Eccles Experience Magazine Spring 2025

The David Eccles School of Business Magazine SPRING SUMMER

2025

Our

Next Ascent INTRODUCING DEAN KURT DIRKS

FAVORITE SPACES

LASSONDE STUDIOS With its wavy copper exterior and unique architecture, Lassonde Studios, a living/learning community that is home to many students, as well as the Lassonde Entrepreneur Institute, is an unmistakable campus landmark.

As impressive as the façade is, however, it’s what happens inside the building that makes it such a special place.

Students from any major can apply to live at Lassonde, and everyone who lives or visits there has access to equipment, space, and collaboration to bring their creative ideas and entrepreneurial dreams to life.

Erin Christiansen, a Philosophy major, sums up the power of Lassonde this way.

“My favorite thing about Lassonde is all of the learning opportunities that students have access to,” she said. “There are so many places to create and learn, and Lassonde is more than just a building, it's a pathway to success. It has truly been a growth space where I have made so many connections and been involved in lots of activities.”

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DO YOU HAVE A FAVORITE SPACE AT THE DAVID ECCLES SCHOOL OF BUSINESS? Email frances.johnson@eccles.utah.edu and let us know where it is and why you love it!

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The David Eccles School of Business Magazine

David Eccles School of Business Dean

Kurt Dirks

Editor in Chief

Frances Johnson Manager, Alumni Marketing and Communications

Sr. Contributing Editor

Annesley Womble

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Alumni Marketing and Communications Specialist

Assistant Dean of Alumni Relations & Development

Katie Amundsen

Sr. Graphic Designer

Antonio Moya

Contents 5 A Word From the Board Chair 6 Fostering Student Success Faster

TALK BACK! WE’RE LISTENING. Give us your thoughts, feedback and suggestions about Eccles Experience.

Katie.Amundsen@Eccles.Utah.edu

FOLLOW US! Find us on social media for all the latest updates. #EcclesAlumni

8 The Rising Business Leaders 10 The Science of Strategy 14 COVER STORY

Charting a Bold Ascent New Dean Kurt Dirks shares what he sees for the next chapter of growth at the David Eccles School of Business.

21 FEATURED STORY

Critical Thinking Launchpad

25 FEATURED STORY

The Enduring Value of an MBA

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29 Faculty Impact:

Winning the Waiting Game

30 Faculty Impact:

The Real Impact of Family Leave

32 Putting for a Purpose 34 The Happiness Essentials 36 Campus News 39 Dean’s List 46 Final Word

a word from

The Board Chair Like many of you reading this Eccles Experience magazine, the trajectory of my life changed when I graduated from the David Eccles School of Business. I graduated with a degree in marketing in 1980 and moved to Texas, where I went to work for the IBM Corporation. Fast-forward 45 years and, after a great career, I am honored to be back on campus working with the school as Chair of the Eccles Advisory Board.

In my role as chair of the board, last year I was part of the search committee to find a new dean for the Eccles School. As a committee, we reviewed a pool of more than 100 applicants to select four finalists, who were then invited to campus for more interviews and meetings with the faculty, staff, administration, students, and alumni. After the campus visits, the provost and president of the university selected Kurt Dirks as our new dean.

From the beginning and throughout the process, Dean Dirks stood out as a great leader with the skills and experience to guide the Eccles School as we evolve and grow. He officially took over as our dean in July 2024 and has been active throughout the summer, fall, and spring, meeting with students, faculty, staff, alumni, and business leaders in the community.

One of the important initiatives Dean Dirks set out to accomplish early in this new role is to create a new strategic plan that will guide the Eccles School into the next decade. You will have a chance to read more about his vision and key priorities in the articles that follow. We are also excited to spotlight some new programs and initiatives that are already underway.

We also hope you’ll make plans to visit campus soon, especially if you haven’t been here for a while. You will be amazed and proud of your alma mater! And I hope it encourages you to rekindle your participation with the University of Utah, and the Eccles School. We have come a long way, and the future looks even brighter.

Paige Erickson

Board Chair, David Eccles School of Business

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FOSTERING STUDENT SUCCESS FASTER:

A NEW CHAPTER FOR THE GOFF STRATEGIC LEADERSHIP INSTITUTE

By Frances Johnson Building on years of proven success delivering experiential learning to students at the David Eccles School of Business and across the University of Utah campus – and fueled by a recent $10 million gift from founder Greg Goff – the Goff Strategic Leadership Center has been elevated to the Goff Strategic Leadership Institute. This change reflects the Institute’s expanded scope, impact, and vision for the future of leadership education.

"I have a fundamental belief that we can all make a difference, but many people simply don't know how,” said Goff, University of Utah alumnus and former CEO of Andeavor (formerly Tesoro Corporation). “I continue to invest in the Institute because I believe that we are providing valuable experiences that help people to be even more successful — faster.”

Since 2020, the Institute has experienced a 700% increase in demand for its undergraduate programs. More than 3,000 undergraduate and graduate students from 13 colleges and nearly 80 majors across the University of Utah have engaged with Goff. In addition, more than 1,000 local business professionals have elevated their strategic abilities through dynamic workshops in the Goff Lab. “It has been great to watch students gain so much confidence over the years,” said Ruchi Watson, managing director and CEO of the Goff Institute.

“From students gaining their first professional internships to leading strategic projects with top-tier companies, their growth is truly inspiring.

Seeing them push themselves to create an impact beyond what they might have thought possible before Goff reinforces the importance of our work.”

Goff has been a differentiator for the Eccles School and the U, demonstrating the unique benefits of higher education with an innovative approach to curating real-world experiences for students, paired with a strong academic curriculum.

“What Goff teaches is very customizable to a student’s journey,” Watson said. “We are always looking for opportunities to apply what students are learning in a real-world scenario.”

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Those opportunities are presented through four signature Goff Institute programs: Explorers, Pathfinders, Trailblazers, and Scholars.

WE’RE COMMITTED TO EMPOWERING INDIVIDUALS TO TRANSFORM KNOWLEDGE INTO ACTION AND ASPIRATIONS INTO IMPACT.” -RUCHI WATSON

The Explorers program tackles the challenge of younger students obtaining real-world experiences prior to gaining major-specific expertise.

“We often tell students to get an internship,” said Watson, “but it’s challenging to do so when they don’t yet have experience on their resume. Explorers not only provides them with a real internship, but also connects them with a community of students and an instructor to guide them on how to engage Goff’s leadership principles in the workplace. By matching students with their first professional experience, the Goff Explorers program also helps students test-drive different career paths and build connections with future employers.”

In higher education, the second year of college is often termed “the sophomore slump” because it is the time between freshman year, with a lot of first-year support and junior year, when students usually enter their major-specific coursework. Goff’s Pathfinders program tackles this challenge head-on. In Pathfinders, students in their sophomore year have the chance to develop and work toward personalized leadership goals, preparing them to pursue further on- and off-campus leadership opportunities with more confidence and deeper connections.

Students participating in Goff Trailblazers – usually juniors and seniors – deep-dive into Goff’s Six Principles of Strategic Leadership, reflecting on their own leadership skills while hearing from experienced guest speakers. And, to put into practice what they’ve learned, Trailblazers work in teams to develop recommended solutions to complex challenges faced by local nonprofits and organizations.

Finally, the Goff Strategic Leadership Institute offers Goff Scholars, a robust year-long class where students work with and lead small groups of their peers to help real companies. In Goff Scholars, students work with four companies, applying what they learn along the way to each new challenge. Students also participate in classroom learning focused on strategy frameworks and business analytics tools that support both their class projects and future business careers.

“Seeing Goff transition to an institute is confirmation of what I already knew,” said Diego Alvarez, current Goff student. “The opportunities Goff provides to students like myself can change the trajectory of our careers, creating confidence in ourselves through the real problems that we are able to solve in each program.”

As of 2022, Goff alumni have begun their careers at companies including Microsoft, Bain and Company, and Goldman Sachs. Others have gone on to continuing education opportunities at Yale Law, Northwestern University, and even Oxford University through the Rhodes Scholar program.

With roots deeply planted in the Eccles School, the prospect of providing the right real-world experiences at the right time to more and more students at the U is a natural and much anticipated next step.

