As artificial intelligence (AI) rapidly reshapes the business world, we at Goizueta Business School are intently studying its implications for our many stakeholders. Given the equally rapid pace of change in the AI field, this will be an ongoing and urgent investigation for many years. However, some lessons have already become clear during the early years of this new revolution in technology. We will describe a few of these lessons, and how they are already impacting our strategic initiatives at the school.

A Powerful Tool in the Right Hands

A first lesson is that, despite widespread fears, AI does not have to be a job killer but can instead be a productivity enhancer. When entrepreneurs can rapidly draft contracts and write code, many business opportunities will be created. When researchers can quickly gain insights into consumer behavior, new market segments will be created. In general, when employees need less time for rote tasks and can spend more time on higher-level thinking, that only makes them more valuable, and also makes their time at work more fulfilling. From this perspective, AI could be yet another form of technological progress that ultimately unlocks greater economic growth and a more satisfying career experience.

However, this perspective assumes that workers and managers will know how and when to use AI technology. For them to be in that position, there will be tremendous value in obtaining early career exposure to cutting-edge applications of AI across all domains. Indeed, it seems safe to say that future careers will revolve around recognizing and pursuing opportunities to deploy existing AI technologies to achieve solutions in new settings. This requires creativity, critical thinking, and leadership, all fundamentally human traits that cannot themselves be automated. Higher education is devoted to cultivating all these traits in our students, and our role will be more important than ever as AI literacy becomes a critical skill to future careers throughout the economy.

The Importance of Human Oversight

A second lesson is that, while generative AI is astonishingly fast at producing a solid first draft of any task, it cannot be trusted on its own to achieve production-quality output, cite sources, or explain its reasoning. Organizations that blindly deploy AI-generated content will be quickly noticed by their customers, employees, and other stakeholders, to the detriment of their brands. This means that, while the future of work will include heavy uses of generative AI to get started on difficult tasks, it will also involve extensive checking on the quality of their output, coaching and improving them to perform better, and anticipating the situations in which they can be deployed safely. Professionals will need deep awareness of how these models learn, the mistakes and biases they exhibit, and what nudges might improve their performance.

With these insights in mind, Goizueta Business School is rapidly rolling out a broad array of teaching, research, and administration initiatives that will strategically integrate AI technology into our curriculum and operations.

Building AI Fluency through Experiential Learning

At Goizueta, we have created four dimensions to enhance AI fluency through our curriculum: Foundational knowledge of AI, business applications of AI, technical application development with AI, and societal and ethical implications of AI. We have been reimagining business education to provide fluency in these dimensions with courses across all academic areas. Beyond the classroom, we focus on giving our students hands-on opportunities to utilize AI tools for their daily tasks, recognizing that some skills are best learned through experience and interaction. Our philosophy is that AI must be ubiquitous during the student experience to prepare them for a career in which it will be commonplace. We have to prepare our graduates to be fluent in the use of AI tools for generation or automation, preparing them for their first jobs upon graduation and enabling them to adapt to inevitable future AI developments.

AI as a Teaching Assistant

As one prominent example of our efforts, we have developed a platform for deploying Retrieval Augmented Generation (RAG) based chatbots as virtual teaching assistants for any given course. The system is designed to be agnostic about the course in question: Faculty provide it with the materials that they are willing to share, and it quickly builds a knowledge base that it can use for discussions with students. This system is being rolled out across multiple courses in the fall, with plans for a broader rollout to all interested faculty by the spring semester. In our early testing, the system is remarkably adept at explaining complex concepts, walking through exercises and reviewing problems, and translating course material into foreign languages. Intended future developments include personalizing responses based on students’ level of understanding and using the virtual teaching assistant to follow up on classroom discussions.

With around-the-clock help from a virtual TA available at the push of a button, students will be able to progress more quickly through the foundational material of the course and arrive sooner at the frontier of knowledge where they must grapple with deeper and unsettled questions in their field. At this frontier, chatbots themselves struggle to provide correct answers, and start to exhibit characteristic overconfidence in unreliable answers. This too will be part of the learning experience for students, as we critically examine AI-generated output, and understand why it can exhibit shortcomings when the same tools excel at more basic tasks. In the end, the virtual TA is a way to help students with their knowledge of not only the course material itself, but also the promises and perils of applying AI to that same material.

AI in the Classroom: Grading, Coding and More

We are building AI into the classroom experience along other dimensions as well. A team of Goizueta faculty is piloting an AI grading system this fall. The goal is not for AI to generate the ultimate grades, but rather to give students immediate, preliminary feedback on their projects, highlighting any significant issues that they might want to revisit before submitting. This tool amplifies the student learning experience by allowing students to stretch the limits of their own knowledge and develop deeper insights that will be reliable and robust for decision-making. This is a natural use case for AI in the real world of business, and we feel that it should be embraced in the classroom as well.

Similarly, classes that feature heavy coding will also use AI in the classroom to rapidly prototype code and focus on the concepts being illustrated, rather than the details of syntax or function definitions. Variations on an initial idea can be spun up in moments and constraints on the process can easily be imposed. Students will still need to study and learn the exact syntax behind in-class examples, but this can be done outside of class, again with the help of an AI such as the chatbots described above. While AI-assisted coding cannot replace the programmer, it can serve as a layer of abstraction between the programmer and the hardware, much like a programming language itself. As with all new tools, the future will belong to developers who know when and how to use this new layer of abstraction to their benefit.

Innovators in Business Education

The common theme with these ideas is that AI can allow students and faculty to avoid frustration and pain points and refocus our attention on the engaging and fulfilling work that brought us together in the first place. An equally important theme is that one cannot simply accept AI-generated answers uncritically but must apply critical thinking about its suggestions in order to be effective. This calls for human operators who are more knowledgeable about their fields than ever, making AI a productivity enhancer rather than a job killer.

