phd in stanford business school

GSB-PHD - Business Administration (PhD)

Program overview.

The mission of the Stanford Graduate School of Business is to create ideas that deepen and advance the understanding of management and, through these ideas, develop innovative, principled, and insightful leaders who change the world.

For detailed information on programs, curricula, and faculty, see the  School’s  website .

Free Form Requisites

The Doctor of Philosophy (PhD) degree program is designed to develop outstanding scholars for careers in research and teaching in various fields of study associated with business education. Students focus on one of seven discrete areas of study, including accounting, economic analysis and policy, finance, marketing, operations information and technology, organizational behavior, and political economy.

For detailed information on programs, curricula, and faculty, see the  School's website .

Stanford University Full-Time MBA Program

Graduate School (Business) • Stanford, CA •  

Graduate School (Business) • Stanford, CA

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Stanford University Business School Overview

The Graduate School of Business at Stanford University offers these departments and concentrations: accounting, business analytics, e-commerce, economics, entrepreneurship, ethics, finance, general management, health care administration, human resources management, insurance, international business, leadership, manufacturing and technology management, marketing, management information systems, not-for-profit management, production/operations management, project management, organizational behavior, portfolio management, public administration, public policy, real estate, sports business, supply chain management/logistics, quantitative analysis/statistics and operations research, tax, technology, and transportation. Its tuition is full-time: $79,860 per year. At graduation, 60.90 percent of graduates of the full-time program are employed.

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At-a-Glance

School Type

Enrollment (ALL Programs)

Programs Offered:

Full-time MBA, Specialty Masters

Stanford University 2024 Rankings

Overall Score

Full-time graduates employed at graduation (2 year average)

Full time graduates employed three months after graduation (2 year average)

MBA Program Rankings

• # 1 in Best Business Schools  (tie)

Business School Specialty Rankings

• # 7 in Accounting
• # 2 in Entrepreneurship
• # 5 in Finance
• # 3 in Management
• # 4 in Marketing  (tie)
• # 3 in Nonprofit
• # 5 in Production / Operations
• # 10 in Supply Chain / Logistics  (tie)

Application fee

Test-optional admissions

Stanford University Admissions

Applicants :

(full-time)

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Full-Time MBA Cost

Tuition & Fees (In-State/Out-of-State)

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Stanford University Cost

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Student Population

Graduate Enrollment

Total Enrollment

Full-Time Degree-Seeking Students

Stanford University Student Body

Gender distribution :

Minority Enrollment

International

Two or more races

American Indian

Pacific Islander

Not Specified is not included in this breakdown due to an enrollment of 0%.

Department Concentrations

• accounting business analytics
• e-commerce economics
• entrepreneurship ethics
• finance general management
• health care administration human resources management
• insurance international business
• leadership manufacturing and technology management
• marketing management information systems
• not-for-profit management production/operations management
• project management organizational behavior
• portfolio management public administration
• public policy real estate
• sports business supply chain management/logistics
• quantitative analysis/statistics and operations research tax
• technology transportation

AND 21 MORE

Stanford University Academics

Career & salary.

Base Salary By Occupation

# REPORTING JOBS

AVERAGE BASE SALARY

Number reporting operations/production jobs

Number reporting general management jobs

Number reporting finance/accounting jobs

Number reporting management information systems (MIS) jobs

Number reporting consulting jobs

Number reporting human resources jobs

Number reporting having jobs in other areas

Stanford University Career and Salary

Specialty master's admissions.

Test-optional admissions (Specialty)

Specialty Master's Students

Minority Students

International Students

Stanford University Student

Business School details based on 2023 data.

The MBA Career Services & Employer Alliance's Standards for Reporting Full-time MBA Employment Statistics are the globally accepted platform by which business schools capture, analyze and distribute employment data in order to ensure accurate and comparable information is provided to internal and external stakeholders. The Standards Compliance Review Program is an optional opportunity for schools to have their employment data reviewed by an external firm to ensure it complies with the Standards. Schools that make their employment data eligible for a review are providing an external acknowledgement that their data is collected using the Standards, and is accurate and comparable with other schools.

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Stanford Graduate School of Business

Main navigation.

The  Stanford Graduate School of Business (GSB) , established in 1925, offers the two-year MBA program with about 825 students (about 400 per intake); a one-year, mid-career MS in management program with 91 students; the PhD program with about 130 students in residence (about 30 per intake); the six-week residential Stanford Executive Program for senior executives; some 60 Executive Education courses; Stanford Ignite, a part-time program in innovation and entrepreneurship; and joint MBA degrees with law, electrical engineering, computer science, environment and resources, public policy and education. There are about 32,000 GSB alumni worldwide. The 124 faculty members include three Nobel laureates and five recipients of the John Bates Clark medal .