“The transition to an institute represents an exciting milestone in our journey,” said Watson. “We’re committed to empowering individuals to transform knowledge into action and aspirations into impact. This change will allow us to deepen our engagement with students, alumni, and community partners.”

To learn more or to get involved visit goff.utah.edu

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“Rising Business Leaders is intended to attract highachieving students with the combination of financial support and special leadership programming,” said Kurt Dirks, Dean of the David Eccles School of Business. “We’ve designed the program to help each student seek and reach their personal peak in their life and career, and to equip them to lead with confidence and purpose.”

Investing in Students Who Invest in Themselves

BY FRANCES JOHNSON Prospective students weigh all kinds of factors when deciding what university to attend, including cost, location, housing, student life, school size, reputation, and what classes and majors are available.

The only catch? Based on these factors alone, many colleges and universities come out looking about the same. To attract the attention of top-performing students considering lots of choices, universities need to also develop programs and experiences that make them unique among their peers and competitors.

At the David Eccles School of Business, tailored and immersive experiential learning opportunities have been that differentiator. These experiences provide students with something extra they can’t get anywhere else, paired with an already high-quality university education. And, starting this fall, the Eccles School will build on this success by launching a new customized student experience – the Rising Business Leaders program.

Rising Business Leaders will be a “unique, innovative, and tailored experience,” said Jessica Taverna, Associate Dean of Undergraduate Programs at the Eccles School, designed to ground new students in community and help them think more intentionally about what college is about and what they want to gain from their college experience.

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In their first semester, Rising Business Leaders will participate in the new school-wide Business Scholars Experience curriculum, while also engaging in additional, co-curricular activities and experiences. For example, each incoming Rising Business Leaders cohort will live together at the Ivory University House on campus. They will be required to complete self-reflection exercises, as well as group activities led by students from the Goff Strategic Leadership Institute.

In their second semester, Rising Business Leaders will participate in a tailored curriculum that exposes them to business education in action through the work of Eccles School centers and institutes, including internships and other experiential learning opportunities where students can begin putting their knowledge and skills into practice.

Through exclusive programming at the Ivory University House, these students will also hear from campus and community leaders, and work together in small groups to explore leadership topics such as purpose, self-awareness, value creation, personal ownership, community building, and community impact.

The program is a collaborative effort, funded by the University of Utah’s President’s Office, the Eccles School, and the Clark and Christine Ivory Foundation.

“We are excited to provide a place where students can thrive,” said Clark Ivory. “Ivory University House is all about creating opportunities for students. We are excited to support this hands-on learning opportunity where motivated students gather and become leaders at the university and learn principles that will guide them throughout their careers. A program like Rising Business

Leaders is a way for us to invest in students who are committed to invest in themselves.”

Rising Business Leaders requires a large commitment from students, Taverna said, but it also shows the large investment the Eccles School and the Eccles community are willing to make in them.

“There will always be students who want to maximize their college experience from the start,” she said. “This is a way to reward and support students who are willing to go all in.”

This kind of cohort-based experience has also been shown to make the transition to college easier, providing a community and dedicated support system to help students develop the habits they need to succeed at college and beyond.

“We’ve designed the program to help each student seek and reach their personal peak in their life and career, and to equip them to lead with confidence and purpose.”

KURT DIRKS

“College is hard, and the transition is hard,” Taverna said. “When you have a group of people who came in with the same motivation you did, that helps you keep going.”

The new Business Scholars Experience will also incorporate a cohort-based approach with students assigned to class groups of 40 each and then divided again into smaller cohorts of 10 to 15 students each.

“We know that’s super important for retention and to stay on track for graduation,” Taverna said.

Bespoke experiences like Rising Business Leaders, as well as the reimagined Business Scholars Experience, help attract high-caliber students to the Eccles School and play an important role in fighting growing distrust in higher education and skepticism about the value of a college degree.

“Part of the value proposition is that we give you more than classes and a degree,” Taverna said. “We’ve been intentional about leveling up the whole school.”

And that leveling up is not over, Taverna added. She sees Rising Business Leaders as a way to test out new programming and offerings and see what additional experiences could be scaled and offered to all students.

Core: Focus on Self + Purpose Leadership starts with the individual. Through a series of individual and group exercises, students will cultivate selfawareness, personal agility, and a growth mindset while learning how to deliver results with strong personal ownership.

Role: Engagement with Community Leaders actively engage with others. By living in close proximity and participating in regular meetings at the Ivory University House, students will learn to identify and align resources to create valuable impact. They’ll also develop the skills to communicate effectively, building a strong and supporting community.

Goal: Real World Experience Leaders drive impact. In a unique environment, students will engage in internships, service projects, and/ or case competitions in partnership with the local Utah community, learning to relentlessly focus on value creation by finding and formulating meaningful problems to solve.

“We are definitely thinking, ‘Do we have other opportunities to curate programs like this?’” Taverna said. “Hopefully this can be the first of many.”

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T

The traditional approach to entrepreneurship and management has been more of an art than a science. Following the mantra “fail fast,” entrepreneurs bring products to the market quickly, see how much money they make, and then iterate or jump to the next idea.

But what if entrepreneurship and strategy were treated more like a science, with well-developed theories and hypotheses followed by testing and careful data collection? A new venture at the David Eccles School of Business is setting out to do exactly that.

The ION Management Science Lab was established by a generous gift from Andrea Pignataro, an Italian entrepreneur with a particular interest in a scientific approach to management and entrepreneurship.

Pignataro has also funded a similar effort at Bocconi University in Milan, Italy.

the science of

STRATEGY THE ION MANAGEMENT SCIENCE LAB MILAN, ITALY

SALT LAKE CITY, UT

By Frances Johnson

The work of both labs is based on research conducted by a group of strategy academics including Todd Zenger, Presidential Professor of Strategy and Strategic Leadership at the David Eccles School of Business. The research promotes a “theory-based view” of business creation that includes building and testing theories to determine whether a company or a product is successfully solving a problem.

“A basic thing we ask people to do is to think about, ‘What is it that you believe that no one else believes?’” Zenger said. “The value of something contrarian is that it’s unique and represents value unseen by others.”

Zenger encourages entrepreneurs and organizations to frame the core problem they are trying to solve, and then articulate the future state they envision.

“The belief that you have is that resolving this problem will create economic value,” Zenger said.

But instead of just jumping in with an idea or a product, the scientific approach to management and business development dictates that the next step is to build a causal logic that identifies the key subproblems that need to be solved to solve the central problem, and to then set about testing and gathering evidence about how to solve these sub-problems before you bring a full solution to the market.

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“The lab is a catalyst this is an incredibly powerful way to think about entrepreneurship, strategy, finance, and even our lives.”

-TODD ZENGER

David Eccles School of Business professors Jay Barney (left) and Todd Zenger (second from right) pose with the directors of the ION Management Science Lab at Bocconi University in Milan, Italy, during a recent international strategy summit hosted at the Eccles School.

Take, for example, Airbnb. The core problem the company wanted to solve was unleashing an untapped supply of rentable space, thereby providing a greater variety of places people could stay outside of traditional hotels. But there were other problems to consider before that vision could be possible: how do we make people comfortable having people in their home? How do we make people comfortable staying in someone else’s home? How do we manage payments among strangers? How do we match hosts and visitors?

Another example is the Wright brothers and their efforts at early human flight. The core problem they were trying to solve was getting people in the air. But they knew that to do that, they needed to address the sub-problems of propulsion, steering, and lift.

If you can solve these sub-problems, Zenger said, you can make your overarching belief true even when people say what you are trying to achieve is impossible.

Expressing business ideas as a logical theory doesn’t just create more sustained economic value, it also has implications for the way new ventures are assessed and evaluated. A new venture shouldn’t be valued based on potential market size, the quality of the team, or even how much money they have raised. Instead, valuation should be based on whether the founders can articulate compelling logic about how to solve a substantive

problem, and whether they are making progress towards showing that the assumptions of their theory are sound – or that the critical sub-problems they have identified are solvable. This scientific approach also has implications for how entrepreneurs pitch their ideas to investors and other partners.

The lab is focused on more than entrepreneurship, however.

“Everyone in an organization should be thinking of their path to value creation, focusing on finding problems and solving them,” Zenger said. “We all want to create value, and this is the way you should go about it in every area of your life.”

