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60 BizEd JULY | AUGUST 2015 ideas in action ONE WAY BUSINESS schools expose stu- dents to the real world is by bringing in executives-in-residence (EIRs) to share their knowledge and experience. But how can deans make sure they deploy these EIRs to their greatest eect? That was a serious question for Susan Gilbert, dean of the Stetson School of Business and Eco- nomics at Mercer University in Macon, Georgia, who recently engaged her first EIR. Luckily, Ed Baker, publisher of the Atlanta Business Chronicle, was a "very enthusiastic guinea pig!" she says. After her first year of working with him, she had this advice to oer to any dean thinking about bringing an executive on board: Set a schedule. "Develop a calen- dar of minimal availability of the EIR throughout the academic year, to plan how his or her on-campus time will be used," says Gilbert. "Conservatively, I would say that at least one-third of Bak- er's time was reserved for me so I could test ideas, get feedback, and talk about the big picture." Take advantage of the EIR's connec- tions. Baker introduced Gilbert to his friends who were leaders in the business community, which launched many new relationships on a positive note. He also helped Gilbert develop more targeted fundraising opportunities because he could keep her informed about each individual's passions and "what each person would be willing to do for the school," she says. Executive on Board BEAUTY AND THE B-SCHOOL An executive in residence can share professional contacts and real-world expe- riences with students and faculty, but what does an artist in residence bring to a business school? At the University of Wisconsin-Madison's School of Business, artist in residence Diane Ragsdale is teaching students to appreciate beauty. Her course, "Approaching Beauty," is designed to help students develop an aesthetic sensibility that will inform their decision-making processes, inspire innovation, promote leadership skills, and encourage a sense of corporate responsibility. To develop the class, Ragsdale reviewed a growing body of research ex- amining the links between aesthetics, leadership, and business management. Ragsdale is particularly interested in the strand of scholarship that suggests a relationship between cultivating an aesthetic sensibility and becoming a more responsible, courageous, and visionary leader. Says Ragsdale, "The most compelling justification I found for a class in beau- ty is that it develops leaders with moral imagination—leaders with the vision to imagine beautiful solutions to local and global problems, as well as the courage and moral character to do the right thing for its own sake." Ragsdale is the first artist in residence at the business school's Bolz Center for Arts Administration, a knowledge center that supports the Wisconsin MBA program in arts administration. While open to MBA students, the course was o›ered to un- dergraduate business students. It combines discussions on the nature and function of beauty in today's society; curated and self-directed aesthetic experiences in art, nature, and everyday life; and the documentation of these experiences in a portfolio. Make the EIR accessible to students. Early on, Baker participated in a "lunch and learn" event with full-time stu- dents to determine if they were ready to meet with future employers—and re- alized that they weren't. So he assigned them additional homework designed to make them more career-ready. He also promised that, if students put in the extra work, he would hold 30-minute meetings with each of them and give them access to his business network. When one student mentioned that his dream job was to work for First Data Corporation or the Federal Reserve Bank of Atlanta, Baker arranged for the student to meet the CEOs of both organizations. Ask the EIR to teach a course. Baker also developed a semesterlong class called "Life Skills for the Real World," in which students enrolled in record num- bers for an elective. Gilbert notes that it's important for the dean to help the executive craft a course that will meet student expectations, and she recom- mends sharing guidance that would be provided to any new teaching faculty. Turn the EIR into a faculty resource. Gilbert invited Baker to attend a faculty meeting where professors outlined their needs for guest speakers in their classes. "In every case, he followed up with a lead," she says. Get the EIR involved in other as- pects of the school. "Find out what your executive is excited about—wheth- er it's joint research, a new course, a degree program, a certificate program, an event—and include him in those long-term plans," says Gilbert. "This is a surefire way to surround yourself with good people." Convert the EIR to a passionate advocate. Says Gilbert, "The increased awareness of your programs will be worth any stipend you may pay. Al- though many EIRs refuse pay or donate back to the school, the maximum I have oered is roughly one-tenth the salary of a full-time faculty member."