Students applying to the MBA or PhD programs at the Graduate School of Business are eligible to apply to Knight-Hennessy Scholars. The Round 1 application deadline for the MBA Program is typically in September. The deadline for PhD applications is typically early December.

Maya DiRado Andrews

Eugene Awori

Azizjon Azimi

Misha Baitemirova

Carolyn Bruckmann

Cyrus Buckman

Courtney Burton

Robert Chun

Matthew Colford

Jordan Conger

Mateus Costa

Lydia Deneen

Max Denning

Tessa Denning

Drew Edwards

Sebastián Espinoza

Amelia Faraco-Hadlock

Joey Feffer

Madison Freeman

Khalil Fuller

Devyn Greenberg

Nikhil Gupta

Radwa Hamed

Andrew Leon Hanna

Amira Hannon

Taylor Harris

Erez Hochdorf

Mohamed Hussein

Winston Huynh

Suhani Jalota

PhD Program

Main navigation.

The PhD degree in MS&E is intended for students primarily interested in a career of research and teaching, or high-level technical work in universities, industry, or government.

The PhD is conferred upon candidates who have demonstrated substantial scholarship and the ability to conduct independent research. Through course work and guided research, the program prepares students to make original contributions in Management Science and Engineering and related fields.

Doctoral Programs

Program overview Curriculum Admission

Program overview

Student Stories

“I became interested in the intersection between behavioral economics and energy policy, inspiring many of the projects I have undertaken during my time at Stanford.”

 - Melanie Craxton, graduating PhD candidate  

Career Placement

PhD graduates from MS&E have taken positions with a wide range of organizations that include high-tech businesses, government agencies, nonprofits, and academic institutions.

Click below to see where graduates have found employment.

Welcome to Graduate Admissions

Learn about university-wide admission requirements and processes for MA, MS, PhD, and other non-professional graduate programs.

Your Starting Point for Graduate Study at Stanford

Browse this website to learn about university-wide requirements and processes for admission to MA, MS, PhD, and other non-professional graduate programs in the following Stanford schools:

Graduate School of Education | School of Engineering | School of Humanities & Sciences | School of Medicine | Doerr School of Sustainability

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Applying to a Professional School?

The professional schools have separate admissions offices and applications. Visit their websites below for information about applying to their graduate programs.

• Graduate School of Business: MBA | MSx | PhD
• School of Law: JD | Advanced Degrees
• School of Medicine: MD | MS in Physician Assistant Studies

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• Graduate School of Business

Showing 1-100 of 178 Results

Matthew Abrahams

Bio Matt Abrahams is a passionate, collaborative and innovative educator and coach. He has published research articles on cognitive planning, persuasion, and interpersonal communication. Matt recently published the second edition of his book Speaking Up Without Freaking Out, a book written to help the millions of people who suffer from anxiety around speaking in public. Additionally, Matt developed a software package that provides instant, proscriptive feedback to presenters. Prior to teaching, Matt held senior leadership positions in several leading software companies, where he created and ran global training and development organizations. Matt is also Co-Founder and Principal at Bold Echo Communications Solutions, a presentation and communication skills company based in Silicon Valley that helps people improve their presentation skills. Matt has worked with executives to help prepare and present keynote addresses and IPO road shows, conduct media interviews, and deliver TED talks. He is currently a member of the Management Communication Association (where he received a “Rising Star” award) as well as the National and Western States Communication Associations. Matt received his undergraduate degree in psychology from Stanford and his graduate degree in communication studies from UC Davis.

• Contact Info Mail Code: 2078 [email protected]
• Web page: http://www.boldecho.com

Avidit Acharya

Professor of political science, by courtesy, of political economics at the graduate school of business and senior fellow, by courtesy, at the hoover institution.

Bio Avi Acharya is a professor of political science at Stanford University; a professor, by courtesy, of political economy at the Stanford Graduate School of Business; and senior fellow, by courtesy, at the Hoover Institution. He works in the fields of political economy and formal political theory. His first book, Deep Roots: How Slavery Still Shapes Southern Politics (Princeton University Press, 2018), received the William H. Riker Award for the best book in political economy in 2019. His second book, The Cartel System of States: An Economic Theory of International Politics (Oxford University Press, 2023), provides a new understanding of the territorial state system as it developed through time and exists today. His papers have been published in both economics and political science journals and have received awards such as the Elinor Ostrom best paper award, the Gosnell Prize in political methodology, and the Joseph Bernd best paper award. He is an editor at the journal Social Choice and Welfare and an advisory editor at Games and Economic Behavior. He earned a PhD in political economy from Princeton University in 2012 and a BA in economics and mathematics from Yale University in 2006. Before joining the Stanford faculty, he taught in the economics and political science departments of the University of Rochester.