The work of the ION Management Science Lab at the Eccles School will be based on this approach and will provide a home and community for ongoing research in the space.

“In part, the lab is a catalyst,” Zenger said. “We think we’re right. We think this is an incredibly powerful way to think about entrepreneurship, strategy, finance, and even our lives more generally. So, we want to get other people engaged.”

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That engagement is an important part of the work of a university, said Jay Barney, Presidential Professor of Strategic Management & Lassonde Chair of Social Entrepreneurship at the Eccles School.

“I believe that this will create significant

opportunities

for increasing the quality of research and the reputation of both groups and institutions.”

-ALFONSO GAMBARDELLA

“We’re in a business school,” Barney said. “We have the additional discipline of taking our work and making it accessible to practitioners.”

And, thanks to the existing connection to the ION Management Science Lab at Bocconi, this research can be made accessible on a global scale.

“We see the links with Eccles and its scholars as a fundamental collaboration for our research,” said Alfonso Gambardella, director of the ION Management Science Lab at Bocconi. “Scholars at Eccles were already working on similar topics, and it was natural to consolidate these common interests. I believe that this will create significant opportunities for increasing the quality of research and the reputation of both groups and institutions, as well as of other scholars working in the same space.”

As graduate students, visiting scholars, industry professionals, and academics come to the ION Management Science Lab to conduct research and launch and test ideas, Zenger also hopes the additional exposure helps elevate this approach to be the foundation of entrepreneurship, strategy, and business creation learning around the world.

“The end state that I envision is that strategy and entrepreneurship courses taught across the globe will look different from how they do now,” Zenger said. “This is really powerful from an educational perspective.”

This research and approach also apply to existing companies and organizations, Zenger said, and he’d like to see the ION Management Science Lab create tools and structures to help companies apply this novel approach to their work going forward.

Finally, the internationally recognized research and projects happening at the ION Management Science Lab will elevate the reputation of the Eccles School, directly supporting the new strategic priority to create positive societal impact in Utah and beyond.

“As a business school, we have two products: students and ideas. And we have one customer, the business community,” Barney said. “We help create the new generation of managers and leaders for the U.S. economy.

I think that’s a big deal. We try to build the best students we can, who can make the best contribution.”

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CHARTING A INTRODUCING THE NEW DEAN OF THE DAVID ECCLES SCHOOL OF BUSINESS

by Frances Johnson

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NEW PATH, NEW OPPORTUNITIES “My parents were always my brother and my biggest champions in every way,” Dirks said. They encouraged their sons to explore opportunities that would realize their potential and interests.

Arriving as an undergraduate at Iowa State University, Dirks didn’t think much about what it meant to be a first-generation student but, looking back, he can see that he really didn’t know what college would be like, or have a full sense of how to get the most out of the experience. Luckily, he had an aunt working at the university who looked out for him.

Growing up on a multi-generation farm in Iowa, Kurt Dirks learned a strong set of values from his family. Most of those values – like work until the job gets done, and do that job well – he learned by watching his mother and father as they worked seven days a week on the farm and served as examples of high standards and integrity in their community.

He also learned that life is about family and always aspiring to do better.

“Those are values I soaked up,” Dirks said.

It’s something he took with him off the farm, into his experience as a first-generation college student, as he launched a career in academia and now, in his role as the new dean of the David Eccles School of Business.

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That was the start of Dirks’ belief that every student needs someone who knows them by name and story, a culture he desires to build at the Eccles School as well. Regardless of their background, every student will face challenges, he said, and every student needs someone in their corner to support them and help them on the path.

“Iowa State helped me grow as an individual, gave me a good education, and opened my eyes to a broader world of ideas and people,” Dirks said.

“But I did not leave with a sense of purpose.”

After graduation, Dirks joined a health services firm but, feeling unsatisfied, he found his way back to Iowa State for a master’s degree and, he hoped, another chance at discovering a meaningful path.

He found it when he was asked to work as a research and teaching assistant for a professor of entrepreneurship and strategy.

“What I discovered during that year was that I loved the university environment for the same reasons that I do today – the energy, the ideas, and working with students,” Dirks said.

In particular, he discovered an interest in helping give students the tools and experiences to understand why they are in college and what impact they want to make. Those tools will go a long way in helping students develop as individuals and prepare for meaningful careers, Dirks said, and that approach is another thing he is committed to bringing to the Eccles School.

After finishing his master’s degree at Iowa State, Dirks enrolled in a PhD program at the University of Minnesota, where another mentor, Dirks said, “changed my life.”

CONNECT WITH THE DEAN You can follow Dean Dirks on Instagram and LinkedIn.

Trust is fundamental to human relationships, and to business.”

DIRKS ON TRUST AND LEADERSHIP

With that mentor to challenge and guide him, Dirks embarked on research related to organizational trust and values-based leadership – some of the first academic research in this area.

“Trust is fundamental to human relationships, and to business. Trust also involves acting in an ethical and moral way,” Dirks said. “When we can understand and open up to others, we’ll have more fulfilling lives and be more effective as leaders.”

When his mentor died unexpectedly just one month before he was scheduled to defend his dissertation, one more person stepped in to help Dirks complete his PhD and transition to his first academic position at the University of Illinois. And just like that – or perhaps, more accurately, at long last – Dirks launched into a career of purpose that continues to this day.

ALL ROADS LEAD TO ECCLES After more than two decades at Olin Business School at Washington University in St. Louis (WashU), Dirks started to feel like his next chapter was waiting, and the David Eccles School of Business quickly emerged as just the right fit.

For starters, Dirks was excited about the possibility of getting back to his public university roots.

“I see this as a great way to have a broad impact, to serve students and a community in the way only a public institution can,” Dirks said. “There’s a special spirit here at the U.” Dirks was also looking for a new academic home that was on the ascent, with room left to grow. The Eccles

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School certainly matched that description, he said, and he could see some exciting ways the Eccles School could support the mission and vision of the university as a whole.

And finally, back to the family-first ethos his own parents had instilled in him, Dirks was looking for a place that was a good fit for his family, where they could stay for a long time.

Utah, the university, and the Eccles School fit the bill on all counts, Dirks said, and he enthusiastically started his role as dean on July 1, 2024.

THE NEXT CHAPTER OF VISION, GROWTH, AND PROGRESS As he’s met with students, alums, donors, and community and business leaders in his new role, Dirks has shared one message more than any other: the David Eccles School of Business is poised to be the premier educational destination in the Mountain West – and among one of the best in the country. Those conversations have also helped shape Dirks’ strategic vision and direction for the school – which will be key in meeting his ambitious goals.

Student success sits at the very top of the list of strategic priorities.

“Student success is our why,” Dirks said. “It’s why we exist as a university and as a school.”

Drawing on his own college experience, Dirks is committed to helping every Eccles student “seek and reach their peak” with a blend of discovery and achievement. Everything that happens at the Eccles School should happen with the whole student in mind, he said, addressing both personal and professional exploration and growth. Experiential and immersive learning opportunities will play an especially important role.

“There’s no better way to discover and learn than through guided experience,” Dirks said.

ALL MIC'D UP! Check out the Tiny Mic Tour with Dean Dirks at eccles.utah.edu/tiny-mic

Next on Dirks’ list of strategic priorities is for the Eccles School to make a positive societal impact on the local and national business community, through research and innovation from faculty and centers, and through the students who graduate from the Eccles School and join companies and organizations around the country – and even the world.

“Are our grads making their organizations better?” Dirks said. “How do we help create a thriving economy in the state and beyond?”

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The Eccles School is already doing some great work in this area, Dirks said, embracing an interdisciplinary approach to learning and innovation through many centers and institutes. For example, the Kem C. Gardner Policy Institute brings academia, business, and government together to make data-informed decisions. Or there’s the Stena Center for Financial Technology, a collaborative effort between the Eccles School and the John and Marcia Price College of Engineering, uniting industry and academia to accelerate financial innovation and inclusion. And that’s just to name a few.

Centers and institutes such as these give the Eccles School unmatched breadth and depth in a variety of topics and disciplines that are of interest to today’s students, Dirks said, and many of them enjoy rankings putting them among the best in the West.

Finally, Dirks is focused on enhancing and elevating the reputation and legacy of the Eccles School, a priority that will be fueled by student success and a strong, positive business impact.

