Innovation

51�Թ�� awards medals to Business School's Professor Lara Cathcart and Afrey Edes

Shamita Harsh — Mon, 02 Jun 2025 15:04:25 +0000

51�Թ�� awards medals to Business School's Professor Lara Cathcart and Afrey Edes

Shamita Harsh Mon, 02/06/2025 - 15:04

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4 June 2025

During the graduation ceremony on 2 June, 51�Թ�� awarded the prestigious 51�Թ�� College Medal to two exceptional members of the Business School community: Professor Lara Cathcart and Afrey A. Edes. The medals came in recognition of their transformative impact on the university over the course of their distinguished career.

Professor Lara Cathcart, who has served 51�Թ�� for 27 years, was honoured for her pioneering contributions to finance education and her unwavering commitment to academic excellence, diversity, and inclusion.

“It is an honour to be awarded the 51�Թ�� College Medal, and this recognition means a great deal to me. What started out as one finance programme has become a fully-fledged department with several courses producing leaders of the finance industry. I am truly grateful to have played a part in this journey.” said Professor Cathcart, a trailblazer who has co-created and led a suite of MSc programmes.

Her dedication is mirrored with graduates and peers alike citing her as an inspiring mentor, role model, and advocate for gender equity in academia.

Reflecting on her diligence, Dean Peter Todd said, “Lara exemplifies the values of 51�Թ�� through her excellence, integrity, and enduring commitment to the university and its students. It is an honour to recognise her with the 51�Թ�� College Medal.”

Continuing to shape the future of finance education both at 51�Թ�� and internationally, Lara said: “I always believed that the lack of representation of women in the field of finance served as a kind of deterrent for prospective female students and academics. I felt it my duty to provide encouragement to staff and students alike to pursue their dreams."

“Diversity is a strength, and the increasing representation in the Business School is furthering its success, something I am very proud of.”

Professor Lara Cathcart

Professor of Finance, 51�Թ�� Business School

Afrey Edes, Executive Director of Faculty Services and Space at the Business School, received the Medal in recognition of over two decades of transformative leadership in operational excellence, innovation, and strategic space planning. Since joining 51�Թ�� in 1996, Afrey has played a key role in the growth and development of the Business School, most notably leading on the design and delivery of space innovation initiatives.

Acknowledging her journey at 51�Թ��, Afrey said: “Cross-disciplinary collaboration has always been essential, working with teams in Estates, ICT, student representatives and academic faculty has enabled us to do something genuinely transformative. Receiving this award is both a personal milestone and a testament to the incredible teamwork that defines 51�Թ��.”

Afrey’s leadership was especially vital during the COVID-19 pandemic, when she swiftly adapted campus facilities for multi-mode learning, enabling high-quality hybrid teaching for thousands of students.

Recognising Afrey's commitment to the Business School community, Peter said, “Afrey’s calm, pragmatic approach, deep institutional knowledge, and unwavering dedication to 51�Թ��’s mission make her a highly respected and valued colleague. It is a privilege to recognise her contributions tonight with the 51�Թ�� College Medal."

Reflecting on her work leading space design and pandemic adaptations, Afrey added: “I feel honoured to be recognised by 51�Թ�� for my contribution, it’s a moment of immense pride and reflection, which I’m very grateful for. Throughout my time here, I’ve had the opportunity to work in a number of different roles and contribute in many ways to the outstanding growth of the Business School.”

Her forward-thinking approach and deep understanding of institutional needs have helped shape an environment where both students and staff can thrive.

Professor Cathcart affirms that this recognition is a testimony to the 51�Թ�� legacy: “It is the pursuit of scientific advancement, and the quantitative unity of all disciplines, that fosters the ecosystem of research, innovation and education at the Business School and 51�Թ�� at large.”

Together, Professor Cathcart and Afrey Edes exemplify the values of 51�Թ��—excellence, innovation, and commitment to the greater academic community—and their lasting legacies continue to shape the future of the institution.