At Goizueta, we have created many more such initiatives to transform business education and prepare our future workforce for a world in which AI is commoditized. Under the leadership of Dean Gareth James, these opportunities are being explored by a diverse task force of researchers, teachers, and administrators, with members including Rajiv Garg (Information Systems and Operations Management), Wen Gu (Information Systems and Operations Management), Allison Kays (Accounting), William Mann (Finance), Abraham Oshotse (Organizations and Management), David Schweidel (Marketing), Stephanie Adams (Academic Affairs and Instructional Design), and Pam Tipton (Executive Education)

The growth of AI technology has only begun, and the most important applications are yet to be seen. One safe prediction is that our current state of knowledge will be less important in the long run than the ability to study and react to the new ideas arriving over the next few years. We at Goizueta are hungry to know what the future will bring and will continue to position ourselves at the forefront of these impactful emerging trends.

Goizueta faculty apply their expertise and knowledge to solving problems that society—and the world—face. Learn more about faculty research at Goizueta.

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YALI aims to empower young African leaders through academic coursework, leadership training, mentorship, networking, and follow-up support. The initiative was created through a partnership between Nelson Mandela and President Barack Obama in 2010. Currently, approximately 700 YALI fellows selected from more than 50,000 applicants spend six weeks in the U.S. each year. During the visit, the fellows study one of three academic tracks: business and entrepreneurship, civic leadership, or public management. The 25 YALI fellows who visited Goizueta operate in a number of industries, including sustainability, media, technology, agriculture, and cosmetics.

During their time in Atlanta, the fellows are hosted by Clark Atlanta University, and as part of their time in the city spend a day at Goizueta. Benn Konsynski, George S. Craft Professor of Information Systems & Operations Management, coordinates the fellows’ time at Goizueta. Their visit included a full slate of academic sessions with a combination of Goizueta faculty, alumni, and industry experts. After comments from Kristy Towry, John M. & Lucy Cook Chaired Professor of Accounting and Vice Dean of Faculty and Research, and Alicia Sierra, director, Human Resources and Diversity, the sessions began.

Engaging with Experts: Exploring AI, Entrepreneurship, and Innovation

First up was a discussion about artificial intelligence (AI) and the future of work, featuring a team from Microsoft. Bo Beaudion, director, transformation strategy, Microsoft, and Azim Manjee, senior account technology strategist, Microsoft, discussed the fundamental priorities shaping the AI transformation and introduced the fellows to Copilot, Microsoft’s workplace AI tool.

After the fellows spent lunch connecting with Towry, the guest speakers, and Konsynski, the fellows participated in multiple afternoon sessions. The first was “Revving Up Success: Entrepreneurship in the African Automotive Industry.” It featured Vinod Kadadi 12MBA, consulting partner, Automotive, Wipro Limited. Kadadi examined the role Africa plays in the automotive industry—as a consumer, supplier, and innovator. The session also touched on the evolution of propulsion systems and the opportunities such advances present to entrepreneurs in Africa.

Vinod Kadadi’s son,Tejas Kadadi, presented the following session on plastics and the environment. A high school senior at the Westminster Schools in Atlanta, Kadadi is also an entrepreneur. He is the founder of ReycloTech, an app that uses interactive AI to inform the public on how best to recycle and repurpose plastics. He also serves as the lead developer at Fund-A-Box, a company that aspires to connect farmers and plant-growers with donors. Kadadi focused on the transformative potential of generative AI in marketing, product innovation, technology strategy, and the labor market. “The YALI fellows engaged with and offered suggestions on Kadadi’s initiatives,” notes Konsynski.

The session that rounded out the day featured Rajiv Garg, associate professor of information systems and operations management. Garg shared insights on how generative AI is transforming industries. “The YALI fellows were engaged from the beginning and eager to expand the boundaries of learning by discussing the social and policy implications of AI innovation,” Garg says.

Learning from Industry Leaders Across Atlanta

The following week, Konsynski joined the fellows at Clark Atlanta University to discuss disruptive technologies. The fellows also spent time at Microsoft’s and IBM’s Atlanta headquarters during their time in Atlanta. While at IBM, Goizueta alum, Deepa Krishnan 06MBA, vice president of Worldwide Delivery Services, IBM Software, led a discussion on IBM’s cloud and AI initiatives.

Konsynski spent several days with the YALI fellows during their time in Atlanta. He describes them as “a bright, creative, energetic and fun group,” adding, “they return home with a great impression of Goizueta.”

To learn more about YALI, visit https://yali.state.gov/

Goizueta Business School is proud to be an active participant in a variety of organizations and initiatives that support and promote diversity in business and higher education. Learn more about Diversity, Equity, and Inclusion initiatives at Goizueta.

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Honoring the Leaders of Emory and Goizueta

The Emory Williams Distinguished Undergraduate Teaching Award is presented to faculty members from each of Emory’s four undergraduate schools during commencement every year. “The award celebrates the pinnacle of teaching excellence, honoring faculty who have profoundly impacted their students’ academic journeys,” says Wei Jiang, vice dean for faculty and research and Asa Griggs Candler Professor of Finance. The award was established by Emory Williams, a 1932 Emory College alumnus and longtime trustee, to recognize a record of excellence in undergraduate teaching.

Emory College of Arts and Sciences selects three award recipients, drawn from the humanities, sciences, and social sciences. Each of the other undergraduate schools—Goizueta Business School, Nell Hodgson Woodruff School of Nursing, and Oxford College—selects one award recipient.

The 2024 honoree from Goizueta Business School is Richard Berlin, associate professor in the practice of organization and management.

