The new dean of the College of Business Administration shares his vision on the importance of global content in CBA’s—and every college’s—graduate and undergraduate programs.

WHugh Courtneyhat attracted you to Northeastern?
The trajectory that the university and CBA have been on would be appealing to any business school leader. More importantly, I believe in Northeastern’s core values: experiential education, the importance of translating management research into management practice, and the transformative power of global study and co-op experiences.

Just as with other economic downturns, this one is causing people to question the value of business education. How is CBA weathering this?
We have implemented curricular changes and new honors programs that challenge and motivate our students. Co-ops and corporate residencies in our MBA program enable our students to apply business concepts and tools, and, as a result, earn a higher return on their educational investment. Our faculty and students serve society by creating and disseminating knowledge that addresses our economy’s most pressing issues, such as new-business creation and strategies for success in today’s global markets.

Do you have in mind any ways to be more innovative with our global programs?
All of our students, regardless of major, must develop global mindsets. If our students don’t understand global financial markets, for example, how can they be successful in business? My goal is to ensure that all of our students have a global learning opportunity and that every course in every major addresses global issues in one form or another.

That’s undergraduate education. How about the graduate programs?
We can leverage our international partnerships to offer innovative dual-degree programs. Students would have short residencies at two or more global host universities, where they would complete course work and team projects that immerse them in the local economies. In between these residencies, the students would continue to take classes together online. The “hybrid” structure of such programs—in which teams of students spend some time working and studying together and the rest of the time working virtually—mimics the work so many of them will pursue after graduation, collaborating with co-workers in China, India, Brazil, Russia, and elsewhere on virtual project teams.