“Thinking about the student and staff experience has been at the heart of all the projects I’ve worked on, creating spaces that are inclusive, adaptable and innovative. ”

Afrey A Edes

Executive Director of Faculty Services and Space Planning

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Outstanding contributions to finance education, operational excellence, and inclusive growth recognised

Professor Lara Cathcart (left) and Afrey A Edes (right) receiving the 51�Թ�� Medal from Professor Hugh Brady | 51�Թ��

3 minute read

My Global Online MBA Capstone experience

Helen Richardson — Tue, 18 Feb 2025 09:13:30 +0000

My Global Online MBA Capstone experience

Helen Richardson Tue, 18/02/2025 - 09:13

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Student blog

Mangala Prasetia , a Global Online MBA student, reflects on his experience of the Capstone module. The Capstone takes place over a seven-day period across our South Kensington and White City campuses. Alongside a series of lectures on innovation, design and entrepreneurship, Mangala and his classmates analysed the innovative needs of a large multinational and developed a business case to help the company grow.

“I learnt what it means to be truly resilient in an academic sense and appreciated the value of diverse perspectives as our cohort collaborated across all our different projects.” Mangala Prasetia, Global Online MBA

Earlier this month, my Global Online MBA cohort gathered in London from all over the world to complete the Capstone module, a pivotal part of our MBA journey designed to integrate everything we have learnt over the past two years. Over an intense seven-day period, our team logged almost 100 hours of brainstorming, planning, interviewing, and refining our ideas.

Pre-Capstone week

In the lead-up to the Capstone, our first task was to form groups of up to six people, consider several problem statements faced by our companies, and conceive a corresponding innovative solution that was both feasible and socially impactful. Forming the group was straightforward for me, as I had the opportunity to reunite with my first-year syndicate group members: Padma, Brandon, Sebastian, James, and Yuko. We had an excellent group dynamic and agreed to put our minds together for the Capstone week (and of course go out and hit the town!).

Day 1

Arriving on Sunday at Scale Space, located in 51�Թ��’s White City campus, after a 30+ hour journey (not to mention the time difference and jet lag!) from Australia was a challenging start to the week. However, seeing everyone from our cohort once again after a year-long hiatus was truly a highlight, and I had the opportunity to catch up with my peers from around the world over lunch and an opening ceremony of sorts.

Day 1 was also the day we settled on a project. Our group chose to enhance WHILL’s “mobility for all” mission. WHILL is known for its innovative mobility devices (particularly electric wheelchairs) designed to improve the lives of people with mobility challenges. Our proposed solution was to build on their existing technology to create a solution that would be even more inclusive and accessible.

Day 3

One of the most demanding aspects of the week was the sheer volume of work and the need for constant iteration. Receiving feedback from multiple coaches was a challenge, as we had to consider various aspects of our solution and balance the technical feasibility, financial costs, and meaningful social impact. In fact, to quote one of our professors, the job of the coaches was “to confuse you!” However, what stood out most was the camaraderie within our group. Our familiarity (having worked together for most of 2022-23) really helped us get through the continuous pivots we had to make. More importantly, we also had a “brainfood” sharing session, where we shared snacks from around the world: Australian biscuits, Swiss chocolates, Singaporean crispy skins, Japanese Kit Kats, and British flapjacks. These snacks encouraged us to take much-needed breaks and helped us bond even more (until the snacks mysteriously disappeared one night!).

Day 5

After several days of intense preparation for our pitch, we were rewarded with a cohort social at a nearby pub. We were treated to plenty of food and drinks and had the opportunity to unwind and connect with peers outside of our Capstone groups. Through this, we had an opportunity to listen to what other groups had been working on, and in some instances, were able to exchange ideas and offer insights. The diverse backgrounds of the cohort meant that we could leverage the expertise of medical professionals, frequent flyers, and other professionals in testing the viability of our solution, and vice versa.

Day 7

The week culminated in pitching our solution to an esteemed (and intriguing!) panel of judges comprising a former princess, a former United Nations representative, and a senior employee from a major video game company. It was a nerve-wracking yet exhilarating experience as our team conducted multiple dress rehearsals and prepared for a gruelling question and answer segment. Given we were the first group to present, expectations were sky-high – but we succeeded in the end. We received insightful feedback from the panel, which was invaluable for refining our approach as we put together our final slide deck for submission.

