In our recent interview series addition, “#GlobalThoughtLeaders – B-School Edition,” we had the privilege of engaging in a conversation with Dr. Ian O. Williamson, the Dean of the UCI Paul Merage School of Business. Our discussion explored the importance of MBA education in 2024, his perspectives on the changing dynamics of business education, and the far-reaching influence of his research in shaping the trajectory of human resource management and organisational success.
In the dynamic realm of business education, notable figures emerge as pioneers, shaping the minds of future leaders and pushing the boundaries of knowledge. Among these luminaries is Ian O. Williamson, the current Dean of the Paul Merage School of Business at the University of California, Irvine. Dean Williamson’s distinguished career reflects his unwavering commitment to academia, groundbreaking research in human resource management, and innovative contributions to business education.
Before assuming his role at the Merage School, Dean Williamson held the esteemed position of Pro Vice-Chancellor and Dean of the Wellington School of Business and Government at Victoria University of Wellington in New Zealand. His academic journey spans the globe, with affiliations at renowned institutions like the Melbourne Business School, Rutgers Business School, the Zurich Institute of Business Education, the Robert H. Smith School of Business at the University of Maryland, and the Institute Teknologi Bandung in Indonesia.
Dean Williamson’s academic prowess is rooted in his educational background, boasting a Ph.D. from the University of North Carolina at Chapel Hill and a bachelor’s degree in business from Miami University. His expertise lies in human resource management, focusing specifically on the impact of “talent pipelines” on organisational and community outcomes.
Globally renowned, Dean Williamson’s research delves into the intricate connections between human and social capital, firm operational and financial outcomes, talent management in new ventures, and the role of human resource practices in driving innovation. His work has earned a place in leading academic journals, securing numerous international awards and garnering attention from major media outlets worldwide.
Beyond scholarly pursuits, Dean Williamson is a dedicated educator, recognised for innovative approaches to business education. In 2019, he was inducted into the Ph.D. Project Hall of Fame, a testament to his significant contributions and dedication to supporting the success of underrepresented minority scholars.
Dean Williamson’s impact extends beyond the classroom, providing consulting services to leading organisations in over 20 countries across six continents. His expertise in enhancing organisational innovation, navigating change, managing diverse workforces, and improving operational and financial performance has been sought by prominent firms such as Accenture, Lockheed Martin, Petronas, and Price Waterhouse Coopers, among others.
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Q1. In light of your extensive 20+ year tenure within the education sector, which includes institutions such as Melbourne Business School & Robert H. Smith School of Business, could you share with us the motivating factors that steered you towards the path of academia?
Ans: As I reflect on my journey, I can’t help but acknowledge the blend of experiences that shaped it. Embarking on my undergraduate programme was a profoundly life-changing experience. Despite my parents’ encouragement to attend college, I initially lacked a clear understanding of what it entailed. However, I quickly became enamored with the concept of university life.
Though it might sound a bit geeky, the impact of the organisational institution struck me deeply. Witnessing its influence on both myself and the community led me to contemplate the significant role such institutions play. I found myself pondering whether I would ever want to lead an organisation and, if so, whether it should be one I truly believed in. Admittedly, at that point, I didn’t fully grasp the commitment it entailed. Initially perceiving being a professor as a part-time endeavour, I was unaware of the full-time nature of the job.
Fortunately, I had a supportive mentor—one of my undergraduate professors—who took me under his wing. He explained the significance of a Ph.D., what leadership entailed in a university, and why pursuing a Ph.D. was crucial for aspiring university leaders. This newfound understanding opened my eyes, and a second opportunity arose through a programme called the Ph.D. Project. Geared towards encouraging underrepresented minorities in the United States to pursue PhD in business, this initiative proved transformative for me. During this programme, everything clicked. I found mentors I could relate to, engaging in work that fascinated me—research and teaching. This marked the beginning of my academic career.
After gaining practical experience for several years, I made the decision to pursue my Ph.D. Returning to academia, my focus shifted towards becoming a scholar. Nevertheless, the desire to support, build, and enhance the impact of a university always lingered. This eventually led me to take on administrative roles, a path I never anticipated would take me around the world, but indeed it did.
Q2. Can you share the story behind your journey of growth so far and your diverse experience of being part of various institutes around diverse education worlds?
