1. NYU Stern in 2018 Business School Strategies to Imitate and Ignore Leadership Retreat | May 20, 2008 © NYU Stern School of Business

2. Yale Tiny: 208 students in MBA class of 2008, 60 “tenure-line” faculty, 18 “secondary” faculty. Goal of new curriculum: “break out of silos of functional courses.” Dean: “[It] places tremendous emphasis on integration and connection.” Claim: applications and yield rose After teaching 3 different MBA courses in 3 years, Assistant Professor Alessandro Gavazza left to join the Stern School.

3. Chicago Rigorous, discipline-based curriculum Flexibility: only three required fields (accounting, economics, statistics) Students like the strong analytics, but feel they lack “organizational awareness,” including general management and teamwork skills. LEAD (leadership effectiveness and development) requirement designed to deal with that. The usual “global” add-ons (trips, exchanges,…)

4. Stanford Small: 740 fulltime students, 91 tenure-line faculty Perception: students thought program was too academic, faculty found students disengaged New customized program developed to deal with diversity of student backgrounds and needs Includes –“perspectives” courses [“worship of superficiality”?] –multiple levels for some core courses New curriculum “very faculty intensive,” esp cross- disciplinary CAT (critical analytical thinking) Concerns about impact on recruiting and research

5. INSEAD Focus on global: “global knowledge and learning network,” campuses in Paris and Singapore 10-month program, split across 2 campuses Diverse study groups, teamwork emphasized Language requirements 70% of faculty teach on both campuses every year Intellectual isolation problematic for young research faculty?

6. Harvard Focus on general management through classroom discussions of complex, ambiguous, business ‘cases’ Year-long core [no customization!] Business-relevant and interdisciplinary by design Recent innovations –Core courses in technology, entrepreneurship –Leadership –Social enterprise –Healthcare Faculty research and recruiting: “If you’re not interested in the real world, this is not the place for you.”

7. NYU Cooley: research & teaching are complements Size is huge advantage, ditto diversified portfolio of programs Questions –Do we face the same demands as Yale and Stanford? [business-relevant content, integration, management/ leadership/teamwork skills] –If so, how do we deliver them in research-friendly way? [teaching faculty, adjuncts from bus community, other?] –Can we satisfy demand for global content locally? [How many of us are ready for NYU Abu Dhabi?] –Does the market want compression a la INSEAD, EMBA? [Familiar from EMBA & Langone, applicable elsewhere?]