The Global Online MBA Capstone was undoubtedly one of the most intense weeks of my life, but also one of the most rewarding. I learnt what it means to be truly resilient in an academic sense and appreciated the value of diverse perspectives as our cohort collaborated across all our different projects. The real-world challenges we all tried to solve did test our limits, and there were certainly more than a handful of instances where we all needed to take a breather. However, this experience just demonstrates the passion and high calibre of 51�Թ�� students, with whom I have had the privilege to work. A special thank you to the 51�Թ�� Business School staff who made this week possible – it was truly a fantastic opportunity to make use of the facilities across the South Kensington and White City campuses.

Discover our Global Online MBA

Recently ranked #1 in the world by QS Online MBA rankings 2024. The Global Online MBA is a part-time programme that is delivered in an online format, focusing on innovative thinking and new technology to deliver a practical curriculum.

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4 minute read

Why professional networks are vital to healthcare innovation

Marisa Miraldo — Mon, 20 Jan 2025 14:54:30 +0000

Why professional networks are vital to healthcare innovation

Marisa Miraldo Mon, 20/01/2025 - 14:54

21 January 2025

Back in 2000, English health authorities issued guidance for an innovative form of keyhole surgery. This promised a less invasive way of treating colorectal cancer, which is the third most common cancer in the world and responsible for hundreds of thousands of deaths. For decades, doctors had treated this condition with open surgery, but the new procedure carried a better survival rate, patients tended to recover faster and it cost less.

Despite this, doctors were reluctant to adopt it. As a procedure, it required new skills and the learning curve was steep. Even when England’s National Institute for Health & Care Excellence evaluated it as a cost-effective treatment alternative in 2006, uptake among surgeons remained sluggish.

An encouraging environment is critical for new methods and techniques to spread

We interviewed surgeons in the UK's National Health Service (NHS) and, while some were enthusiastic about the new procedure, others were reluctant. “We all like to stick with things we know work,” one surgeon, who’d persisted with conventional methods, told us. “I think there’s a lot of innate conservatives and we do require… an innovation to prove itself before we adopt it.”

Crucially, there was no easy way for surgeons to learn the new technique, which requires much practice to perfect. Could more have been done to encourage and inspire doctors to adopt the new approach? What governs the speed of uptake of novel techniques such as this among medical professionals? Were some doctors more influential than others?

Spreading healthcare innovation

It’s important we understand the different ways innovation spreads, because once a doctor reaches the senior status of consultant, there is no further formal NHS training for new procedures. If doctors are to innovate, they must often take the initiative themselves.

Colleagues can be important sources of encouragement, either by sharing their perceived value of the technology or their own experiences with it. An encouraging environment is critical for new methods and techniques to spread.

Our research, carried out by a team of academics from 51�Թ��'s Centre for Health Economics & Policy Innovation, the University of Toulouse Capitole and University of Queensland, incorporates a vast quantity of data, all anonymised. These included details of all patients treated by the NHS between 2000 and 2014. We also used details on NHS doctors’ careers as they progressed to consultant level and their clinical choices, where they have practised and with whom, and their demographic and education details.

These data enabled us to characterise each consultant professional network and how it evolved as well as the uptake of the technology in each network. In all, we honed in on nearly 1,500 consultants responsible for more than nine in 10 colorectal cancer surgeries in England during the 14-year window.

These were our three key findings:

The larger doctors’ networks are, the more likely they are to use keyhole surgery.
The more often an innovative procedure is performed within an individual’s professional network, the more likely they are to use it too. This became more pronounced according to an individual surgeon’s experience: more experienced doctors were found to have a stronger effect on their colleagues.
We also spotted the role of those we’ve termed "key players" – influential doctors whose use of the procedure inspired a greater share of colleagues to follow suit.

The key players

While it is the more experienced doctors or the pioneers in the uptake of the innovation who are the most influential in their network, we found less experienced doctors are more likely to adopt the innovation as a result of peer influence. This means they develop into effective innovation ambassadors themselves. We also found "key players" are more likely to be working in the kinds of hospitals with greater regulatory freedom and which are more open to innovation.

When we ran an experiment to see whether a training campaign that targeted the most influential doctors would improve uptake, our simulation found this would have boosted use of the novel surgery by 20 per cent – with substantial health benefits for patients and cost savings for the NHS.