“If we prepare students to succeed and make a positive difference in their workplace and community, that’s the best way to get that outcome,” Dirks said.

“To get to the next level, now is the time to focus our energy and resources on the things that matter for the future of business and in which we have strength,” he said.

WHAT'S ALL THE BUZZ? Hear more from Dean Dirks on the Eccles Business Buzz podcast at eccles.link/businessbuzz

One such area is quantitative analytical skills, which are delivered through programs like the Marriner S. Eccles Institute and the Sorenson Impact Institute.

Student success is our why…

It’s why we exist as a university and as a school.”

“If you want to excel in business today, you have to have those skills,” Dirks said.

The Eccles School also excels at fostering an entrepreneurial spirit and

Faculty members are also key to enhancing the reputation of the Eccles School, Dirks said, with their research and publication in areas that are of local and national interest and impact.

delivering an entrepreneurial education. The Lassonde Entrepreneur Institute is a nationally ranked hub for student innovators and entrepreneurs, with the resources to help students develop and launch their own companies, products, and initiatives. At Doman Innovation Studios, students, community members, and for-profit and non-profit organizations with existing transactions and prototypes can access guidance and resources to help them achieve stability and profitability. These, Dirks said, are places where gains can be built on even further.

But perhaps Dirks’ biggest focus in the area of reputation is to achieve a new level of distinction in the places where the Eccles School truly excels.

The school has grown dramatically, he said, with assets in many areas. But there are a few key places where the Eccles School can be truly exceptional.

Finally, drawing on Dirks’ own passion and expertise, is a focus on leadership grounded in values. Some of this work is already happening at the Eccles School as well through the Goff Strategic Leadership Institute, where students develop business solutions for real-world organizations

DIRKS ON STUDENT SUCCESS

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while also learning principles of strategic leadership that will prepare them to add value wherever they go next.

“If you’re a student, you can get this in the classroom, but there are all these other opportunities to explore and find that passion,” Dirks said. “It will prepare students in a very unique way. And if you are a student coming out with all these skills and this foundation, that’s a powerful package.”

CARRYING THE BANNER When it comes to using all these strengths to support the vision and direction of the University of Utah as a whole, the Eccles School can and should be leading the way, Dirks said. If the university wants to achieve 90% employment placement rates, the Eccles School should be shooting for 95% or above. If the university is focused on creating economic value for the state, the impact of the Eccles School should be making it possible.

And just as the Eccles School will help carry the banner for the university, students and alumni are the best ambassadors the Eccles School has. They are the best example of what can be accomplished with an Eccles education, and why an Eccles education is for everyone.

“What I have heard repeatedly from our alumni is the deep impact the U and the Eccles School had on them and their career. And many of them could pair that impact with someone who helped them get where they are,” Dirks said. “That’s the part to me that’s most inspiring. On those long days we can look out towards that. We are making a big difference in the lives of our students.”

(Our alumni) are the best example of what can be accomplished with an Eccles education, and why an Eccles education is for everyone.

DIRKS ON THE FUTURE OF ECCLES

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HOW THE MARRINER S. ECCLES INSTITUTE PREPARES STUDENTS TO EMBRACE BUSINESS COMPLEXITIES

BY ANNESLEY WOMBLE

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Ensuring that students are as well-prepared as possible when they leave the David Eccles School of Business requires providing a balance of experiential and classroom learning. As the school embarks on a new strategic plan and priorities, there is renewed emphasis on building learning opportunities that provide each student with a strong set of quantitative thinking and reasoning skills. And that is a job tailor-made for the Marriner S. Eccles Institute for economics and Quantitative Analysis and its marquee program – Quantitative Analysis of Markets and Organizations (QAMO) – which is designed to equip students with tools to navigate the complexities of modern business.

Introduced in 2017, QAMO combines rigorous academic instruction with real-world applications, focused primarily on economics, strategic thinking, and data analysis. QAMO was specifically created to teach students how to apply principles of economics to decision-making and market behavior, even in uncertain environments or situations.

The Marriner S. Eccles Institute provides a home and a framework for this learning, as well as related and nationally-recognized research, and it plays an integral role in the QAMO program’s success. The Marriner S. Eccles Institute fosters an environment that emphasizes rigorous scholarship, cutting-edge research, and meaningful student engagement.

At the heart of QAMO’s curriculum are three key areas: understanding how markets work, thinking strategically, and using data effectively.

By serving as a center for thought leadership and academic excellence, the Institute enhances the University of Utah’s reputation as the state’s flagship institution and builds a strong foundation for the QAMO program. It funds faculty development, organizes enriching extracurriculars for students, and fosters an intellectual environment.

“The program emphasizes critical thinking and decisionmaking skills over fleeting trends,” said Scott Schaefer, Chair and Professor in QAMO. “It prepares students to apply economic tools, like game theory and econometrics, to a wide range of scenarios. Economics is a powerful toolkit for thinking about business decision-making.”

QAMO students learn from case studies used by top MBA programs such as Harvard Business School and the Kellogg School of Management, preparing them to think on their feet, engage with uncertainty, and master the analysis of complex data.

“Students must get comfortable with thinking about statistics and must get comfortable thinking about ambiguity,” Schaefer said.

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As part of a tier-one research institution, the Marriner S. Eccles Institute also hosts influential public speakers who address timely and nationally significant economic issues, providing students with rare opportunities to engage directly with the thought leaders of today. Faculty within the Marriner S. Eccles Institute also pursue groundbreaking research in fields like political economy and public policy, with findings often published in highly ranked journals.

Students in the QAMO program are also given opportunities to participate in research in some of the most prevalent and frequently discussed topics in the field.

outstanding research

Students in the Quantitative Analysis of Markets and Organizations program learn from case studies used by top business schools, and have the chance to participate in research in some of the most prevalent and frequently discussed topics in the field.

Qamo's 3 key areas

1

$

UNDERSTANDING HOW MARKETS WORK

2

3

THINKING STRATEGICALLY

USING DATA EFFECTIVELY

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“One of the Institute’s signature initiatives is the Marriner S. Eccles Scholars program,” said Adam Looney, Professor and Executive Director of the Marriner S. Eccles Institute. “This paid research internship allows students to pursue independent projects on high-profile topics relevant to their interests and the state of Utah.”

I value QAMO’s

emphasis on cultivating quantitatively-skilled generalists, preparing students to adapt

quickly, and drawing insights from

diverse fields.”

Mac

Wolfenbarger

Makayla Fischer, a junior in the QAMO program, said participating in the scholars program made a huge impact on her college career by allowing her to develop an independent project under faculty guidance.

“The faculty are extremely hands-on and offer constructive criticism that shapes you into a more well-rounded student,” said Fischer. She added that the chance to publish research each semester helped her build a resume with tangible accomplishments that will be interesting to future employers.

To get students thinking and learning beyond the state of Utah, the Marriner S. Eccles Institute organizes annual trips to Washington, D.C. and Chicago. On these trips, students connect with alumni, engage with prospective employers, and gain firsthand exposure to career opportunities in metropolitan hubs.

For Mac Wolfenbarger, a senior in the QAMO program, the Chicago trip was integral to shaping his post-graduation trajectory. Wolfenbarger completed an internship and accepted a full-time position with Boston Consulting Group because of the connections he made with QAMO alumni in Chicago.

“I value QAMO’s emphasis on cultivating quantitatively-skilled generalists, preparing students to adapt quickly, and drawing insights from diverse fields,” Wolfenbarger said. “While specialists are essential, I believe generalists bring unique strengths, synthesizing knowledge across areas to create broader understanding and impactful solutions.”

Other QAMO alumni report significant career advantages, excelling in top companies and competitive graduate programs. They credit the program’s emphasis on “creating great learners” for their strong placement outcomes.

With continued support from the Marriner S. Eccles Institute, QAMO aims to expand and further invest in experiential learning, ensuring students are equipped to succeed in diverse career paths.

“We are excited to play our part in the new dean’s vision and would love to continue to grow the size of the QAMO program,” Schaefer said. “We’ve got a strong community that can launch people into exciting places.”

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AMID A RAPIDLY EVOLVING ECONOMY AND THE RISE OF SPECIALIZED MASTER’S PROGRAMS, ONE QUESTION REMAINS:

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Based on the latest enrollment data, it appears that prospective students still think the answer is yes. The Wall Street Journal reports that applications to MBA programs increased by 12% in 2024, marking the highest surge in a decade.

