Courses Taught
- EMBA 6880 - Advanced Competitive Strategy Course, Georgetown
- STRT 6540 - Elective MBA course in Global Strategy, Georgetown
- MIBP 6811 - Core Master's Level Course in Multinational Strategy, Georgetown
- BADM 5505 - Core Master's Level Course in International Business and Economics, Georgetown
- IBUS 8363 - PhD Seminar in International Management, GWU
- IBUS 3001 - Core Undergraduate International Business Coursse, GWU
- MGMT 655 - Core MBA Global Strategic Management Course, Wharton
- MGMT 955 - PhD Seminar in Multinational Management, Wharton
- MGMT 871 - Elective MBA Course in Multinational Management, Wharton
- MGMT 205 - Elective Undergraduate Course in Multinational Management, Wharton
- MGMT 111 - Core Undergraduate International Business Course, Wharton
|
|
Teaching Experience and Approach:
I have a deep and on-going commitment to teaching and I am honored to have been selected (by my students and faculty peers) to receive the George Washington University Trachtenberg Prize for Teaching Excellence in 2019.
In my courses, I seek to expose students to the numerous choices that are available to the managers of multinational firms across product and geographic markets. By focusing on case studies of firms at different stages of international expansion, with different firm resources, from different home countries and who invest in different locations, I highlight much of what I try to understand in my own research in the classroom. In the last several years, I have been incorporating more and more of my research in my teaching and have received enthusiastic student responses. Topics such as divestment from foreign markets, global integration and global innovation by multinational corporations (MNCs) are not covered well in textbooks. By using my own research, I am able to push students beyond the basic materials covered in international business and multinational management courses.
My general approach to teaching is to try to actively engage students as much as possible in both lectures and case discussions no matter what course I am teaching. I constantly push students to clearly identify the assumptions underlying their responses in both their written work and in class discussions. If I can’t find a student who can do this, I can always use contrary case facts to force students to be more aware of the assumptions behind their reasoning. In general, I seek to develop the critical thinking capabilities of all students in my courses by pushing them to see alternate paths and logic, while at the same time, providing course tools and materials to help them to understand the complexity of the topics we are covering. Many of my students both tell me that they appreciate how much I push them in my courses and keep in touch with me after the course ends. I like to think that I have had a positive effect on many of my students – in fact, this is what motivates me to do my own grading and continually offer individual constructive comments to every student who takes my course.
I have a deep and on-going commitment to teaching and I am honored to have been selected (by my students and faculty peers) to receive the George Washington University Trachtenberg Prize for Teaching Excellence in 2019.
In my courses, I seek to expose students to the numerous choices that are available to the managers of multinational firms across product and geographic markets. By focusing on case studies of firms at different stages of international expansion, with different firm resources, from different home countries and who invest in different locations, I highlight much of what I try to understand in my own research in the classroom. In the last several years, I have been incorporating more and more of my research in my teaching and have received enthusiastic student responses. Topics such as divestment from foreign markets, global integration and global innovation by multinational corporations (MNCs) are not covered well in textbooks. By using my own research, I am able to push students beyond the basic materials covered in international business and multinational management courses.
My general approach to teaching is to try to actively engage students as much as possible in both lectures and case discussions no matter what course I am teaching. I constantly push students to clearly identify the assumptions underlying their responses in both their written work and in class discussions. If I can’t find a student who can do this, I can always use contrary case facts to force students to be more aware of the assumptions behind their reasoning. In general, I seek to develop the critical thinking capabilities of all students in my courses by pushing them to see alternate paths and logic, while at the same time, providing course tools and materials to help them to understand the complexity of the topics we are covering. Many of my students both tell me that they appreciate how much I push them in my courses and keep in touch with me after the course ends. I like to think that I have had a positive effect on many of my students – in fact, this is what motivates me to do my own grading and continually offer individual constructive comments to every student who takes my course.
Heading photo taken while visiting the Iguazu Falls, Brazil