Our work shows that guidelines, in combination with ad-hoc training programmes that don’t factor network effects in their design, are not the most effective strategies to ensure uptake of cost effective innovation.

Our work also reveals a dearth of information about doctors themselves. Our health systems know all about the demand side, such as patients’ characteristics, but almost nothing about the doctors who treat them. If authorities want to improve health and lower costs, researchers need more detailed information about the professionals who deliver care and their characteristics, as well as their attitudes towards innovation.

This article draws on findings from "Innovation Diffusion among Coworkers: Evidence from Senior Doctors" by Eliana Barrenho (51�Թ�� London), Eric Gautier (University of Toulouse Capitole), Marisa Miraldo (51�Թ�� London), Carol Propper (51�Թ�� London) and Christiern Rose (University of Queensland).

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Developing innovative healthcare practices is a big challenge, but getting doctors to adopt them once they exist is yet another barrier to improving patient healthcare.

Main image: elenabs/iStock via Getty Images Plus

4 minute read

Why dreamers and realists are key to innovation, and how to bring them together

Anne ter Wal — Wed, 15 Jan 2025 12:14:02 +0000

Why dreamers and realists are key to innovation, and how to bring them together

Anne ter Wal Wed, 15/01/2025 - 12:14

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Professor Anne ter Wal’s research on “Dual Networking: How Collaborators Network in Their Quest for Innovation” shows that dreamers and realists must collaborate early on to prevent ideas being watered down and to turn creative potential into real-world results.

The principal challenge of innovation is to marry technological opportunity with societal or business need. True innovation is difficult because of the obstacles in bringing these two things together when conceiving ideas, evolving them, and gaining buy-in to develop them. Networks are key to overcoming these obstacles, as they bring together diverse perspectives that shed light on where opportunities might arise, how needs are likely to change, and how to recognise the moment when the two align.

Architects can design stunning buildings but need the expertise of pragmatic engineers to realise their vision. Film directors with expansive creativity rely on the diligence and tenacity of their producers to bring storylines and scripts to life. In the same way, corporate innovators work with managers to make what’s possible meet what’s needed. As these examples show, cross-role collaborations often require dreamers and divergent thinkers to work together effectively with realists and convergent thinkers.

Effective collaboration in such partnerships, however, is far from straightforward. It requires individuals to build connections with people outside the like-minded groups with which they are most familiar and naturally inclined to connect. The same differences in perspective that are integral to what can make creative partnerships work so well can be a source of misunderstanding and disagreement. This limits the ability of creative minds and practical thinkers to leverage their combined potential.

When ideas are ready to progress, both dreamers and realists alike need to engage in “intimate co-creation", which means working together from an early stage.

What does this look like in practice?

How, then, can dreamers and realists learn to work together more harmoniously and fruitfully? The answer lies in cultivating daily habits that encourage early, open interaction. Leaders can help by fighting the temptation to water down new concepts until they fit existing ways of working, and by providing a safe and free working environment for creative minds to experiment.

Within such a framework, both dreamers and realists need to embrace "creative collisions". They need to both deliberately seek exposure to new ideas at an early stage, outside of their comfortable and familiar circles, and open up about what ideas are on their mind in spontaneous day-to-day interactions.

In most innovation settings, this can look like technologists (the specialist scientists whose expertise and curiosity breed novel ideas) taking active steps to discuss ideas with managers, engineers, lawyers and other more practically focused colleagues, and vice versa. Seeding ideas in this way helps to hone them and allows all parties to spot the crucial moment when technological opportunity and market need may converge.

Following this stage, when ideas are ready to progress, both dreamers and realists alike need to engage in “intimate co-creation", which means working together from an early stage. This sounds simple but represents a significant break from the business world’s normal way of working, where ideas are typically taken to a certain stage and then handed over to another team to take forward sequentially. Often, such handovers lead to ideas being watered down and creativity being compromised.

By working side-by-side with practical, realist colleagues on a project from inception, creatives reduce the risk that bold ideas are diluted or dismissed and transform potential sceptics into enabling partners who help turn vision into reality.