This growth, predominantly driven by young professionals who are looking to pivot their career or advance within their current positions, emphasizes the ongoing relevance and value of business education even as the economic landscape continues to shift.

Among all the options available to prospective students, the David Eccles School of Business stands out for its future-oriented MBA programs that balance rigorous academics, real-world application, and personalized career coaching.

“Our programs combine strategic thinking, decision-making, and value creation, maintaining our status as the gold standard of graduate business education,” said Brad Vierig, Associate Dean of Graduate Programs. “We consistently adapt to what the market needs and what students demand.”

This commitment to prepare students for today’s changing economy has earned all four of the Eccles MBA programs strong national reputations, ensuring graduates are well-equipped to lead in the modern business landscape. The Full-Time MBA program at the Eccles School was recently ranked #38 in the U.S. and #16 among public universities, reflecting a winning combination of student success, alumni outcomes, and top-tier faculty and corporate partnerships. In addition, public rankings for the Executive MBA, Professional MBA and Online MBA programs are all in the top 20 nationwide.

“A highly ranked program complements the student experience. They are not in competition,” said Vierig. “A highly ranked program improves the student experience, ensuring students graduate with a competitive edge in the job market.”

That competitive advantage comes from classroom experience paired with experiential learning opportunities such as: real-world problem-solving with corporate partners through capstone projects; internships that allow students to apply classroom knowledge in professional settings; and international programs that broaden students’ perspectives with global business experiences.

“These experiences set our students apart,” Vierig said. “Employers value not just the knowledge our students bring but their ability to apply it to real-world challenges immediately.”

The Eccles School has also expanded its online and hybrid learning options, making this unique MBA experience available to more students than ever before. (See sidebar.) This adaptability offers students professional engagement, a collaborative learning environment, and innovative outof-classroom experiences.

“Feedback to this hybrid learning has been extremely positive,” said Vierig. “It is allowing us to fulfill our mission to educate and transfer academic research to the community by being a geographically larger pool.”

OUR PROGRAMS COMBINE STRATEGIC THINKING, DECISION-MAKING, AND VALUE CREATION, MAINTAINING OUR STATUS AS THE GOLD STANDARD OF GRADUATE BUSINESS EDUCATION.” BRAD VIERIG

Regardless of what MBA option they choose, students can expect a strong focus on career outcomes, underpinned by personalized career coaching and support.

Career services help students transition seamlessly from academics to employment. According to Cindy Smith, Associate Director and Executive Career Coach, making this approach an embedded part of the MBA experience keeps the Eccles School very competitive with other MBA programs.

“Every year, a large part of our national rankings comes from the career outcomes for students,” Smith said. “To make sure students are set up for success, all our career coaches come into employment here at the business school with very serious coaching credentials and a desire to continue professional development opportunities after being hired.”

WHY THE ECCLES MBA?

The Eccles MBA program offers a clear path to success, blending academic excellence with practical, career-focused outcomes, in the following flexible program formats.

1. ONLINE MBA Perfect for working professionals, this program combines flexibility with results. Students report an average 36% salary increase by graduation.

This program is ranked #8 nationwide among public universities.

2. PROFESSIONAL MBA Tailored for early- to mid-career professionals, this hybrid program enables career advancement with a 56% promotion rate by graduation. This program is ranked #17 nationwide among public universities.

3. EXECUTIVE MBA Designed for senior leaders, this weekend program fosters executive-level skills, with graduates seeing a 50% salary increase within three years.

This program is ranked #19 nationwide among public universities.

4. FULL-TIME MBA (FTMBA) Designed for professionals ready to dedicate themselves fully to their education, the FullTime MBA is immersive and fast-paced, allowing students to achieve significant career transformations within two years. This program is ranked #38 in the US and #16 among public universities.

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I WAS IMMEDIATELY IMPRESSED BY THE PASSIONATE AND ENGAGED FACULTY, PROGRAM FLEXIBILITY, AND SMALL AND SUPPORTIVE COHORT.” CAMERON MCOMBER

Career outcomes are perhaps the best example of why the MBA is still a relevant degree, Vierig said. MBA programs at the Eccles School are smaller, more intimate, and come in at a lower price than most peer schools. Comparing the cost of an Eccles MBA to the career and salary outcomes of MBA graduates shows a compelling return on investment, he said.

That is just the kind of outcome that attracted Cameron McOmber to the Full-Time MBA program at the Eccles School after unexpected layoffs prompted him to pivot his career towards finance.

McOmber dual-enrolled in the Full-Time MBA and Masters of Finance degrees and was immediately impressed by the passionate and engaged faculty, program flexibility, and small and supportive cohort. He also enriched his experience through additional experiences like a leadership role with the Lassonde Entrepreneur Institute’s Get Seeded program, which offers milestone grants to student entrepreneurs. As McOmber prepares to graduate and start a new role as a Finance Manager with Lowe’s in North Carolina, he credits the program’s career coaching for his interview success, career development, and confidence, which he believes set him apart from peers at other institutions.

“Our alumni truly reflect the strength of this program,” Smith said. “Companies as big as Johnson & Johnson frequently praise our graduates for their preparedness and ability to contribute immediately to their teams.”

Those alumni also serve as mentors to upcoming students, creating a virtuous cycle of “paying it forward” that stands as a cornerstone of the MBA program’s - and Eccles School’s - success, Smith said.

So, what does the future look like for the Eccles School’s MBA programs? Vierig believes the programs have a great formula for supporting student purpose and success, and that formula is strong enough to carry the programs into the future.

“Each Eccles MBA program empowers students to achieve their goals through rigorous academics, hands-on learning, and a network of support that drives career excellence,” he said.

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FACULTY IMPACT

Winning the Waiting Game Waiting is an often inevitable part of the delivery of goods and services but, Nitin Bakshi says, not all waiting is equal. For example, waiting for a delivery from Amazon doesn’t have the same impact on a customer as waiting to see a medical specialist. A late package is frustrating; a late medical appointment could be life-threatening.

Another place where waiting can have a negative impact on people’s quality of life is in the judicial system. In a recent paper, Bakshi explores that issue using publicly-available data from the Supreme Court of India.

Using queuing theory, a mathematical discipline that studies congestion, Bakshi set out to do three things: first, create a model and calibrate it to the data, with the goal of the model mimicking reality; next, identify the sources of congestion; and finally, propose interventions or solutions.

Bakshi and his co-authors found that forced idleness – for example, cases wrapping up earlier than anticipated and leaving judges with unused time in their schedules – as well as the way time was balanced between different types of cases were the main sources of inefficiency in the system. Using a mathematical formula that changed the way judges’ time

was partitioned between different types of cases, Bakshi and his coauthors were able to reduce wait time in the Indian judicial system by 65%.

Next up for Bakshi: exploring applications of this project to the United States court system, perhaps at the appellate level.

NITIN BAKSHI Bakshi is a David Eccles Fellow and Chair and Professor in the Department of Operations and Information Systems. He specializes in operations and supply-chain management and has made important contributions to the management of disruption risk.

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FACULTY IMPACT

The Real Impact of Family Leave Proponents of paid family leave mandates often tout them as a way to address the wage and workforce participation inequalities between women and men. According to research recently published

by Elena Patel, however, there is “no evidence that access to leave boosts workforce participation or wages.”

To conduct her research about the impact of family leave on the working lives of women, Patel identified a control group of mothers who gave birth just before California’s 2004 paid family leave mandate went into effect, and a treated group who gave birth just after. Her results show employment and earnings fell for mothers who gave birth for the first time after paid family leave became available, and that these negative effects persisted for over a decade.

But, while there is no evidence that family leave policies improve workforce participation or wages for mothers, there is strong evidence that those policies lead to healthier pregnancies, healthier moms, healthier families, and healthier kids.

In addition, Patel highlights that family leave policies provide benefits that are broader than caring for a new child. These policies also allow leave for broader caregiving needs, such as caring for a seriously ill family member like a child, spouse, or parent.

ELENA PATEL Patel is the Sorenson Assistant Professor in the Division of Quantitative Analysis of Markets and Organizations. As an applied microeconomist, her research agenda focuses on the behavioral responses of businesses to the U.S. tax system.