Ans: I must be honest; that wasn’t my goal or a plan of mine. In fact, I began my academic career as a professor at the University of Maryland in 2000. At that time, I didn’t have a passport, and the thought had never crossed my mind. After a few years of teaching there, I noticed that many of my students were coming from other countries to the United States to pursue an MBA. I was truly fascinated by the perspectives they brought to my classroom.
An opportunity arose when I was invited to teach a course at an executive MBA programme in Poland. I had never been to Poland before, and that was the catalyst for obtaining a passport. This experience opened my eyes to a whole other community that I knew very little about. I saw how business management was profoundly impacting the country as it emerged from communism and embraced its first free market. This experience left a mark on me, prompting me to apply for job opportunities worldwide a year later.
Driven by curiosity and a desire to challenge myself, I accepted a job offer from the University of Melbourne in Australia, where I joined the Melbourne Business School. What I thought would be a one or two-year endeavour turned into a decade-long journey. I eventually became an associate Dean there and was later recruited to become a visiting professor in Indonesia, working with the Institute of Technology Bandug to support the development of their entrepreneurship programme.
Further opportunities led me to serve at the Victoria University of Wellington in New Zealand, where I sat on the university leadership team and had responsibilities for the School of Business and Government. Today, I am very fortunate to be the Dean of the Paul Merage School of Business at the University of California, Irvine. It feels like a full circle, even though I must admit I had never lived in California or visited the university before starting this job. It has been a whole new learning cycle for me, and I feel blessed in my journey. I have been able to fulfill the vision I had when I was an 18-year-old: to help lead universities so that they have a bigger impact on their community, but in a much broader set of communities than I ever envisioned.
Q3. Your compelling journey of spending almost a decade in Australia, establishing a life there, reflects a personality that finds fulfillment in adventure and welcomes the uncertainties of the unknown. What motivates you to actively pursue novel experiences and venture beyond your comfort zone?
Ans: I consider myself a curious person, and this trait has been a part of my personality for as long as I can remember. During my undergraduate years, I was fortunate to have a great mentor, Dr. Wesley King, who served as my professor at Miami University of Ohio. He shared something with me that has stayed with me ever since. Although it might have been just a passing comment for him, it had a profound impact on my outlook.
Dr. King mentioned that, as an academic, one has the opportunity to get paid for learning something new every day. While not everyone chooses this path, those who do in this profession can. I found this idea to be incredibly impressive—a chance to learn something new every day as part of your job.
I’ve always embraced this philosophy, not necessarily taking random risks or being overly adventurous. Still, whenever there was an opportunity to learn something new that I believed would contribute to my personal development or open up new possibilities for my family, I am willing to take the leap. Fortunately, this approach has worked out well for us, making the journey enjoyable and rewarding.
Q4. How have your global experiences and interactions shaped you as an individual, and in what ways does it impact your leadership as a dean leading The UCI Paul Merage School of Business?
Ans: I’ve been incredibly fortunate to not only live in four different countries but also work in 30 different countries through my consulting work and research activities with various companies across a wide range of sectors. What stands out to me is the significance of contextualising business within culture. Often, in education at large and particularly in business education, subjects have been taught in isolation. Finance, Accounting, Management, or Supply Chain have been approached as standalone entities without recognising that, ultimately, in organisations, business is an expression of culture.
In fact, in most societies, business serves as a mechanism to reinforce culture. When we discuss a value proposition to a customer, that value is inherently connected to our personal values, what our culture deems appropriate or inappropriate, and what our society embraces or rejects.
My area of expertise is in management, with a focus on how organisations attract and retain workforces. Work is a social construct, and what an individual finds desirable or exciting in a job is entirely tied to who they are. So, when asked how this has changed my perspective on business education, it’s about recognising that we need to go back to the individual and the community. Why is this business important in this community? This is crucial because it shapes the options leaders have. If something is not relevant or deemed inappropriate in a community, it won’t happen. This perspective strongly influences how I think a university and a business school should operate.