The remaining 2024 honorees are:

• – Christopher Eagle, associate teaching professor in the Center for the Study of Human Health, Emory College of Arts and Sciences
• – Sarah Fankhauser, associate professor of biology, Oxford College
• – Gillian Hue, assistant teaching professor, Neuroscience and Behavioral Biology program and senior faculty fellow, Center for Ethics, Emory College of Arts and Sciences
• – Brajesh Samarth, teaching professor, Department of Middle Eastern and South Asian Studies, Emory College of Arts and Sciences
• – LisaMarie Wands, associate clinical professor, Nell Hodgson Woodruff School of Nursing

The Provost’s Distinguished Teaching Award

The Provost’s Distinguished Teaching Award for Excellence in Graduate and Professional Education recognizes outstanding scholars who excel as teachers within formal and informal educational settings. “This award honors exceptional teaching and recognizes those who guide their students with passion and expertise,” says Alicia Sierra, director of human resources and diversity.

One faculty member in each of Emory’s seven graduate and professional schools receives the award in recognition of the important role of exceptional teaching in graduate and professional education. 

The 2024 honoree from Goizueta Business School is J.B. Kurish, professor in the practice of finance.

The remaining 2024 honorees are:

• – Lauren Christiansen-Lindquist, assistant teaching professor, Department of Epidemiology, Rollins School of Public Health
• – Thomas W. Elliott Jr., professor in the practice of practical theology and Methodist studies, Candler School of Theology
• – George S. Georgiev, associate professor of law, Emory School of Law
• – Adriana P. Hermida, professor, Department of Psychiatry and Behavioral Sciences, Emory School of Medicine
• – Lori A. Modly, assistant clinical professor, Nell Hodgson Woodruff School of Nursing
• – David A. Steinhauer, faculty, Microbiology and Molecular Genetics Program in the Graduate Division of Biological and Biomedical Sciences, and associate professor, School of Medicine Department of Microbiology and Immunology, James T. Laney School of Graduate Studies

The Keough Awards

The Keough Awards for Service are named after Don Keough, the legendary President of The Coca-Cola Company and a symbol of business excellence. This award is the business school’s highest service award and is awarded to one faculty member and one staff member. Each recipient receives a $2,000 award. “The recipient is a long-term contributor to the school and makes a significant impact or contribution to Goizueta,” says Jiang.

Keough Faculty Award

The recipient of the 2024 Keough Faculty Award is Professor Kristy Towry. Towry has served in many roles within Goizueta over many years. She has served as vice dean and significantly impacted the culture and comradery at the school. Towry also served as the chair of the executive committee, where she initiated a governance structure that has enhanced decision-making and evaluation. She served as a mentor to numerous junior faculty and doctoral students. In addition, Towry has shown true leadership by appealing to others’ values in helping and supporting the school.

Towry is a top researcher and has trained numerous influential students. She is a favorite teacher of hundreds of MBA graduates and has made a lasting contribution to the school.

Keough Staff Award

The 2024 Keough staff recipient is Krystle Arnold-Moore, administrative assistant, BBA program office. She has consistently made an impact since she started at Goizueta in the summer of 2019. Faculty and staff across the school quickly noticed her creativity, as she served as an active division student advisory council member and on the committee to build morale after the pandemic. She has helped other units with programmatic support during staff vacancies, all while continuing to grow her expertise in the BBA program office.

Staff Excellence Award: Collaboration

The staff excellence awards recognize staff who have “gone above and beyond in collaborating with others, managing resources, and overall influence at the school,” says Sierra. Each recipient receives a $1,000 award.

The 2024 recipient of the Staff Excellence Award for Collaboration is Brandi Baker, director of registrar services. Baker has worked tirelessly to accommodate Goizueta’s exponential growth as a school. She collaborates with program offices to meet the needs of faculty, students, and administrators and proactively finds solutions that create a more positive learning environment. Baker is in a position where she has to answer to colleagues across numerous academic programs. She is limited in terms of building capacity, and yet she manages to fit all the pieces together. In her work, she maintains a positive attitude and a “get to yes” philosophy.

Staff Excellence Award: Influence

The 2024 recipient of the Staff Excellence Award for Influence is Ron Harris, director of research computing. Harris has been the backbone of faculty research projects for decades. He helps faculty as a thought partner, sharing the work and thinking through choices. This ability requires a deep understanding of the datasets and faculty research challenges. He uses his data manipulation skills to clean data and make it serviceable for research. He also trains the next generation of scholars, our PhD students, in the use of statistical software. It would be fair to claim that the considerable pace of our research is due to Harris’s support.

Staff Excellence Award: Resources

The 2024 recipient of the Staff Excellence Award for Resources is Robin Dittmann, chief business, analytics, and operations officer. Dittmann has been instrumental in helping strengthen school finances. She has worked toward more efficient staffing levels, streamlined processes, and new policies to facilitate efficient resources by faculty and staff. She does so with expertise and transparency that instills confidence in the community.

Department Distinguished Teaching Awards

Emory and Goizueta also award those of exceptional academic excellence in each department. These awards go to individuals who represent their departments with outstanding education and lead the professionals of tomorrow. We would like to recognize them here.

• – BBA Distinguished Educator: Emily Bianchi, Goizueta Foundation term associate professor of organization and management.
• – Evening MBA Distinguished Core Educator: Omar Rodríguez-Vilá, professor in the practice of marketing.
• – Evening MBA Distinguished Elective Educator: Kevin Crowley, associate professor in the practice of finance.
• – Full-Time MBA Distinguished Educator: JB Kurish, professor in the practice of finance.
• – Full-Time MBA Distinguished Educator: Marina Cooley, assistant professor in the practice of marketing.
• – MS in Business Analytics Distinguished Core Educator: Rajiv Garg, associate professor of information systems and operations management.
• – MS in Business Analytics Distinguished Elective Educator: Emma Zhang, associate professor of information systems and operations management.
• – Master of Finance Distinguished Educator: Kevin Crowley, associate professor in the practice of finance.