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The 28th Annual Advance Displays Eccles Business Open Scholarship Drive golf tournament raised over $158,000 in support of student scholarships at the David Eccles School of Business.

PUTTING FOR A

PURPOSE

Thirty-three foursomes enjoyed a blue-skied day on the course at Hidden Valley Country Club, and a silent auction was also open to everyone in the Eccles community with dozens of packages to bid on.

Welcoming the golfers back to the clubhouse after their 18 holes, Dean Kurt Dirks expressed his personal gratitude for their support of students and scholarships at the Eccles School.

“I grew up on a family farm in Iowa and attended college as a first-generation student, so I know from personal experience the impact that scholarships have on our students,” he said. “I believe in the mission of public universities like the University of Utah to make a college education accessible to as many students as possible, regardless of their background and circumstances, and you have been part of making that happen today – so thank you!”

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INTERESTED IN SUPPORTING STUDENT SCHOLARSHIPS AND ENJOYING A DAY OUT ON THE COURSE? Help us sell out our 2025 tournament by securing your foursome today at eccles.link/golf.

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Dr. Arthur C. Brooks shares 3 tips for happiness at Spencer Fox Eccles Convocation

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Ask someone what happiness is, and they will most likely respond that it’s a feeling. But, according to Dr. Arthur Brooks, a New York Times bestselling author, Harvard professor and researcher, and nationally-recognized happiness expert, happiness is no more a feeling than a Thanksgiving dinner is the smell of turkey.

The next happiness macronutrient, satisfaction, can be defined as the struggle towards achievement, Brooks said. When we are disciplined in our deferral of gratification, we experience greater satisfaction. Stable satisfaction also means wanting less, Brooks said, and focusing more on what we already have.

Instead, Brooks said, Thanksgiving dinner is a combination of macronutrients like proteins, fat, and carbohydrates, and happiness is a science and a practice that we can all work on every day.

The final essential macronutrient for happiness, meaning, is the “why” of your life – and can be the hardest to develop. According to Brooks, “we have a meaning crisis.”

Brooks, who is also the first-ever Impact Scholar at the David Eccles School of Business’ Kem C. Gardner Policy Institute, shared some key insights and advice for developing and practicing happiness at the 34th annual Spencer Fox Eccles Convocation, held at the Eccles School at the start of the fall semester.

To find personal meaning that drives happiness, Brooks recommended thinking about two questions: Why are you alive? And, for what would you give your life happily right now?

Addressing a standing-room only crowd of students, alums, and campus and community partners, Brooks started his keynote by reminding the audience that they are responsible for their own happiness – not other people and not other pursuits like more money or more recognition.

“Your life is your enterprise, and you are the founder and CEO. Love and happiness are your currency.

Do you know how to accumulate more of them?”

Brooks asked.

He also shared that business leaders – and aspiring business leaders – are in a unique position to be “happiness teachers,” by bringing the passion and pursuit of happiness to their companies and communities.

“Your education matters because you will get happier and lift up the world,” Brooks said. “But don’t get stuck halfway.”

Brooks then shared the three key macronutrients of happiness: enjoyment, satisfaction, and meaning.

Enjoyment, Brooks said, comes when the three main parts of our brain are working together to collect data, identify emotions, and then make decisions based on those inputs. A simple formula to remember, Brooks said, is pleasure + people + memory = enjoyment. And one more key to enjoyment?

“We need to experience our life to find our answers,” Brooks said.

And then when we have them, we need to determine whether all the parts of our life are aligned with our answers, he said.

To close his remarks, Brooks left the audience with four key takeaways:

1

To get happier, we need to share happiness

2

We should each have an enjoyment strategy, not a pleasure strategy

3

Make sure you are managing your haves and your wants

4

Ask yourself, do you have the answers to the two big questions? And if not, are you willing to find them?

“The world says, use people, love things, and you are the center of everything. But the right formula is to love people, use things, and worship the divine, whatever that is to you,” Brooks said. “The ultimate truth is that happiness is love.”

“If you are doing it alone, you are probably doing it wrong,” Brooks said.

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CAMPUSNEWS NEW IMPACT & PROSPERITY EPICENTER DEDICATION AND RIBBON-CUTTING

GREAT SALT LAKE CHANGEMAKER BREAKFAST In January, the Kem C. Gardner Policy Institute at the David Eccles School of Business hosted their monthly Newsmaker Breakfast with an event focused on the Great Salt Lake.

Moderated by Gardner Institute Director Natalie Gochnour, the event featured panelists from the Great Salt Lake Strike Team, which includes researchers from Utah State University and the University of Utah working with the state leads from the Utah Departments of Natural Resources, Agriculture and Food, and Environmental Quality and additional experts from other entities. The Great Salt Lake Strike Team is a model partnership to provide timely, relevant, and highquality data and research that help decision-makers make informed decisions about the Great Salt Lake.

Panelists included:

The Impact & Prosperity Epicenter, a landmark building designed to inspire students to live, learn and collaborate with purpose, was officially dedicated in February. The new home of the Sorenson Impact Institute and the Center for Business, Health, and Prosperity, the Epicenter is also home to 778 students on six residential floors, making it the University of Utah’s newest living-learning community.

The Impact & Prosperity Epicenter was made possible by two founding gifts, from Bob and Lynette Gay, and Jim and Krista Sorenson. Other donors to the building include: The Church of Jesus Christ of Latterday Saints, an anonymous donor in honor of Glenn B. Goodrich, Kent and Deborah Bowman, Okland Construction, the Åcahand Foundation, the Mesha Lapp Davis family, and Gena and Steve Alder.

The 300,000-square-foot building includes a dedicated gathering space on the first floor called The Forum, which brings together users from different programs all over campus in an open, collaborative space. The Forum also hosts speaker series, movie nights, and concerts.

The Impact & Prosperity Epicenter is the latest in a campus-wide effort to create residential hubs that provide experiential opportunities for students to impact their worlds in meaningful ways.

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■ Brian Steed, Great Salt Lake Commissioner, State of Utah; Executive Director, Janet Quinney Lawson Institute for Land, Water, and Air, Utah State University ■ William Anderegg, Director, Wilkes Center for Climate Science and Policy, University of Utah ■ Kevin Perry, Professor of Atmospheric Sciences, University of Utah ■ Ben Stireman, Deputy Director, Utah Division of Forestry, Fire and State Lands, State of Utah To learn more about upcoming Newsmaker Breakfasts visit gardner.utah.edu.

LEGENDARY VENTURE CAPITALIST TIM DRAPER DONATES $500,000 TO UTAH ENTREPRENEUR CHALLENGE Legendary Silicon Valley venture capitalist, founder, philanthropist, and entrepreneurship thought leader Tim Draper is supporting young entrepreneurs across Utah with a $500,000 gift to support the Utah Entrepreneur Challenge and the related High School Utah Entrepreneur Challenge. To recognize his contribution, the Utah competitions will be renamed as the Tim Draper Utah Entrepreneur Challenge and the Tim Draper High School Utah Entrepreneur Challenge.

The Utah Entrepreneur Challenge is a business-model competition for college students at participating universities across the state, and is managed by the Lassonde Entrepreneur Institute, a top-10 ranked interdisciplinary division of the David Eccles School of Business.

DAVID ECCLES SCHOOL OF BUSINESS FEATURED IN BBC STORYWORK'S LEADER GENERATION SERIES The David Eccles School of Business recently participated in the Leader Generation Series, presented by the Association to Advance Collegiate Schools of Business (AACSB) and produced

by BBC StoryWorks Commercial Productions. Professor of Management Glen Kreiner and Abbey Salamera, Student Engagement & Belonging Program Coordinator, showcased the Eccles School’s approach to caring for the whole student with a multi-pronged approach to student success that includes integrated curriculum, resources, programming, and services offered to address mental health and well-being.

Draper is the founder of Draper Associates, a seed-stage venture capital firm; Draper Fisher Jurvetson (DFJ), a venture capital firm; and Draper Venture Network, a global network of venture capital funds.

“Young entrepreneurs can change the world, and I’m proud to be supporting them across Utah, one of the best, fastest-growing, and most vibrant states for start-ups, entrepreneurship, and business,” Draper said. “Our country needs more passionate young inventors and business leaders who can create tomorrow’s life-changing inventions and build sustainable businesses around them. We can all do more to support them and make it possible.”