What we provide is an intangible asset – knowledge and expertise. This value is entirely tied to our people. There’s nothing unique about our building; nobody chooses my school because of the physical space. It’s all about the capabilities of our workforce, which includes faculty and staff. So, my starting point is: How do we develop the right people? How do we create an environment that allows them to unlock everything within them, and how do we continue to develop them? This is foundational to what we do. My job is framed as a story about innovation. What do we need to put in place to encourage our faculty and staff to be open to creating new approaches towards education, whether that be new programmes or changes in their classrooms? They need information and transparency about how we operate, what resources we have, and what is possible. They need a voice and the ability to communicate and express their opinions about key decisions around the school. Finally, there has to be a sense of trust and flexibility. Innovation cannot thrive if everything is scripted.
My team must understand that they have a level of discretion around how they can try things. We go through a process of ideation, experimentation, and reflection, continually walking through that cycle where we allow ideas to bubble up, identify ones with potential, try experiments with meaningful investments but a limited scale, reflect, understand what can be scaled, and go through that process to be an innovation engine. In essence, we are an R&D team. We conduct research to identify how fast we can take insights from that research and translate them into innovative educational offerings. I have deliberately modelled what we do after successful R&D organisations globally and the way successful professional service firms run, maintaining a strong customer focus.
Q5. How are you integrating data science and AI advancements into your programmes, and do you believe these technologies will genuinely transform business operations, or are they overhyped?
Ans: I am confident that AI has permanently transformed the way we operate. Similar to how the advent of the internet and information technology in the early 2000s revolutionised our thinking and practices, I believe AI will permeate every aspect of business operations. Recognising its pervasive nature, our business school has implemented a two-pronged approach to integrate AI into our curriculum. First, we offer specialised technical programmes like our Master’s in Business Analytics to develop deep expertise in AI-related fields. Second, we embed AI concepts across all our courses, allowing our students to grasp how AI will impact their chosen field, whether it’s HR, supply chain, or marketing. I view AI as a ubiquitous tool that professionals like myself will utilise in diverse capacities. This comprehensive approach, encompassing both specialised training and curriculum integration, ensures that our students are well-equipped to navigate the AI-driven future of business. Additionally, we encourage faculty experimentation, and I am involved in regularly evaluating the effectiveness of our AI integration strategies through partnerships with industry leaders. This continuous feedback loop ensures that our curriculum remains relevant and aligned with the evolving demands of the business world.
Q6. In your dual role as an academic and the head of this institution, do you perceive a substantial disconnect between the skills and knowledge that business schools provide and the expectations of organisations and corporations from MBA graduates?
Ans: While the potential for a gap between academic knowledge and industry expectations exists, we actively confront this challenge by adopting the successful model of innovative organisations use worldwide. Our strategy involves implementing a co-design approach to curriculum development, harnessing the diverse expertise of both academia and industry. Our academic faculty contributes robust conceptual and theoretical foundations essential for comprehending complex business issues. Yet, recognising the equal importance of real-world application, we, as a professional school, are committed to providing opportunities for students to apply their knowledge in real time.
To achieve this, we integrate consulting projects with actual companies and real data into our programmes, totalling around 30 projects annually across our MBA and masters degree programmes. This ensures that our curriculum remains pertinent and aligned with industry needs.
Furthermore, we maintain a Dean’s Advisory Board consisting of industry leaders who offer continuous guidance on evolving employer expectations. Through this collaborative approach, we guarantee that our students graduate with a well-rounded blend of theoretical knowledge and practical skills, thus minimising any disconnect between academia and the professional world.
Q7. How does your school manage the tension between professors focusing on future-oriented, in-depth research and students seeking immediately applicable knowledge in the market?
Ans: In tackling this challenge, we have implemented a dynamic approach by carefully assembling a team of instructors, each bringing a unique set of expertise to the table. Among them are award-winning professors with outstanding academic and research backgrounds adept at imparting the essential theories and principles governing the business world. Additionally, we have well-established instructors with real-time industry experience. Imagine being guided by research academics, the intellectual architects shaping future organisational landscapes, unravelling the complexities of groundbreaking concepts. Imagine a cohort of industry mavericks—seasoned professionals with battle scars from running organisations and leading innovative products and services—sharing their real-world triumphs in the classroom.
We have orchestrated a symphony of learning where students groove to the future-forward beats of visionary researchers and get down to earth with the gritty wisdom of industry pros. It’s comparable to having a front-row seat to the concert of academia and real-world expertise, ensuring that students not only grasp theoretical concepts but also refine their skills for hands-on execution. Discard the idea of a one-size-fits-all mentor; our diverse portfolio of scholars and practitioners paints a vivid canvas, offering students the perfect blend of visionary thinking and street-smart application.