We are immensely proud to celebrate the accomplishments of our faculty. Through their transformational work, they push industries forward, prepare the next generation of business leaders, and solve today’s toughest business problems.

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Emory University’s Goizueta Business School offers insights into why and how we can use artificial intelligence to deliver educational content.

• + Early technological interventions can improve student outcomes, as long as human instructors are also involved.
• + Material that is delivered by AI tools can be quickly and easily updated. It also can be customized to provide more personalized learning experiences.
• + Many professors aren’t familiar with AI tools—and students are. So, schools need to encourage collaboration and provide support to faculty who want to experiment with the technology.

How would business education change if all instructors were assisted by avatars—virtual doppelgängers that look and sound just like them? More broadly, how would it affect student learning if every classroom included an artificial intelligence (AI) component?

The possibilities seem endless. When AI instructors are part of the classroom experience, it opens doors to many possibilities. Schools can deliver content in multiple languages, create hyper-personalized learning experiences, and easily update program materials. But how does an avatar’s communication of material compare to that of a human instructor?

To answer that question, Goizueta Business School at Emory University in Atlanta is exploring the best ways to deliver education through avatars, AI, and other developing technologies. Driven by curiosity, faculty and staff members are building on lessons learned during COVID-19, when curricula had to be adapted for online learning.

“In four or five years, AI technology will exponentially change. So, it’s up to us to embrace a more collaborative, technology-enabled education model,” says Gareth James, the John H. Harland Dean of Goizueta Business School and an expert on statistical and machine learning methodologies. He notes that faculty who use AI are not merely standing at the front of the classroom, presenting knowledge. They’re also learning from students, “because many students are independently learning about this technology.”

Through these collaborative efforts, Goizueta’s faculty and staff have developed five key insights about why and how to use AI in the classroom.

1. AI Can Improve Student Outcomes

Rajiv Garg wondered how the presence of human and AI instructors might affect student performance—whether separate or in some combination. An associate professor of information systems and operations management, Garg worked with student researchers to set up a small study. He and his team assigned 40 students to classes taught by a human, an AI system, or both.

The students who performed best on the final exam had learned with human-generated course content guided by an AI voice/avatar. The second-best performers learned from the completely human-generated course. Those in the completely AI-generated course did less well. The poorest-performing students were those in the AI-generated course led by a human voice/avatar.

Garg and his students are expanding this small-scale experiment this semester. So far, it suggests that a faculty expert still does a better job of generating a course than an AI system does. But an AI assistant or avatar can deliver content successfully. This means schools can save both time and money by having human experts generate new content and avatars deliver it. James says, “You could certainly imagine getting the best of both worlds: great research and great presentation skills.”

To create AI assistants, professors first design avatars that are similar to themselves in appearances, voices, accents, and mannerisms. After professors feed scripts to the AI system, their avatars deliver the content in the form of videos. They can then use this content to supplement classroom teaching.

A faculty expert still does a better job of generating a course than an AI system does. But an AI assistant or avatar can deliver content successfully.

Garg encourages academics to be thoughtful in the material they provide to their virtual assistants. That’s because the AI is learning from all the content it consumes, and better inputs lead to more useful outputs. He also suggests that professors continually tweak the material the AI is using. Otherwise, both the avatar and the content could become stale and ineffective.

Creating an AI assistant is “not just a switch that you flip,” he warns. “You may be innovating content a dozen times in a semester to make sure the content is achieving the task of teaching students.”

2. AI Enables Quick Course Updates

AI is raising societal expectations that all deliverables—just like Amazon boxes—will arrive immediately. With the help of AI, faculty can swiftly create new material that reflects breaking changes across industries, explains Pam Tipton, Goizueta Business School’s senior director of custom executive education programs.

This flexibility is particularly useful for schools that offer customized education courses. Such programs often are delivered on demand to C-suite leaders in industries that are rapidly changing—sometimes because of AI itself. Many of Goizueta’s executive education participants come from Atlanta, a metro area of 5 million people that is home to 17 Fortune 500 company headquarters. AI allows professors to swiftly create and incorporate “new case studies, especially from within an executive’s own company,” Tipton says.

Her advice to professors who are unfamiliar with AI: Try a small experiment with free tools. “Set up free accounts and see what the output looks and feels like,” Tipton advises. “Play around in small ways to integrate AI into your classroom. When you experiment, you’ll find the AI tools that work for you and your clients.”

3. Faculty Need Support to Try AI

Stephanie Adams initially gulped at the disruption posed by AI. As the senior associate director of academic affairs and instructional design at Goizueta Business School, she supports faculty and students by helping them optimize their working relationships. While she knows AI presents growth opportunities in educational applications, she realizes that the learning curve can be steep for professors unfamiliar with the technology. She recommends that administrators provide accessible paths that encourage professors to try AI.

“We have folks who embrace innovation and technologies and folks who are more fearful, skeptical,” she says. “It’s important to build a space where they feel comfortable learning new things, comfortable exploring, and okay when something doesn’t work.”

Goizueta faculty have learned to use AI to develop slide decks, organize syllabi and course content, generate ideas, and comb through data. They also have discovered that some AI tools are better for text, while others are better for images or data. “When faculty feel empowered, it impacts learners in a positive way,” says Adams.

AI presents growth opportunities in educational applications, but the learning curve can be steep for professors unfamiliar with the technology.

The school held a gathering that allowed faculty and staff to share their AI experiences and teaching strategies. Adams particularly likes the scavenger hunt that a faculty member created using free AI tools. “There is an online link with a small prompt that helps professors learn to use the tool in a very basic way,” she says. “A scavenger hunt can be a brilliant, low-stakes way to learn and build confidence with AI.”

She adds, “Adapting to AI is a lot about teaching and learning with curiosity, because we’re never going to dip our toes in the water and learn something new if we let our fears hold us back.”