Culture change

In a world of accelerating technological change and shifting economic conditions, organisations cannot afford to miss the fleeting moments when a societal need and a technological opportunity align. Fostering a collaborative culture of innovation, where creatives are confident their ideas are valued and practical minds are comfortable working with them, might be the surest way to avoid missing out on those vital moments.

Putting this into practice, however, can take time and effort, as it relies on breaking down the siloes that divide not only teams but also roles and professions in organisations. This requires different (net)working practices and habits, and the willingness for both visionaries and realists to leave their comfort zones.

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Ahead of his inaugural lecture on the power of networks in technological innovation, Anne ter Wal, Professor of Technology & Innovation Management, explores why innovation demands more than sequential workflows.

Main image: pixelfit / iStock via Getty Images

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Jónas Oddur Jónasson on how healthcare systems can work better for people

Shamita Harsh — Wed, 15 Jan 2025 12:14:02 +0000

Jónas Oddur Jónasson on how healthcare systems can work better for people

Shamita Harsh Wed, 15/01/2025 - 12:14

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Dr Jónasson’s research focuses on how analytics and operations can improve healthcare delivery in resource-limited settings. As Associate Professor of Analytics & Operations at 51�Թ�� Business School, Dr Jónasson is keen to continue developing models that link operational decisions to patient outcomes and public health. His work spans emergency medical services, behavioural health interventions and global health delivery, with collaborations in the UK, Africa and beyond.

His work develops data-driven models to address the pressing operational challenges faced by health systems—from emergency medical services in urban centres to behavioural health interventions and community-based care in lower-income regions.

A defining feature of Dr Jónasson’s approach is his commitment to making research actionable. His collaborations with organisations such as the London Ambulance Service, Riders for Health in Malawi, Keheala in Kenya and the Clinton Health Access Initiative in Mozambique, demonstrate how carefully designed operations models can be translated into meaningful improvements on the ground.

This focus on impact is also evident in his scholarship. His research has been published in leading journals including Operations Research, Management Science, Manufacturing & Service Operations Management, and BMJ Global Health. Beyond publication, he contributes to shaping the field as an associate editor for Management Science and IISE Transactions on Healthcare Systems Engineering.

Academic journey and recognition for research excellence

Dr Jónasson began his academic career in Europe, earning a BSc in Industrial Engineering from the University of Iceland before pursuing postgraduate study in the UK. He completed an MSc in Operational Research at the London School of Economics, an MPhil at the University of Cambridge, and both an MRes and a PhD in Management Science & Operations at London Business School.

Before joining 51�Թ��, he spent nearly a decade at the Massachusetts Institute of Technology (MIT) Sloan School of Management, where he rose from Assistant to Associate Professor of Operations Management. His time at MIT further cemented his reputation as a leader in the study of healthcare operations, while also giving him the opportunity to work closely with healthcare practitioners and global health organisations.

Dr Jónasson’s contributions have earned international recognition. He received the prestigious Bonder Scholarship for applied Operations Research in Health Services in 2014. His work has since been awarded the M&SOM Practice-Based Research Competition prize (2021) and the William Pierskalla award for best paper in Healthcare Management Science (2024). He has also been a finalist for the Sanjay and Panna Mehrotra Research Excellence Award (2021) and twice for the MSOM Society Award for Responsible Research (in 2019 and 2024). These honours underscore the impact of his research in advancing both rigorous scholarship and socially responsible practice.

Looking ahead at 51�Թ��

At 51�Թ��, Dr Jónasson is excited to continue building bridges between rigorous research and healthcare practice.

Reflecting on his move, he said: "I am thrilled to join 51�Թ�� Business School and to work alongside outstanding colleagues in Analytics and Operations. What makes this especially exciting for me is that few business schools in the world can match 51�Թ��’s environment: a top technical university, an exceptional medical school and a leading school of public health. For someone working on health and healthcare, this combination—in my favourite city—is a rare and special opportunity.”

Dr Jónasson looks forward to advancing research that not only deepens academic understanding of healthcare operations but also creates lasting impact for healthcare provides policymakers, patients and communities worldwide.