Q8. In the ever-evolving realm of education, we are eager to know your game plan as AI solidifies its role rather than fading into the background. How do you envision weaving AI into your curriculum, turning it from a potential rival into a dynamic collaborator?
Ans: AI has had a profound impact on our institution in four key ways. First and foremost, it has played a pivotal role in reshaping our curriculum content. A prime illustration is the introduction of a Master’s in Business Analytics, featuring a robust curriculum centered on machine learning and artificial intelligence. This programme is not only exclusive but also accessible as an elective for students in other programmes.
Secondly, recognising AI as a powerful tool, we place emphasis not only on its technical dimensions but also on its contextual implications. To instill this understanding, we’ve implemented an AI ethics course that delves into potential benefits, unintended consequences, and ethical frameworks for responsible use.
Moving on, AI significantly influences our evaluation methods. We’ve embraced generative AI in assessments, acknowledging its relevance in real-world scenarios. This innovative approach shifts the focus from rote memorisation to the development of conceptual skills. As an example, students might employ AI tools, such as ChatGPT, in tests, necessitating them to evaluate responses on a conceptual level.
Lastly, we view AI as a catalyst for enhancing operational efficiency across our organisation. By leveraging this technology, we aspire to provide a more personalised experience for students. AI is integrated into areas such as advising and data management to boost overall productivity, marking a significant stride towards a more technologically advanced and efficient educational environment.
Q9. With experience collaborating with executives in 30 countries and teaching in four, what distinctive insights do you believe your diverse exposure has provided, making you a more fitting leader for business schools such as the Paul Merage School of Business?
Ans: Well I can certainly share what I’ve gained. When it comes to creating value across diverse settings, a fundamental step is gaining clarity on the “why.” Organisations often emphasise the “how,” whether it’s boosting recruitment or improving product outcomes, but the underlying reasons can vary significantly in places like the UAE, Malaysia, or Australia. Identifying the “why” is crucial as it establishes the criteria for viable options.
Even in a diverse setting like Orange County, where various communities coexist, understanding each student’s unique “why” remains paramount. From my perspective, as an institution, embracing and celebrating these diverse perspectives is not only essential for motivation but also acts as a catalyst for innovation. It ensures that we tap into individual strengths, fostering an environment where everyone can excel. For me, this represents a valuable lesson in global engagement and thriving in a diverse, global commerce landscape.
Q10. From your perspective, what are the top three critical factors that MBA aspirants should consider when selecting a business school?
Ans: When students join the Paul Merage School of Business, they enter an institution with a distinct perspective. Every business school has its unique focus. While we all teach finance, accounting, and various subjects, it’s crucial to align your goals with the school’s overarching theme. For us, that theme revolves around technology as the core solution to societal and business challenges. We want our students to navigate the intersection of business, technology, and entrepreneurship comfortably, recognising that technology can spawn new business models and companies.
My advice is to consider what you aim to achieve and whether it aligns with the school’s theme. Each institution has different strengths and investments, thriving in specific areas. Secondly, it’s not just about what you learn but also about how the institution forms partnerships consistent with your goals. At our school, we have strong ties with leading technology companies, creating valuable conduits for student involvement in cutting-edge activities.
Lastly, consider the environment’s supportiveness. Can you envision yourself being embraced for who you are as an individual? It’s essential to choose a place where your identity is not just tolerated but fully embraced. Going to a school that values your authenticity ensures a more fulfilling and successful experience.
Q11. Each educational institution harbours its unique treasures, often known and cherished by its internal community. We are curious to learn about the concealed gems within your school that you believe deserve recognition on a broader scale.
Ans: We have a few noteworthy initiatives that make a significant impact, and one notable endeavour is our Masters of Innovation and Entrepreneurship programme. This programme provides support to students venturing into new business initiatives and working on the commercialisation of technology. Our campus-wide New Venture Competition, a seven-month event with over 400 participants, consistently yields winning ideas from this programme. It highlights the programme’s sophistication in seamlessly merging technology, business models, and the creation of ventures.