4. Students Must Learn the Ethics of AI

While faculty might find it difficult to master AI, many learners are already familiar with it. However, it’s often up to the school to ensure that students use the new technology in an ethical fashion.

“We don’t want students to violate the honor code. We want to uphold the integrity of our work,” says Adams. She believes it’s essential for the business school community to discuss its standards and agree upon best practices and guidelines for using AI.

“Rather than saying, ‘This AI tool is banned in my class,’ faculty could consider saying, ‘Let’s use this tool and really explore it,’” Adams suggests. Professors could have AI respond to a problem, then ask students to analyze its responses. What did it get right? Where did it go wrong? Students will learn not only how to use AI language models, Adams emphasizes, but also how to think critically.

Karl Kuhnert is one of the Goizueta professors who is exploring how AI can support ethical decision-making in the classroom and beyond. Using sophisticated AI software, he is “cloning” leading experts. To do this, he uses their judgment, intuition, and experience to create their digital twins. The resulting tools help individuals learn how to make subjective, time-critical, high-consequence decisions. It’s particularly useful in complex industries such as healthcare and insurance. For instance, doctors can use AI tools to determine whether or not to prescribe new weight-loss drugs such as Ozempic.

5. Be Strategic—But Have Fun.

Tinkering has its roots in play, and Goizueta Business School channeled some whimsy—and generated some buzz—by creating an avatar of its top leader. “Digi-Dean” stars in a brief social media video about how the school’s leadership is applying AI to business education.

“Emory may no longer need my services,” laments James, who is originally from New Zealand, in a post about his digital alter ego. “Anyone need a slightly used dean with an exotic accent?”

AI gives business schools another tool to expand their global reach, drive meaningful classroom exchanges with students, and respond to daily market changes.

More seriously, Goizueta faculty and administrators identify many benefits of using AI in the classroom:

• + Avatars allow schools to provide highly personalized education at a lower cost per student. For instance, faculty can use avatars to deliver content in any language to students from anywhere in the world.
• + Using AI, schools can customize core business courses for specific industries such as finance, real estate, healthcare, and technology.
• + If a professor leaves an institution, the school can use an avatar service to easily re-edit and rerecord supplemental materials.

Preparing for the Future

Today’s business schools are constantly seeking to expand their global reach, drive meaningful classroom exchanges with students, and respond to daily market changes. AI gives them another tool to achieve these goals.

In addition, when schools incorporate AI into the classroom, they are preparing students for the future. Goizueta’s namesake, former Coca-Cola CEO Robert C. Goizueta, put it this way: “Business schools today cannot just reflect business the way it is. They must teach business the way it will be.”

It’s clear that businesses will be relying heavily on new technology to support their future planning and growth. Business schools must adapt their educational approaches accordingly.

Goizueta’s teaching innovations have transformed the traditional classroom into a dynamic digital ecosystem with virtual reality (VR), augmented reality (AR), artificial intelligence (AI), and holographic capabilities. Learn more about our unparalleled educational experience with unparalleled results.

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We mark the official start of the new year with celebrations on January 1. New Year’s is a time for new beginnings and a chance to start fresh. We revel in the possibilities and opportunities the new year brings. Frequently, it is a time for goal setting. Perhaps you’ve even made a New Year’s resolution or two?

But New Year’s is also a time to pause, if only for the briefest of moments, before we return to work, school, or whatever regularly scheduled programming life has in store for us. It’s a chance to take a pulse on the current state of things. We reflect on the past year, bask in the glow of its high points, and appreciate lessons learned from the challenges we faced.

So, before we launch full steam ahead into the new year, let’s take a look back at some great stories you may have missed this past year on EmoryBusiness.com.

Students Write Notes to Themselves for the Future

Every August, the students in Goizueta Business School’s Full-Time MBA programs gather for Keystone. It’s a week of giving back through volunteering and catching up with classmates after a summer internship. Students take the opportunity to pause, reflect, and project. As part Keystone, they write a letter to their future self, not to be opened for at least five years. The letter-writing experience has been a Goizueta MBA tradition since 2012.

Emory Entrepreneurship Summit Features Renowned Shoe Designer Stuart Weitzman

Goizueta Business School hosted the 7th annual Emory Entrepreneurship Summit March 30-31. One of the highlight’s of this year’s was the keynote address from Stuart Weitzman. Known for his commitment to prioritizing function as an integral element of fashion, Weitzman encouraged those in attendance to pursue their passions. He shared insights with a packed room of aspiring entrepreneurs and innovators in the form of a number of his truisms—or as he prefers to call them, “Stu-isms.”

Goizueta Launches Graduate Business Degree for Veterans & Active-Duty Military

Emory University’s Goizueta Business School announced in July the launch of its new Master in Business for Veterans. The program is a fully accredited 11-month degree for active-duty military, veterans, National Guard, and Reserve personnel. Spearheaded by Retired U.S. Army Lieutenant General and Associate Dean for Leadership Ken Keen, as well as Faculty Lead Professor JB Kurish, the program will be guided by an advisory board of high-level business executives, several of whom are both retired military and graduates of Goizueta. The working professional program began accepting applications in August 2023 with the first cohort of veterans starting classes in May 2024.

Goizueta Business School Introduces New Master in Management Program for Recent Graduates

This past summer, Goizueta introduced its new Master in Management program. It’s designed specifically for graduates with a non-business major who are looking to level up their undergraduate degree. Experienced professors who are experts in their respective fields help students develop a foundation of with business knowledge and skills. Best of all, students can complete the Master in Management program in just ten months. This provides a fast-track option for students to gain a valuable business education and expand their career options.