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Designing systems that build bridges between rigorous research and healthcare practice

Main image: Jónas Oddur Jónasson

3 minute read

Jasmin Moshfegh on the economics of healthcare innovation

Shamita Harsh — Wed, 15 Jan 2025 12:14:02 +0000

Jasmin Moshfegh on the economics of healthcare innovation

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Understanding how new medical technologies diffuse through health systems, especially including who gets access to them, is central to Dr Jasmin Moshfegh’s research. Joining 51�Թ�� Business School in 2025 as Assistant Professor of Economics & Public Policy, she brings a research agenda that sits at the intersection of health economics and healthcare innovation.

How precision medicine and health equity intersect

Her work examines the causes and consequences of healthcare innovation, with a focus on precision medicine, AI and assisted reproductive technologies. By combining quasi-experimental methods with large administrative datasets and cancer registries, she sheds light on how institutional and policy choices shape both efficiency and equity in healthcare delivery.

Her job market paper, supported by the US Agency for Healthcare Research and Quality (AHRQ), studies the adoption of genomic testing in breast cancer care—showing that while precision medicine can reduce unnecessary treatments, it may also exacerbate racial disparities.

Dr Moshfegh completed her PhD in Health Policy (Economics) at Stanford University, where she was also a T32 Fellow and R36 awardee from AHRQ. She went on to hold a Postdoctoral Fellowship at Stanford, alongside appointments as a Fellow at the US Department of Veterans Affairs and the National Cancer Institute at the National Institutes of Health. Her research has been supported by grants from the Agency for Healthcare Research and Quality, the SIEPR George P. Shultz Fund and the Sweden-America Foundation.

Extending research into new frontiers

Dr Moshfegh studies the causes and consequences of healthcare innovation, with a particular focus on information technologies. She is extending her work to explore the impact of next-generation diabetes drugs in the US Veterans population and the role of AI tools in improving women’s health in India.

Reflecting on her move to London, she said: “What excites me most about joining 51�Թ�� is the opportunity to be part of a department and institution that sits at the intersection of cutting-edge research, interdisciplinary collaboration, and real-world impact. 51�Թ��’s unique ecosystem brings these disciplines together in a way that few other places can.”

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Dr Moshfegh discusses how her research in precision medicine is aimed at reducing health inequalities

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2 minute read

Professor Jeffery S. McMullen on rethinking entrepreneurship in a changing world

Shamita Harsh — Wed, 15 Jan 2025 12:14:02 +0000

Professor Jeffery S. McMullen on rethinking entrepreneurship in a changing world

Shamita Harsh Wed, 15/01/2025 - 12:14

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Entrepreneurship is often viewed through the lens of opportunity – spotting gaps in the market and creating ventures to fill them. But for Professor Jeffery S. McMullen, entrepreneurship is also a process of discovery, responsibility and social change. His work has reshaped how researchers and practitioners think about the ethics of entrepreneurial action.

Now joining 51�Թ�� Business School as Professor of Entrepreneurship in the Department of Management & Entrepreneurship, he brings a career defined by both scholarly leadership and deep engagement with the practice of entrepreneurship. With awards at undergraduate, MBA, and doctoral levels, Professor McMullen has received recognition for innovative course design in social and sustainable entrepreneurship.

As a committed mentor, his work has been inspiring new generations of entrepreneurs and academics alike. He has guided many doctoral students and emerging scholars, earning the Academy of Management’s Mentor & Dedication to Entrepreneurship awards.

As he joins the robust faculty network of the Business School, he is eager to contribute to 51�Թ��'s community of practice. “I am excited to explore the potential of entrepreneurship at a world-class STEM university that is dedicated to serving humanity,” he says. “And to do so in the middle of one of the most vibrant cities the world has ever known.”

Exploring entrepreneurial agency and uncertainty

At the heart of Professor McMullen’s research is a concern with entrepreneurial agency – whether individuals have the power to act under uncertainty to create value and the consequences of those actions for society. His work spans commercial, social, and sustainable entrepreneurship.

In 2018, his paper "Entrepreneurial Action and the Role of Uncertainty in the Theory of the Entrepreneur" received the Foundational Paper Award from the Academy of Management’s Entrepreneurship Division, cementing his influence on the field’s theoretical direction.