Conversely, we are dedicated to serving as a hub of mobility for our community, with a focus on both social and economic mobility. To nurture a future talent pool, we’ve introduced high school programmes such as the Future Leaders Initiative. This initiative aims to encourage underrepresented students to explore careers in business and technology, exposing them to areas like FinTech, entrepreneurship, and virtual reality. While we aspire for some of these students to become part of our institution, the primary goal is to elevate educational attainment in our community, shaping a workforce for the future in Southern California.
Q12. With your evident enthusiasm for technology and entrepreneurship, Could you share with our audience some of the innovative tech projects you’ve been involved in over the past few years?
Ans: I’m thrilled to share a recent exciting endeavour: we’ve introduced a digital twin of the UCI Paul Merage School of Business, taking a leap into the realm of virtual reality. Just last month, we launched our inaugural virtual reality course, and this is only the beginning. This digital twin is poised to revolutionise our curriculum, providing a distinctive educational experience. Although the road ahead may be uncertain, I am convinced that it’s a game-changer capable of expanding access to high-quality education.
Our faculty is actively engaging in experiments exploring the optimal uses, and we’re gearing up to scale this initiative for maximum impact. I firmly believe that this venture will yield significant dividends for us in the near future.
Q13. Steering into the personal realm—what, in your opinion, are the three key metrics that define success, whether it’s in the tapestry of your personal life or the hustle of your professional journey?
Ans: My driving force, or “why,” is crystal clear. I wake up every day fueled by the mission to increase access to a world-class education. This has been my dream since my undergraduate days, and it remains the beating heart of what I do. The metrics of success, for me, revolve around three key pillars.
For success, I focus on three key fronts:
- Expanding Access: I gauge success by looking at who engages with us. Are we a go-to for answers in the community? I’m keen on understanding which communities approach us and why and addressing any accessibility gaps.
- Thought Leadership: A world-class education starts with generating fresh ideas. We’re proud to be a research powerhouse with top-notch faculty. Actively recruiting experts in emerging fields keeps our thought leadership strong.
- Genuine Connection: In our institution, it’s not just about being inclusive; it’s about fostering a space where individuals feel free to be themselves. Can they authentically share who they are and how it shapes their business approach?
These three aspects are our compass. Mastering them, we believe, creates an offering that’s not just attractive but profoundly impactful.
Q14. Does your personal life follow a similar playbook?
Ans: Absolutely. In my personal life, I’ve embraced a philosophy of continuous learning. It all began with a bet challenging me to learn something new every day, and I’ve held onto that ethos. Currently, I’m diving into personal experimentation with virtual reality, exploring how to integrate it into my executive MBA class.
Teaching this class is a dynamic challenge—I construct it around a living case with a real company. This means each year, I immerse myself in researching and understanding a new company deeply. It keeps me on my toes, ensuring that I continually learn and grow. I deliberately bring this fresh perspective into the learning process with my students, where I don’t have pre-packaged answers due to the real-life nature of the case.
Extending this passion for learning, I strive to create enriching experiences for my family. Whether it’s travelling, exploring, or trying new things, I aim to open my children’s minds to possibilities in a way that resonates with their own unique perspectives.
Q15. How would you explain what an MBA is in less than 10 words?
Ans: Develop the skills needed to accomplish complex tasks through people.
In conclusion, our conversation with Dean Ian O. Williamson has provided invaluable insights into the dynamic landscape of business education and the transformative power of the MBA journey. Dean Williamson’s illustrious career, coupled with his unwavering commitment to excellence in education, exemplifies the ethos of the Paul Merage School of Business at the University of California, Irvine.
As we reflect on his achievements, it becomes evident that Dean Williamson’s leadership has not only elevated the stature of the school but has also shaped the educational experiences of countless students. His vision for fostering innovation, embracing diversity, and preparing future leaders for the challenges of the global business environment is a testament to the progressive approach that defines the Merage School.
In the realm of business education, Dean Williamson stands as a beacon of inspiration, motivating students and faculty alike to push boundaries and strive for excellence. The transformative impact of his leadership extends beyond the walls of academia, influencing the broader business community.
Thank you, dear readers, for your incredible support and enthusiasm for this interview. We’re thrilled to have you engaged on PG, and there’s more exciting content coming your way. Be sure to stay active on our platform for more captivating reads, and don’t forget to check out our recent articles here. Happy reading!