Virtual Reality Revolutionizes Classroom Learning

Jill Perry-Smith is bringing an entirely new dimension to Goizueta’s Executive MBA program. Her focus: navigating difficult conversations and finding effective conflict resolution strategies. Through the use of virtual reality (VR) and artificial intelligence (AI), Perry-Smith, senior associate dean for strategic initiatives and professor of organization and management, hopes to provide more students with experience in dealing with interpersonal conflict.

Goizueta Faculty Work to Help the LGBTQ+ Community Thrive

Emory University’s Goizueta Business School and the LGBTQ Institute at the National Center for Civil and Human Rights are partners in the second survey of LGBTQ+ Southerners, released in April 2023. The study is a follow up to the 2017-18 inaugural survey, which was conducted by the Institute and George State University. This newly released study aims to help fill a critical research gap, looking at an understudied group with a larger data set.

The Voice of Alexa: How Speech Characteristics Impact Consumer Decisions

Rajiv Garg is associate professor of Information Systems & Operations Management at Emory’s Goizueta Business School. Garg conducts research that explores the impact of artificial intelligence voices on consumer behavior and purchase intent, along with partners at HEC Paris and The University of Texas at Austin.

So, here’s the question: Can the voice of Samuel L. Jackson sell you an office chair? Read on to find out.

Playing Ball: How One Goizueta Graduate Has Scored Big in the NBA

Meet Lauren Cohen 00BBA, who recently entered her 24^th season with the National Basketball Association (NBA). But she doesn’t play basketball. She’s the vice president of partner management and operations lead for the NBA’s global partnerships group.

Cohen credits two things with the stability and tenure she’s enjoyed at the NBA: the people she works with and her opportunities to change roles every few years. But it all started with the strong foundation she build at Goizueta.

Preparing Workers of the Future

The future of work. What does it mean?

For Goizueta Business School graduates, the future of work is an exciting prospect, and they are ready for it. These workers of the future are embracing their passions and pursuing multiple careers. They are making business decisions for the betterment of society and leveraging technology to enhance their skills. On top of that, they are learning how to lead dispersed, remote teams.

Goizueta graduates don’t fear the future. They embrace it.

Talking about the Business of Healthcare

Healthcare is a business like many other industries, but instead of just making money, healthcare workers must also save lives. Navigating patient care and profitability is a unique challenge that neither business professionals nor doctors are able to address alone.

Goizueta helps bridge that gap. We teach clinicians the fundamentals of business and teach business professionals how to apply their knowledge specifically within the healthcare field.

Help keep the great Goizueta stories coming with a gift of support to Emory’s 2O36 campaign.

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“We continue to develop principled and impactful leaders and entrepreneurs, foster innovation for a data and technology driven world, and grow a global presence fueled by local synergies,” said Gareth James, John H. Harland Dean. “I’m proud of our faculty and staff – and energized about the future of our school and students.”

Impacting Business & Beyond

Faculty and staff contribute to the Goizueta and Emory community, but also have significant impact on society and the broader business world. External awards include:

Karen Sedatole, Asa Griggs Candler Professor of Accounting, was named as an editor to the Accounting Review. Sedatole was also elected to the position of president elect for the Management Accounting section of the American Accounting Association.

Emma Zhang, associate professor of information systems & operations management, was named an elected member of the International Statistical Institute. Zhang was also named an associate editor to the Journal of the American Accounting Association.

Ruomeng Cui, associate professor of information systems & operations management, was a finalist for the 2022 Management Science Best Paper Award in Operations Management for her paper, “Learning from Inventory Availability Information: Evidence from Field Experiments on Amazon.”

Panos Adamopoulos, assistant professor of information systems & operations management, was named as an associate editor at Management Science.

Giacomo Negro, professor of organization & management, was appointed as the senior editor of Organization Science and also received an honorable mention for the Robert K. Merton Award for his paper, “What’s Next? Artists’ Music After Grammy Awards.” Negro additionally served as the principal investigator for the 2022 LGBTQ Southern Survey.

Erika Hall, associate professor of organization & management, was named as an incoming associate editor at the Academy of Management Discoveries.

Dan McCarthy, assistant professor of marketing and Marina Cooley, assistant professor in the practice of marketing were recognized by Poets&Quants’.” McCarthy was also a finalist for the Weitz-Winer-O’Dell Award.

John Kim, associate professor in the practice of organization & management, was designated as one of the top instructors by Coursera for Management Consulting courses.

Vilma Todri, assistant professor of information systems & operations management, was named an associate editor to the Management Information Systems Quarterly Journal, one of the top three leading Information Systems journals.

Tonya Smalls, assistant professor in the practice of accounting, has been appointed to serve on the Inaugural Advisory Board for Make-A-Wish Georgia (MAWGA).

Leading the Future Of Emory and Goizueta

Goizueta Business School and Emory also honor academic professionals and leaders for their dedication to excellence through teaching, content development, experiential learning, scholarly inquisition, and commitment.

“We could not be prouder of our exceptional faculty and staff for their remarkable work and dedication throughout the past year,” says Anandhi Bharadwaj, who will step down as vice dean for faculty and research this summer as Professor Wei Jiang prepares to take on the role. “It has been an honor to work alongside our faculty and staff in developing the school and its programs.”

The recipients of these prestigious honors and awards are listed below:

Rajiv Garg, associate professor of information systems & operations management, was awarded the Provost’s Distinguished Teaching Award for Excellence in Graduate and Professional Education. Garg was also honored as the MSBA Distinguished Core Educator.

John Kim, associate professor in the practice of organization & management, was awarded Emory Williams Distinguished Undergraduate Teaching Award.

Giacomo Negro, professor of organization & management, received the Keough Faculty Award. Negro also received the Jordan Research Award.

Marvell Nesmith, associate dean of academic affairs & instructional design, received the Keough Staff Award.

Marina Cooley, assistant professor in the practice of marketing, was honored as the BBA Distinguished Educator and was also recognized for MBA Teaching Excellence (One Year).

