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Orienting the leaders of the future

 

My enthusiasm for teaching emerged much before the beginning of my doctoral studies. When I worked as a market manager in the fashion industry, I used to prepare projects and educate different clients from all over the world on opposite product lines and investment approaches. Although that was quite demanding due to the difficulty to create value for such an experienced and knowledgeable audience, I quickly came to appreciate the importance of helping others learn. Even before the beginning of my PhD, I hoped teaching could become an important pillar of my professional life.


My teaching philosophy in class highlights learning and continuous interaction while committing to students' inclusiveness and diversity. I trust the importance to cultivate practical skills while fostering theoretical knowledge, critical thinking and moral awareness that will help my students improve in their corporate as well as personal lives. I reach these teaching objectives by conflating a number of different techniques that bring the material to life for the students. These include cases, discussions about how students are currently using the material, end-of-term reflection pieces and simulations, in addition to traditional exams and quizzes.

I particularly enjoy customizing education material for the students, ensuring it aligns with the latest trends in research and practice. For instance, I developed in 2015 a simulation activity that involves a real time negotiation among different groups of students. This mirrors the work of international buyers, local apparel executives and non-governmental organizations in emerging markets. This activity, which requires about one hour to be conducted and debriefed, received extremely positive comments and feedbacks by most of the students (EMBA, Master and Bachelor students) who played it.


Likewise, I also believe in the importance to give time to students. For instance, during the Executive MBA course in at Stockholm School of Economics I have developed a specific feedback-based system of evaluation, which gives value to critical reflection. Although it required much time to complete, this system and my work in managing the reflections were key to improve the course evaluation.


These are the teaching evaluations I have collected as a director of the 30-hours full time MBA course in sustainable supply chain management and the 30-hours PhD course in corporate social responsibility and sustainability management (qualitative methods) at Sasin School of Management.

March 2021-April 2021. Sasin full time MBA program (third year students focused on finance). Number of students: 40. Teaching Evaluation (N=20/40):

1) I have learned something that I consider valuable (Evaluation: 3.95/5),

2) Instructor held my attention during class (Evaluation: 3.85/5),

3) Instructor's explanation were clear (Evaluation: 3.94/5),

4) Course materials were well prepared and organized (Evaluation: 4.15/5)

August 2020-September 2020. Sasin PhD program (third year students focused on finance). Number of students: 4. Teaching Evaluation (N=4/4):

1) I have learned something that I consider valuable (Evaluation: 3.75/5),

2) Instructor held my attention during class (Evaluation: 4.5/5),

3) Instructor's explanation were clear (Evaluation: 4.5/5),

4) Course materials were well prepared and organized (Evaluation: 4.25/5)

These are the teaching evaluations I have collected during my PhD program:


January 2018 – June 2019. SSE EMBA Program. Course in corporate social responsibility and sustainability management. Number of students: 48. Enrico Fontana's teaching evaluation: 8.18/10 (N=38/48).

Course director's teaching evaluation for this course: 7.63/10 (N=38/48)

Guest lecturers' teaching evaluation for this course: 7.92/10 (N=38/48)


January 2017 – June 2018. SSE EMBA Program. Course in corporate social responsibility and sustainability management. Number of students: 47. Enrico Fontana's teaching evaluation: 6.8/10 (N=41/47)

Course director's teaching evaluation for this course: 7.33/10 (N=41/47)

Guest lecturers' teaching evaluation for this course: N.A (N=41/47)


January 2016 – June 2017. SSE EMBA Program. Course in corporate social responsibility and sustainability management. Number of students: 47. Enrico Fontana's teaching evaluation: 6.1/10 (N=39/47)

Course director's teaching evaluation for this course: 7.05/10 (N=39/47)

Guest lecturer's teaching evaluation for this course: 4.87/10 (N=39/47)


October 4th, 2018. SSE Retail Management guest lecture.

Enrico Fontana: Learning 5.7/7 (N=43) – Interest 6.1/7 (N=43) – Contact 6.4/7 (N=20)– Total 6/7 (N=43)

All teachers in this course: Learning 5.7/7 (N=168) – Interest 5.9/7 (N=168) – Contact 6.2/7 (N=82) – Total 5.8/7 (N=168)

All SSE teachers this term: Learning 5.5/7 (N=4177) – Interest 5.5/7 (N=4144) – Contact 6/7 (N=2567)– Total 5.5/7 (N=4213)



Apart from the teaching evaluations, I would be happy to provide all students’ comments of the above courses upon request.