VIEW SEGMENT

ECCLES SCHOOL HOSTS 3RD ANNUAL SALES INNOVATION SUMMIT In February, the Eccles School hosted the 3rd Annual Sales Innovation Summit, sponsored by the Alan and Jeanne Hall Foundation, MarketStar, and Cast a Pebble.

The event brought together hundreds of students, alums, and industry professionals from across the state for a half-day of keynote speakers, breakout sessions, and a job fair with dozens of hiring companies in attendance.

This year’s keynote speaker was Rick Haskins, former President of Streaming & Chief Brand Officer at The CW Network, and founder of nonprofit organization Cast a Pebble. Haskins’ keynote speech was titled “Not Business

As Usual,” and centered on 14 insider tips for finding the right career and continuing to thrive as a career progresses. He encouraged attendees to be their own #1 advocate and strive for a career that combines elements of what they love, what they’re good at, and what can pay them a good salary.

Breakout session topics included How to Bridge the AI Gap, Learnings from Negotiating with the Giants of Retail, Leveraging Sales Skills to Drive Innovation and Leadership, People First Sales, Leveraging Personal Interests to Drive Client Engagement and Sales, and more.

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The David Eccles Alumni Network is 40,000 alums strong and counting.

There are no better ambassadors for the David Eccles School of Business than our alums, and the Dean's List features some of those great alums and the great things they are doing.

We'd love to hear from you!

If you want to be featured, please email: frances.johnson@eccles.utah.edu

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RICK AUSICK 3.330

DEGREE FROM ECCLES:

5 pt

Finance ’75

resolutions: find a place with people who share my value system around leadership; remember you were successful, this is not about performance; and this is not a setback, it is an opportunity for a new beginning.

CURRENT JOB TITLE:

Retired, former CEO of Famous Footwear

WHAT IS YOUR FAVORITE MEMORY OF THE DAVID ECCLES SCHOOL OF BUSINESS?

Coming from a small town, it was my first exposure to a much broader world. The enthusiasm and helpfulness of the professors and teaching assistants made the transition easier and opened up my mind to the many possibilities that a quality business education could provide.

WHAT IS ONE THING YOU LEARNED DURING YOUR TIME AT THE ECCLES SCHOOL THAT HAS BENEFITTED YOU PERSONALLY OR PROFESSIONALLY?

Never underestimate your capabilities and your potential. Apply yourself fully to the task at hand and the results will follow.

WHAT IS A CHALLENGE YOU HAVE FACED IN YOUR CAREER, AND HOW DID YOU OVERCOME IT?

I was reporting to the CEO at one of my jobs and there was a change. After a few months, it became apparent that the new CEO and I were not going to be able to work together. I “chose to pursue other opportunities” – in essence I was fired. After the initial shock and the realization of the impact on my family as well as my career, I came up with the following

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WHAT IS ONE SKILL YOU THINK EVERY RECENT GRADUATE ENTERING THE WORKFORCE NEEDS TO HAVE?

Whether you call it flexibility or adaptability, continue to learn and evolve as a person and a leader. Success rarely comes without setbacks; use them as learning opportunities and allow them to help you develop your skill set.

IF YOU COULD GIVE ONE PIECE OF ADVICE TO YOUR STUDENT SELF, WHAT WOULD IT BE?

Find not only what you are good at doing, find those things that bring you a sense of fulfillment. You can accomplish many things if you want them enough.

Apply yourself intensely to the pursuit of those ideas.

STEPHANIE D. COOLEY DEGREE FROM ECCLES:

Executive MBA ‘15 CURRENT JOB TITLE:

Senior Vice President - Senior Application Development Manager, Zions Bank

WHAT IS YOUR FAVORITE MEMORY OF THE DAVID ECCLES SCHOOL OF BUSINESS?

3.3305 pt

My favorite memories are all tied to the invaluable interactions with both classmates and professors.

The EMBA program created an environment where each discussion brought fresh perspectives and deep insights, enriching my overall learning experience.

Being part of a group that was so engaged and diverse, both academically and professionally, added layers of value that shaped how I approach collaboration and problem-solving today.

WHAT IS ONE THING YOU LEARNED DURING YOUR TIME AT THE ECCLES SCHOOL THAT HAS BENEFITTED YOU PERSONALLY OR PROFESSIONALLY?

The diversity of classes and their real-world applications profoundly impacted me. I not only developed a stronger foundation for my career, but I also gained skills that improved my personal relationships. The curriculum encouraged us to understand different perspectives, which has made me more adaptable and thoughtful in both my work and personal life.

3.3305

WHAT IS A CHALLENGE YOU HAVE FACED IN YOUR CAREER, AND HOW DID YOU OVERCOME IT?

Early in my career, I felt that I needed to have the complete answer before voicing my thoughts. Over time, I realized that contributing from my historical knowledge and perspective, even when the solution wasn’t fully formed, helped foster more comprehensive and effective outcomes. By embracing this approach, I became more confident in collaborative settings, allowing others to build on my ideas and creating better results as a team.

WHAT IS ONE SKILL YOU THINK EVERY RECENT GRADUATE ENTERING THE WORKFORCE NEEDS TO HAVE?

Emotional Intelligence (EQ) is essential – it’s just as vital as specialized knowledge. In today’s fast-paced work environments, understanding and managing emotions, both in oneself and others, leads to better teamwork, communication, and adaptability. It’s a skill that helps one connect meaningfully with colleagues, clients, and stakeholders, which can set a new graduate apart early in their career.

IF YOU COULD GIVE ONE PIECE OF ADVICE TO YOUR STUDENT SELF, WHAT WOULD IT BE?

Be a good listener. In every interaction, take the time to understand others’ perspectives fully. Listening more and speaking less can open doors to insights you might miss otherwise and build trust and respect in any relationship.

pt

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TIARA HAWKINS perception with how your work and contributions are viewed by peers and managers. Additionally, you should take the time to personally acknowledge and celebrate your accomplishments, no matter how small, to build confidence and encourage a positive mindset.

DEGREE FROM ECCLES:

Finance BS ’18 CURRENT JOB TITLE:

Vice President, Goldman Sachs

WHAT IS ONE SKILL YOU THINK EVERY RECENT GRADUATE ENTERING THE WORKFORCE NEEDS TO HAVE?

I actually think there are two key skills: Communication and Self-Motivation. When you first start your career, I believe the default communication style should be overcommunication. It helps to avoid misunderstandings, creates a reoccurring feedback / connection point with your team, and can help you learn more about your role, so you receive the right guidance. Hand in hand with communication is self-motivation. I believe that taking the initiative and having accountability early on will set you up for success.

WHAT IS YOUR FAVORITE MEMORY OF THE DAVID ECCLES SCHOOL OF BUSINESS?

As a Transfer Scholars ambassador, we had a class that focused on entrepreneurs in developing 05 pt we 3.33 economies and visited Guatemala to apply what learned in class to an actual real life case study. This hands-on experience not only reinforced our understanding of the course material, but it provided essential insights into the complexities of operating a business in a developing economy.

WHAT IS ONE THING YOU LEARNED DURING YOUR TIME AT THE ECCLES SCHOOL THAT HAS BENEFITTED YOU PERSONALLY OR PROFESSIONALLY?

Something that I really took from my time at the business school is the importance of critical thinking.

The curriculum taught me how to analyze complex problems and consider different perspectives, which has been invaluable in both my professional and personal life.

WHAT IS A CHALLENGE YOU HAVE FACED IN YOUR CAREER, AND HOW DID YOU OVERCOME IT?

One challenge I’ve faced in my career is overcoming self-doubt. A key strategy to overcome this challenge is to seek feedback, which helps align your self-

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IF YOU COULD GIVE ONE PIECE OF ADVICE TO YOUR STUDENT SELF, WHAT WOULD IT BE? 3.3305 pt

It would be to invest in the future but don’t forget to enjoy the present. While it is important to prepare for your career by doing internships, building your resume, and learning the relevant skills, it is equally important to create memories, experiences, and relationships while you are in school.

BEN MILLER DEGREE FROM ECCLES:

MBA ‘24 CURRENT JOB TITLE:

Founder, Session Brands

WHAT IS YOUR FAVORITE MEMORY OF THE DAVID ECCLES SCHOOL OF BUSINESS?