Omar Rodríguez-Vilá, professor in the practice of marketing, was awarded the Evening MBA Distinguished Core Educator and was also recognized for MBA Teaching Excellence (Two Year).

Charles Goetz, associate professor in the Practice of organization & management, was awarded Evening MBA Distinguished Elective Educator.

Ray Hill, associate professor in the practice of finance, was recognized for MBA Teaching Excellence (Classic Faculty).

Alvin Lim and David Sackin were awarded MSBA Distinguished Elective Educators.

Rob Kazanjian, Asa Griggs Candler Professor of Organization & Management, was awarded Executive MBA Distinguished Educator (Core).

Kevin Crowley, associate professor in the practice of finance and Narasimhan Jegadeesh, Dean’s Distinguished Chair of Finance, were awarded MAF Distinguished Educators. Crowley was also awarded Executive MBA Distinguished Educator (Elective).

Giacomo Negro, Melissa Williams and Panos Adamopoulos received Goizueta research awards at the levels of full, associate, and assistant professor, respectively.

Goizueta Business School is proud to present the accomplishments of these and other faculty members within our institution. To learn more about the teaching, specialized research, and core interests of each faculty member, check out our faculty profiles and their related publications. 

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Several Goizueta faculty were recently recognized by Emory University for their accomplishments over the past year, including Assistant Professor in the Practice of Accounting Allison Kays and Associate Professor in the Practice of Marketing Omar Rodríguez-Vilá.

The Emory Williams Distinguished Undergraduate Teaching Award

Presented annually to faculty with a record of excellence in undergraduate teaching, this year’s award was presented to Allison Kays. The Emory Williams Distinguished Undergraduate Teaching Award recognizes faculty who foster participation, exemplify the highest quality of teaching scholarship, serve as a mentor to students, retain an ongoing commitment to teaching, and make significant contributions to advance the university through teaching.

Kays joined the Goizueta faculty in 2018 and teaches a core accounting course to students. She recently developed and taught a new course in data analytics that helps prepare students in the usage of Python and Excel.

“The pandemic brought unique teaching challenges to all Emory faculty and Allison rose to the occasion in so many ways,” John H. Harland Interim Dean Karen Sedatole wrote in her nomination form. “In the spring of 2020, Professor Kays went above and beyond to make sure that students would maintain their academic experience during the switch to online course delivery.”

Outside of teaching, Kays has served on several committees, including the Accounting Area NTT Faculty Selection Committee, as well as the Diversity, Equity and Inclusion Council and the Experimentation Zone Committee.

“I am so honored to receive this award and so lucky to get to do the work that I do,” Kays said. “Goizueta has brilliant undergraduate students who keep me on my toes. Their passion, curiosity, and desire to learn fuels my own desire to constantly improve my content and teaching methods.”

Provost’s Distinguished Teaching Award for Excellence in Graduate and Professional Education Teaching Award

For his dedication to teaching within formal and informal educational settings, Omar Rodríguez-Vilá was honored with the Provost’s Distinguished Teaching Award for Excellence in Graduate and Professional Education Teaching Award. The award honors faculty who foster participation and engage students, dedicate their time to advancing the art and science of teaching and learning, make significant contributions that impact the university through teaching, serve as a mentor to students and form advising relationships with graduate and professional students.

Rodríguez-Vilá currently serves as the academic director of education at the academic research center, The Roberto C. Goizueta Business & Society Institute. His current research focuses on two areas: how the environmental and social sustainability considerations are changing the nature of marketing activities; and how brands communicate societal benefits in social media and into the marketplace practices of antiracists brands. His work has been published in Harvard Business Review, and includes one of his most recent works, “Is Your Marketing Organization Ready for What’s Next?”

“I think of my job as helping students ‘see more’ and ‘do more,’” Rodríguez-Vilá said. “However, keeping that promise to our students given the disruptions of the past year was one of the hardest challenges of my career. That is why this award meant so much to me. It has fueled my passion and courage to continue the work of innovating and improving our student’s experience at Goizueta.”

Twelve Additional Teaching Awards Bestowed on Goizueta Faculty

Kevin Crowley, senior lecturer of Finance, was awarded Weekend Executive MBA Distinguished Educator Award (Electives).

Renée Dye, associate professor in the Practice of Organization & Management, received the MBA Teaching Excellence Award (Junior Faculty). The award is sponsored by the MBA class of 1999.

George Easton, associate professor of Information Systems & Operations Management and Rajiv Garg, associate professor of Information Systems & Operations Management, were awarded MSBA Distinguished Core Educators.

Ray Hill, senior lecturer in Finance, received the MBA Teaching Excellence Award (Classic Faculty). The award is sponsored by the MBA class of 1999.

JB Kurish, professor in the Practice of Finance, was awarded MBA Capstone Lecturer.

Alvin Lim and David Sackin were awarded MSBA Distinguished Elective Educators.

Daniel McCarthy, assistant professor of Marketing, was awarded Evening MBA Distinguished Elective Educator.

Shehzad Mian, associate professor of Finance, received the Modular Executive MBA Distinguished Educator Award.

Usha Rackliffe, associate professor in the Practice of Accounting, was awarded BBA Distinguished Educator Award.

Omar Rodríguez-Vilá, associate professor in the Practice of Marketing, received the Evening MBA Distinguished Core Faculty and Weekend Executive MBA Distinguished Educator Award (Core).

Goizueta Business School is proud to present the accomplishments of these and other faculty members within our institution. To learn more about the teaching, specialized research, and core interests of each faculty member, visit here to review our faculty profiles and their related publications.

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Why does one piece of online video content perform better than another? Does it come down to its relevance, production values, and posting and sharing strategies? Or are other dynamics at play?