• Contact Info Mail Code: 6044 [email protected]
• Other Names: Avi Acharya

Assistant Professor of Marketing at the Graduate School of Business

• Contact Info Mail Code: 4800 [email protected]

Mohammad Akbarpour

Associate professor of economics at the graduate school of business and, by courtesy, of economics.

• Contact Info Mail Code: 4800 [email protected]

Claudia Allende Santa Cruz

Assistant professor of economics at the graduate school of business and center fellow at the stanford institute for economic policy research.

• Contact Info Mail Code: 4800 [email protected]

Burton Alper

Bio Burt has dedicated his entire career to making exceptional communication a competitive advantage. He helps leaders articulate their ideas more effectively through improved content development, storytelling, and presentation techniques. He serves as a Lecturer and Presentation Coach at Stanford’s Graduate School of Business. There, he helps students on all forms of communication ranging from business writing to oral presentations. As part of Stanford’s IGNITE faculty, Burt works with entrepreneurs in India and China to help them deliver compelling investor pitch presentations. He has worked with senior leaders in Stanford’s Athletic Department and several distinguished faculty members at Stanford’s School of Medicine. Burt also consults with entrepreneurs, executives and corporate teams outside of Stanford who are preparing for high-stakes and high-profile presentations. His coaching ranges from initial content strategy through delivery coaching and anxiety management. Prior to his work in the presentation coaching arena, Burt spent 12 years at Catchword Branding, a firm he co-founded in 1998. During his tenure there, he served as the head of strategy and business development.

• Contact Info Mail Code: 4800 [email protected]

Coley Andrews

Bio Coley Andrews is the Managing Member and co-founder of Pacific Lake Partners, a firm focused exclusively on the Search Fund model. Since co-founding Pacific Lake in 2009 with Search Fund pioneer Jim Southern, Coley has worked with over 200 search funds worldwide. Coley is responsible for leading Pacific Lake’s growth to support the firm’s mission, which is to empower entrepreneurial CEO’s with resources and capital to buy and build extraordinary businesses. Pacific Lake has a team of 24 talented individuals, including successful former search fund CEOs, working full-time to support entrepreneurs. Coley is a current or former board member of multiple search fund companies including Morningside Translations, FieldEdge, Ethos Risk Services, Intellitriage, Flint Group, Datacor, and Circle Surrogacy. Coley also is a current or former board observer at Vector Disease Control, Raptor Technologies, and Arizona College of Nursing. Coley is a Lecturer at Stanford Graduate School of Business where he teaches two classes focused on managing growing enterprises as a young entrepreneurial leader. Prior to forming Pacific Lake, Coley worked for Golden Gate Capital, a private equity firm in San Francisco, and in management consulting for The Parthenon Group. Coley graduated from Dartmouth College and has an MBA from Stanford’s Graduate School of Business. Coley lives with his family outside of Boston, MA.

• Contact Info Mail Code: 4800 [email protected]

Christopher Stephen Armstrong

Joan e. horngren professor of accounting.

• 655 KNIGHT WAY
• STANFORD, California 94305

Adi Aron-Gilat

• Contact Info Mail Code: 4800

Susan Athey

Economics of technology professor, senior fellow at the stanford institute for economic policy research and professor, by courtesy, of economics.

• (650) 725-1813 (office)
• Web page: http://athey.people.stanford.edu/

Jonathan Atwell

Assistant professor of organizational behavior at the graduate school of business.

• 521 MEMORIAL WAY

Ms Naomi Joanne Bagdonas

• Contact Info Mail Code: 4800 [email protected]

William Barnett

Thomas m. siebel professor of business leadership, professor at the stanford doerr school of sustainability and senior fellow at the woods institute for the environment.

Current Research and Scholarly Interests Barnett studies how organizations are responding to the challenge of environmental sustainability. He is now establishing research sites around the world, investigating a number of areas where organizational adaptation is key, including: the proliferation of climate tech start ups, issues around environmental justice, the challenge of climate migration, and the urgent need to preserve the world's rainforests.