The international trip to Mexico City is by far my favorite memory. Getting to spend a whole week in a totally new and exciting place, learning and evaluating everything through a “business” lens, and building relationships with my classmates was priceless.

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WHAT IS ONE THING YOU LEARNED DURING YOUR TIME AT THE ECCLES SCHOOL THAT HAS BENEFITTED YOU PERSONALLY OR PROFESSIONALLY?

Learning how to build a profit & loss statement (P&L) and clearly understanding its inputs has radically changed how I look at my job and my personal finances. Everyone knows you deduct your expenses from your revenue, but how you categorize things, break line items down, and build models really helps show a new picture of financial feasibility and stability.

to differentiate ourselves in the saturated apparel market. Fortunately, I was able to apply lessons from my marketing class and contemplated two aspects of the industry that, if merged together, result in an underserved market. For Session, those two things were "Performance Technology" and "Exciting, Bold Patterns." Think about it, you walk into an REI (not the one in Sandy - they are selling some of our products!) and 90% of the apparel is monotone, neutral, earthy colors. So, we built Session Brands to speak to the everyday athlete who wants to stand out, be bold, have fun, while still benefiting from great performance technology.

WHAT IS ONE SKILL YOU THINK EVERY RECENT GRADUATE ENTERING THE WORKFORCE NEEDS TO HAVE?

Know how to read financial statements from companies and how to build your own!

3.3305 pt IF YOU COULD GIVE ONE PIECE OF ADVICE TO YOUR STUDENT SELF, WHAT WOULD IT BE?

Take more advantage of instructor office-hours there is so much more to learn outside of the classroom from people who have been in business for 10, 20, 30 years.

WHAT IS A CHALLENGE YOU HAVE FACED IN YOUR CAREER, AND HOW DID YOU OVERCOME IT?

When building a business model for Session, my business partner and I really had to think about how

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SURJIT MOHANTY DEGREE FROM ECCLES:

Finance MS ‘22 CURRENT JOB TITLE:

Associate, Goldman Sachs

WHAT IS YOUR FAVORITE MEMORY OF THE DAVID ECCLES SCHOOL OF BUSINESS?

I had a memorable experience when the business school offered me the opportunity to go to Wall Street in New York and meet a lot of professionals from different finance companies for a week. It was great to know about their work and experience and in general about life in New York, which is very different from Salt Lake City. That is something I will always remember.

WHAT IS ONE THING YOU LEARNED DURING YOUR TIME AT THE ECCLES SCHOOL THAT HAS BENEFITTED YOU PERSONALLY OR PROFESSIONALLY?

I learned that relationships matter. Good relationships, personal and professional, are extremely enriching and rewarding. I have realized that it is very valuable to build genuine relationships and mentorships with senior people who can guide you professionally and personally.

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WHAT IS A CHALLENGE YOU HAVE FACED IN YOUR CAREER, AND HOW DID YOU OVERCOME IT?

After graduation, when I started looking for a job, it was extremely challenging to find a full-time role as I

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was an international student and very few companies would sponsor my Visa, which significantly reduces the opportunities available. When times are hard, patience and optimism are paramount. I was lucky to find a contingent role at Goldman Sachs via a staffing firm. After nine months, I was able to make the best of the opportunity and got myself converted to a full-time employee.

WHAT IS ONE SKILL YOU THINK EVERY RECENT GRADUATE ENTERING THE WORKFORCE NEEDS TO HAVE?

The willingness to learn by putting in the extra hours.

Students are protected and nurtured in the business school with all kinds of resources. But the real world is very different. Their work will determine their team’s success and the work environment they 3.3305 pt create for the team. The willingness to learn by doing what is necessary and going beyond that to help other teammates in need will make them stand out.

IF YOU COULD GIVE ONE PIECE OF ADVICE TO YOUR STUDENT SELF, WHAT WOULD IT BE?

I would tell my student self to prioritize networking strategically. Being good is not enough in itself. One needs to be their own ambassador to showcase their talent, skills, and work, by advocating for oneself.

KEITH TITUS DEGREE FROM ECCLES:

EMBA ’12 CURRENT JOB TITLE:

President & CEO at MarketStar and Interim CEO at Blendtec

WHAT IS YOUR FAVORITE MEMORY OF THE DAVID ECCLES SCHOOL OF BUSINESS?

The people that I met within the EMBA program.

Specifically, the faculty, staff, and classmates that I interacted with on a day-to-day basis. I have continued to maintain very close connections with many of my study group members and have continued to benefit from reaching out to the professors for their feedback and counsel since I graduated.

WHAT IS ONE THING YOU LEARNED DURING YOUR

3.3305 pt TIME AT THE ECCLES SCHOOL THAT HAS BENEFITTED

YOU PERSONALLY OR PROFESSIONALLY?

My improved management of time and resources.

The standards are high for students in the Eccles School, so the ability to effectively manage my most vital resources — 1) time and 2) those who matter most —was definitely enhanced during my time at Eccles. It continues to be a benefit to this day.

navigating one of the companies I have stewardship over out of a very difficult financial and operational challenge. The “HOW” behind the turnaround has focused on fundamentally sound decision-making, empowering capable leaders, simplification, and consistency of focus on the future vision of what we believe is possible. While it has taken longer than expected to address these challenges, we are starting to see the fruit of our efforts.

WHAT IS ONE SKILL YOU THINK EVERY RECENT GRADUATE ENTERING THE WORKFORCE NEEDS TO HAVE?

Communication. More specifically, the ability to translate complex information into simple and easy-to-understand concepts that allow the creation of momentum and value by every stakeholder I work with.

IF YOU COULD GIVE ONE PIECE OF ADVICE TO YOUR STUDENT SELF, WHAT WOULD IT BE?

I really would have benefited from having a stronger base of quantitative thinking and data analysis skills, so my advice would be to do more independent, deeper learning in that area. Learning outside of class is a powerful tool, so dig in on your own in the areas where you feel like you’re behind your peers.

WHAT IS A CHALLENGE YOU HAVE FACED IN YOUR CAREER, AND HOW DID YOU OVERCOME IT?

I have faced many challenges during my 30-year career. One current challenge that stands out is

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final

Word All good leaders understand that the only constant is change, and the truly great leaders prepare for it. As Chief Executive Officer of Business Student Government, Isabelle White has seen firsthand how Dean Dirks and the Eccles leadership team are preparing for the next chapter of the David Eccles School of Business.

“Reflecting on my time working with these incredible leaders who are dedicated to the growth and success of the Eccles School, I am confident that the strategic plan will be beneficial both for the David Eccles School of Business and its students.” White said, “It will offer guidance and ensure that decisions are made with the mission of the Eccles School in mind, and it focuses on increasing student success and considers multidimensional aspects of student wellbeing.”

“Under the leadership of Dean Dirks, I am confident that the Eccles School and its students will continue to thrive.”

-Isabelle White

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But, perhaps most importantly, the plan was developed with student input. White and the BSG team worked hard to reach a variety of students and collect their feedback, goals, and hopes for the future of the school. The end result is something that will serve students individually and the school as a whole.

“Having student input during the strategic planning process was very meaningful. From the very first day of school, I saw Dean Dirks out in the halls and at Business Student Government events talking to students about everything from academics to skiing to restaurants he should try here in his new city,” White said. “He truly has a genuine interest in students’ lives and wants them to succeed in school of course, but also to be happy, have strong relationships, and understand the value that they are able to bring to their communities.”

And the strategic plan is just the beginning of exciting new things at the Eccles School.

“Under the leadership of Dean Dirks, I am confident that the Eccles School and its students will continue to thrive,” White said. “Not only does he care about students academically, but he views each student as an individual who is unique and capable of greatness with the right help and support.”

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SUPPORT STUDENTS WHO ARE

In a Pinch FEEDS A STUDENT FOR A WEEK

MEETS HYGIENE NEEDS OF 100 STUDENTS

The In a Pinch Basic Needs Initiative supports students’ ability to fulfill their basic needs — such as food and housing — so they can thrive at the Eccles School and beyond.

In 2022, 31% of undergraduate student survey respondents reported they had frequently or occasionally felt hungry but didn’t eat because they didn’t have enough money for food.

Donate to the In a Pinch Pantry and directly support students in need!

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