He continues to push boundaries with work that draws inspiration from literature and cinema. For instance, his recent article in the Academy of Management Review uses Andy Weir’s The Martian to examine the ethics of profit-seeking and illustrate the conditions under which the entrepreneur’s pursuit of profit can lead to sustainable development.

Another paper "‘Fake it ‘til You Make it’: The Power and Peril of Implied Social Validation in the Entrepreneurial Journey" in Academy of Management Perspectives examines the allure and dangers of the “fake it ’til you make it” mentality. Tracing how implied validation can both fuel and undermine entrepreneurial journeys. Comparing scenes from Pygmalion, Harry Potter, Schindler’s List and The Godfather, he warns society of the ease with which confidence can be mistaken for accomplishment and how this can tempt entrepreneurs to behave like charlatans, despite noble intentions at the beginning of their journey.

By weaving together cultural references and empirical insight that backs rigorous theory, his research connects abstract concepts to everyday entrepreneurial experiences, resonating with peers.

A global leader in entrepreneurship scholarship

Professor McMullen’s influence extends beyond his publications. He has authored more than 100 scholarly works, with over 24,000 citations, and has served on multiple editorial boards. As Editor-in-Chief of the Journal of Business Venturing, he has shaped the trajectory of entrepreneurship research worldwide, setting standards for methodological rigour and conceptual innovation.

Beyond academia, Professor McMullen has served as a consultant, venture creator, a Certified Public Accountant in the Information, Communications, and Entertainment division of KPMG, Denver, and is deeply involved in community leadership, including as an elder in his church.

At 51�Թ��, he looks forward to working with students from across disciplines, integrating entrepreneurship into the broader STEM ecosystem. Looking ahead, he sees 51�Թ�� as the ideal platform for the next phase of his work and says, “51�Թ��’s position at the intersection of science, technology, and business creates extraordinary opportunities for entrepreneurship research and practice. It’s a place where we can ask not only how entrepreneurs create value, but also for whom and to what end.”

With his combination of scholarly leadership, teaching excellence, and commitment to service, Professor McMullen embodies the kind of entrepreneurial mindset he studies paired with one that seeks impact and balances opportunity with responsibility. His arrival at 51�Թ�� Business School signals an exciting new chapter in the School’s ambition to redefine entrepreneurship for the next generation.

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Shaping how the world understands entrepreneurial action as he joins 51�Թ�� Business School

Main image: Jeffrey S McMullen

3 minute read

How AI avatars are revolutionising the student experience at 51�Թ�� Business School

Nai Li — Wed, 15 Jan 2025 12:14:02 +0000

How AI avatars are revolutionising the student experience at 51�Թ�� Business School

Nai Li Wed, 15/01/2025 - 12:14

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18 August 2025

As GenAI continues to reshape the educational landscape, business schools are exploring new ways to deliver teaching that is both scalable and human-centred. One promising development is the use of AI-powered faculty avatars, digital twins, that can support student learning while preserving the relational core of education. At the crossroads of projected growth in the AI Avatar market and ethical debates, we are beginning to recognise their potential to enhance the learning experience.

In January 2024, the IDEA Lab at 51�Թ�� Business School launched a small-scale pilot project in collaboration with David Shrier, Professor of Practice (AI & Innovation), developing an AI avatar named Davatar as an experimental element of his AI Ventures module. The pilot was designed to give students hands-on experience with applied AI in a business context. Feedback was overwhelmingly positive, with many students identifying Davatar as the standout feature of the module.

Building on this success, in spring 2025, we extended the use of AI avatars to support teaching modules like marketing management, entrepreneurship and innovation, and organisational behaviour on the Global Online MBA and Executive MBA programmes, and piloted three more avatars, MarkBot, OmarBot, and BartBot, which were developed in collaboration with the Touchcast Mentor Platform and Dr Ayelet Segal.

These avatars were not intended to replace human educators, but to supplement and enhance faculty presence in online and blended learning environments. Initial feedback suggests they have the potential to transform the way we support students across different time zones, schedules, and diverse learning needs.

Moving beyond FAQs: designing for dialogue

Many AI tools in education often fall short because they are designed to deliver content passively, primarily answering frequently asked questions, and do little to support critical thinking or deeper understanding. Our aim was different. We wanted to explore whether AI avatars could play a meaningful pedagogical role by facilitating a more interactive and reflective learning process.