There are plenty of theories about what, when and how to post if you want to drive the performance of your video. But new research by Goizueta’s Rajiv Garg, Associate Professor of Information Systems and Operation Management, sheds empirical and highly nuanced new light on the type of language to inject in a content if you really want to accelerate consumption. And it turns out that a lot of it depends on personality.

Together with Haris Krijestorac of HEC Paris and McCombs’ Maytal Saar-Tsechansky, Garg has run a large-scale study, analyzing the words spoken and used in speech-heavy videos posted to YouTube, and then organizing those words by personality – how they “score” in terms of the so-called Big Five personality traits.

“The Big Five is a system or taxonomy that has been used by psychologists and others since the 1980s to organize different types of personality traits. These traits are extroversion, agreeableness, openness, conscientiousness, and neuroticism,” said Garg.

“In previous research into video content performance, we’ve looked into mechanisms such as posting and re-posting on different channels and how they impact the virality of one video over another. But we were intrigued by the role of language and how different words map to these personality traits, which in turn might have an impact on user emotion or response.”

The Big Five

The Big Five is a well-established psycholinguistic framework that characterizes personality along five dimensions: openness, conscientiousness, extroversion, agreeableness, and neuroticism. Individuals or collectives may exhibit each trait to varying degrees. Specifically, high openness is associated with curiosity and willingness to try new experiences, while low openness is associated with caution and reserve. Conscientiousness refers to a preference for planning over spontaneity, and self-discipline over free-spiritedness. Extroversion is marked by high levels of engagement with other individuals and the external world, whereas individuals who are less extroverted (i.e., introverted) are more internally-focused. Agreeableness suggests an attentiveness towards others, and a concern for social and interpersonal harmony, while disagreeable individuals are more assertive and confrontational. Finally, the neuroticism trait is associated with emotional volatility; feelings of anxiety, fear, anger, envy, jealousy, guilt, depressed mood, or loneliness. The degree to which each of these traits is exhibited by an individual, group, or entity can be referred to as its “personality.”

Garg’s curiosity about content was initially piqued by a set of videos published by automobile manufacturer, Mercedes Benz, in 2015.

The “She’s Mercedes” campaign ran a number of short films featuring women and focused on themes like gender equality in business and growing up in different socio-economic contexts. The videos were shot using the same production values and speaking to the same core themes and values. However, despite their similarities, the Mercedes videos performed very differently from one another. Some were generating thousands of views; others far fewer.

“We were intrigued,” said Garg. “Here was the same story about women’s empowerment, so these videos should have had similar impact; they should have resonated with the broader audience in the same way. But they didn’t. So, we wondered if inherent differences in the personality of each video might matter; if the language, the words used, and the personality inherent in these words and language might somehow elicit different user responses. And we found that they did.”

The transcripts revealed that some videos were obviously more introverted or neurotic, says Garg; intimate stories about life events that focused on personal experiences and learning. Others were clearly more extroverted, conscientious, or open; speeches made by authors or public figures on more generalized areas of gender equality.

When Garg et al. performed some preliminary analysis, comparing how these different personality types resonated with YouTube audiences, they found something both extraordinary and counter intuitive. The neurotic, introverted content was outperforming the extroverted by more than 200%.

“We did some qualitative analysis, asking volunteers why they preferred the introverted videos, and they told us that is was more exciting and less flat than the more open or extroverted pieces,” Garg said.

From here, Garg and his colleagues started to explore video content on YouTube in greater depth, to get a better sense of the tie between personality and performance. In total they downloaded more than 25,000 videos from 300+ popular brand channels on YouTube – organizing them into comparable categories, then tracked audience interaction for a period of 12 months. They also processed the transcripts for each video, using a machine learning model based on IBM Watson, to determine the dominant personality in each.

“For years, psychologists have been able to assign a personality score to different words. For example, the word ‘fascinating’ excites stronger emotions than, say, ‘interesting.’ So, we were able to tally scores across word clusters and the big five traits, and ascribe a specific personality trait or combination of traits to videos that performed well, and those that didn’t,” said Garg.

As the consumption trajectories for the videos began to change over time – some continuing to engage audiences as others fell off – Garg and his co-authors were able to pull the data together to determine which personalities were performing better than others. And the results mirrored what they’d found with Mercedes-Benz.

“Globally, the videos that perform best are those that have high score for neuroticism, and lower scores for agreeableness. And that feels a bit counter intuitive because you’d expect agreeableness to be better received. But it turns out that it’s the combination of these two traits that seems to be the magic formula.”

What seems to be happening, said Garg, is that content that is less “agreeable” doesn’t confirm or merely appease audience expectations. It is inherently more confrontational, less understood and accepted; it’s new and unexpected. When this kind of challenging content is augmented by the ‘neurotic,’ there is an injection of stronger feeling or passion that appears to excite greater interest and response in a general audience. Similarly, the more conscientious or disciplined the video – the more rigid or flat it was – the less well it performed relative to fun or spontaneous content.

“Pulling it all together, the top-performing personality traits are high openness, high neuroticism, high extroversion, but low conscientiousness and low agreeableness. We found this across the board.

“In fact, we found that if you create a video using words and language that map to these personality traits, you are likely to get one percent additional daily user views, and some 14 percent additional aggregated cumulative views over time,” said Garg. “A simple model that we’ve created based on this analysis can predict this with around 72 percent accuracy.”

For organizations competing in this context for user clicks and engagement, Garg and his co-authors have created a practical framework to help determine what kind of personality and content will work best for brand channels – right down to the choice of individual words.

“The internet is a very busy place, and your brand is competing for user attention at a moment in time when user attention span is very reduced. People are looking for strong emotions and content that makes them feel something profound or significant – and they want it quickly. Understanding the role that language and personality plays in eliciting these kinds of responses is arming your brand to compete effectively in a world where every second – and every word – counts.”

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