for his work on high-tech entrepreneurship in China.LTC Riley J. Post
Talent Based Branching Program Manager, US Army G-1, United States Military Academy
B.S., West Point
M.S., University of Oxford, England
Lieutenant Colonel (LTC) Riley Post is a Special Forces officer in the United States Army,
currently assigned as the lead for talent management at the United States Military Academy
(USMA) and Reserve Officer Training Corps (ROTC). Throughout his 17 years of service, LTC
Post has served as both a leader and scholar within the Army. Originally commissioned as an
infantry officer in 2001, the majority of his operational experience has been in the special operations community. In
that capacity, LTC Post’s assignments included multiple combat deployments as a Special Forces Operational
Detachment–Alpha (SFODA) commander and later as a Special Forces support company commander. Most recently,
LTC Post served as the Chief of Strategic Analysis for the Special Operations Command–Central (SOCCENT), the
command responsible for all special operations in conducted in the Middle East and Central Asia. Between those
experiences, LTC Post served as an assistant professor of economics at the United States Military Academy at West
Point. Both his teaching and research at West Point focused on economic and social drivers of conflict in Africa and
the Middle East. He has published on topics such as social mobilization in Africa, the impact of food insecurity on
conflict, and the economics of unconventional warfare.
Colonel Darcy Schnack
Academy Professor, Center for Enhancement Performance, United States Military Academy
B.S., West Point
Ph.D., Boston College
Colonel Darcy Schnack graduated from the United States Military Academy Preparatory
School in 1992 and the United States Military Academy in 1996. Upon graduation, she was
commissioned as a second lieutenant in the Transportation Corps. She later earned her
Master’s degree from Boston College in 2006 and completed her PhD in Sociology in January
2019. COL Schnack has served at various levels of leadership in the U.S. Army, two tours in
Iraq as an Army logistician, and two tours teaching in the Department of Behavioral Sciences and Leadership where
she served as the Military Leadership Course Director. She is an Academy Professor and currently the Director of West
Point’s Center for Enhanced Performance, which houses their Performance Psychology and Academic Excellence
programs. Her husband and USMA classmate, Troy, retired from the Army and they have three children: Ainsley (12
yrs), Avery (11 yrs), and Rowan (6 yrs).
Jay Rao
Professor of Innovation and Strategy, Babson College
B.Eng., Indian Institute of Technology, India
M.S., Operations Research, University of Kentucky
Ph.D., Management, UCLA
Dr. Rao teaches extensively in the Babson Executive Education programs. His executive
teaching and consulting is in the areas of innovation, implementation of innovation
initiatives within firms, corporate entrepreneurship and customer experience innovation. Dr.
Rao also teaches 2 elective courses in the Babson MBA programs – (1) Leading Innovation:
Creating Organic Growth and (2) #CX #UX #DX Innovation. He is the author of the book titled The Discipline and Culture
of Innovation. He has written several business cases on a range of topics: Innovation Strategy, Innovation Culture,
Leading Innovation, Customer Experience, Customer Service, and Strategy Execution. He was a member of the
Innovation Advisory Board at Ocean Spray (USA) from 2010-2015. He currently sits on the Innovation Advisory Board
of Bancolombia (Colombia), and on the Flavor Advisory board of Firmenich (Switzerland). He also has a family-business
background and sits on the board of The HJKP Educational Trust (India).William B. Gartner
Bertarelli Foundation Distinguished Professor of Family Entrepreneurship, Babson
College
B.A., University of Washington (Seattle)
M.B.A., University of Washington (Seattle)
Ph.D., University of Washington (Seattle)
William B. Gartner is recognized as a leading scholar and educator in the field of
entrepreneurship, achieving such awards as the: 2005 Swedish Entrepreneurship
Foundation International Award for outstanding contributions to entrepreneurship and
small business research; 2013 Academy of Management Entrepreneurship Division Foundational Paper Award; and
the 2016 Academy of Management Entrepreneurship Division Dedication to Entrepreneurship Award. He has
published 8 books and over 50 articles in major entrepreneurship journals, as well as, numerous book chapters and
monographs on a wide variety of topics in entrepreneurship. His book: Entrepreneurship As Organizing: Selected
Papers of William B. Gartner was recently published in a paperback edition and the Research Handbook on
Entrepreneurial Behavior, Practice and Process (with Bruce T. Teague) was published by Edward Elgar Publishing in
March 2020.
He has served in various academic positions at the University of Virginia, Georgetown University, the University of
Southern California, Clemson University, San Francisco State University, California Lutheran University, ESSEC in Paris,
and, the Copenhagen Business School and was the founder and director of entrepreneurship centers at Georgetown
University and San Francisco State University. He is currently having a part-time Visiting Professor position in
entrepreneurship at Linnaeus University in Sweden.
Matt Marx
Bruce F. Failing, Sr. Professor of Personal Enterprise, Cornell University
Matt Marx is the Bruce F. Failing, Sr. Chair in Entrepreneurship and Professor of
Management & Organizations in the Dyson School of Applied Economics & Management
within the SC Johnson College of Business at Cornell University He also serves as the
Faculty Director of Entrepreneurship at Cornell and a Faculty Research Fellow at the
National Bureau of Economic Research. Previously, he was an Associate Professor at the
Massachusetts Institute of Technology Sloan School of Management and Boston
University Questrom School of Business.
Professor Marx's research focuses on reducing barriers to the commercialization of science and technology, which he
experienced firsthand during a decade as an executive and engineer at two startups in the speech-recognition industry
that achieved a combined $1.4 billion dollars in equity value. His articles have appeared in journals from multiple
disciplines including Management Science, the Review of Financial Studies, Organization Science, the American
Sociological Review, and Science. His work on employee non-compete agreements and job mobility played a key role
in policy reforms for Hawaii and Massachusetts. Press coverage includes the New York Times, BBC, The Economist,
Washington Post, Boston Globe, The Atlantic, Wired, Fortune, Forbes, and Bloomberg.
John Chen
Faculty Director, ELI Global
PMD73, Harvard Business School
MA, University of Denver
John Chen is the faculty director of faculty development program ELI Global. His
specialty is in strategy, leadership, and organizational behavior. His research
interests are in management philosophy and leadership development. He is an
educator, an expert in management education and participant-centered learning.
He spent 20 years of his career as an entrepreneur and professional executives working for Harvard and Babson in various positions. He was Managing Director at Babson Executive
Education, the Special Assistant to the President at Babson College, and the Vice President of Babson
Global. He designed and launched a series of faculty development programs called Teaching
Entrepreneurial Thought and Action, SEE Asia and ELI Asia. Prior Babson, he was the Executive Director &
General Manager of the Harvard China Fund (HCF), Harvard University. He created Harvard China Fund in
2006 and established the Harvard Center (Shanghai) Co Ltd. in 2008, when he served as the Center’s
founding general manager and legal representative of Harvard University. Prior to joining the HCF, he was
the Managing Director, International at Harvard Business School Publishing (HBSP). John Chen was also
the Director of the PCMPCL (Program on Case Method and Participant-Centered Learning), an executive
education program at the Harvard Business School which trains top business school deans and faculty
from China, Taiwan, Hong Kong, and Singapore. Prior to his position at Harvard Business School, John
Chen was a Vice President of Warner Bros. International Television. And he was the executive producer of
the popular game show Who Wants To Be A Millionaire (Chinese version), and he launched HBO Chinese
Movie Channel in collaboration with HBO International