To achieve this, we designed the avatar conversations based on Laurillard’s Conversational Framework, a model that sees learning as a dialogue between teacher and student. Students weren’t simply given answers. Instead, the avatars guided them back to key programme concepts and helped them explore different interpretations and applications.

For example, a student might ask, “Is this a good example of emotional intelligence in the team task?” or “Should I apply Porter’s Five Forces to the group case or the individual one?” Rather than giving binary responses, the avatars encouraged the student to reflect and engage more deeply with the material.

Initial feedback [on the AI-powered faculty avatars] suggests they have the potential to transform the way we support students across different time zones, schedules, and diverse learning needs.

Enhancing faculty presence through digital twins

One of the ongoing challenges in online learning is the reduced sense of human connection. As per an article in Theory of Transactional Distance, students often feel isolated, especially when studying asynchronously or across different time zones, and their success on the programme can be impacted by the degree of “transactional distance” between themselves and their teachers. The AI avatars were created to address this by replicating the voice, tone, and visual likeness of real faculty members, effectively becoming “digital twins.”

This was significant. In feedback surveys, students consistently reported that it felt more natural and reassuring to interact with an avatar that resembled their lecturer. As one student said, “It’s him, just in another form. It makes it feel more like he’s here with us.” This was especially important during periods of high stress, such as when approaching assignment deadlines, when students often seek last-minute reassurance or clarification.

By embedding academic identity into the avatar experience, we were able to foster trust and sustain the continuity of the learning relationship. Our research in this area will continue to explore whether digital twins can contribute to a reduction in the perceived transactional distance for students in a blended or fully online programme.

Supporting flexible and on-demand learning

For students juggling work, family, and studies, often across different time zones, the traditional model of office hours and scheduled tutorials can be limiting. One of the main benefits of the avatars was their 24/7 availability. Students could engage with them whenever they needed support, whether during a lunch break in Singapore or late at night in London.

Usage data from March to June 2025 showed clear spikes in avatar engagement just before major assignment deadlines. Students used them not for casual conversation, but for structured academic queries, whether seeking help with frameworks, clarification of learning outcomes, or guidance on assessments. This on-demand support reduced barriers to learning and made academic support more equitable and responsive.

In 1984, educational psychologist Benjamin Bloom reported that students tutored one-to-one performed two standard deviations better than peers taught only in a group environment. Our research may help us understand whether AI avatars might one day help us solve the problem of scaling personalised one-to-one tutoring to make it available on-demand for all students.

Strategic implications for educators and institutions

The pilot raises broader questions about how AI can be integrated into teaching practice. First, any introduction of AI must begin with pedagogy, not technology. It is 51�Թ�� Business School’s belief that tools like avatars should be designed to enhance – never to weaken or replace - the thoughtful dialogue and interaction between student and teacher that underpins effective learning.

Secondly, the identity of the educator is important. Avatars that resemble real faculty members, both visually and vocally, help build stronger bonds with students. These aren’t anonymous chatbots; they are extensions of the educator’s presence. This sense of familiarity encourages engagement and helps students see AI as an ally, not a threat.

Third, professional development will be crucial. To ensure faculty feel confident using these tools, we must offer opportunities to improve both technical skills and pedagogical understanding. This isn’t just about learning to operate a new platform; it’s about rethinking how we design and deliver teaching in an AI-enhanced environment.

Where do we go from here?

This was an initial pilot phase involving three modules and a small group of early-adopting faculty. The next step is to expand the initiative more broadly, testing AI avatar use across various disciplines, delivery modes, and levels of AI familiarity. In parallel, we will continue to research student and academic attitudes towards the use of AI tools in education, and to explore the ethical and environmental aspects of this technology.

Ultimately, our goal is not to replace the human elements of teaching, but to explore the responsible use of AI to enhance them. Digital twins offer a way to extend faculty presence, provide responsive support, and foster more inclusive learning experiences. When used thoughtfully, they may help us reimagine what personalised education can be like in an increasingly digital world.

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These AI-powered digital twins are transforming learning across time zones and diverse needs

Main image: OmarBot | 51�Թ�� Business School

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