• 655 Knight Way, room W238
• Stanford, California 94305-7298
• Web page: http://www.gsb.stanford.edu/faculty-research/faculty/william-barnett

Robert P Bartlett

William a. franke professor of law and business, senior fellow at the stanford institute for economic policy research and professor, by courtesy, of finance at the graduate school of business.

• Contact Info Mail Code: 8610 [email protected]

Mohsen Bayati

Carl and marilynn thoma professor in the graduate school of business and professor, by courtesy, of electrical engineering.

Current Research and Scholarly Interests 1) Healthcare management: I am interested in improving healthcare delivery using data-driven modeling and decision-making. 2) Network models and message-passing algorithms: I work on graphical modeling ideas motivated from statistical physics and their applications in statistical inference. 3) Personalized decision-making: I work on machine learning and statistical challenges of personalized decision-making. The problems that I have worked on are primarily motivated by healthcare applications.

• Faculty East Building E363
• Knight Management Center
• 655 Knight Way
• Stanford, California 94305
• (650) 725-2285 (office)
• Web page: http://web.stanford.edu/~bayati

Juliane Maria Begenau

Associate professor of finance at the graduate school of business.

• Contact Info Mail Code: 4800 [email protected]

Jonathan Bendor

Walter and elise haas professor in the graduate school of business and professor, by courtesy, of political science.

• Littlefield 351
• Stanford, California 94305-5015
• (650) 723-4480 (office)

Eric Bettinger

Conley deangelis family professor, professor of education, senior fellow at the hoover institution and at the stanford institute for economic policy research and professor, by courtesy, of economics at the graduate school of business.

Current Research and Scholarly Interests Eric's research interests include economics of education; student success and completion in college; the impacts of online education; the impacts of financial aid; teacher characteristics and student success in college; effects of voucher programs on both academic and non-academic outcomes. His research focuses on using rigorous statistical methods in identifying cause-and-effect relationships in higher education.

• Contact Info Mail Code: 6010-M [email protected]

Konstantinos Bimpikis

Professor of operations, information and technology at the graduate school of business.

Michael Blank

Visiting assistant professor, graduate school of business.

• Contact Info [email protected]

Nicholas Bloom

William d. eberle professor of economics, senior fellow at the stanford institute for economic policy research and professor, by courtesy, of economics at the graduate school of business.

• 579 Serra Mall
• (650) 725-7836 (office)
• Other Names: Nick Bloom

Scott Brady

Bio Scott Brady is a founding partner at Innovation Endeavors, an early stage venture capital firm with offices in Palo Alto and New York City,. Previously Scott was a serial entrepreneur and co-founded three publicly traded tech companies. In his role as an investor, Scott looks to partner with entrepreneurs who are tackling technically difficult challenges that are capital intensive and truly transformative. These companies leverage a proliferation of data and new computation and automation tools to run more experiments; learn and iterate faster, better, and cheaper; and speed up the growth cycle. Scott has led Innovation Endeavors investments in multiple Stanford Graduate School of Business-founded companies, including Plenty, which is driving the evolution of the $3 trillion agriculture industry with indoor, vertical farms that are powered by machine learning, data science, and automation; Clear Metal, which is leveraging AI and machine learning to clean up disorganized, dirty data in the supply chain, making it easier to predict problems and manage complexity; and Citrine, which uses AI and massive data sets to accelerate materials discovery and product development. Prior to joining Innovation Endeavors, Scott was the chief executive officer of Slice, where he was also a co-founder and board member. Prior to working at Slice, he was co- founder and chief executive officer of FiberTower, co-founder and chief technology officer of Clarus Corp., and co-founder and chief technology officer of SQLFinancials. Scott is also a lecturer in management at Stanford GSB, where he teaches about management and new venture formation. Additionally, he serves on the school’s Advisory Council and is chairman of the advisory board for its MSx Program. Scott earned his master’s in management from Stanford GSB and a bachelor’s in finance, with high honors, from the University of Florida. Scott holds multiple software and technology patents.

• Contact Info Mail Code: 4800 [email protected]

Thomas Anthony Brenninkmeijer

• Contact Info Mail Code: 4810

Erik Brynjolfsson

Jerry yang and akiko yamazaki professor, senior fellow at stanford institute for human-centered artificial intelligence, at siepr & professor, by courtesy, of economics & of operations, information & technology & of economics at the gsb.

Bio Erik Brynjolfsson is the Jerry Yang and Akiko Yamazaki Professor and Director of the Stanford Digital Economy Lab at HAI. He is also the Ralph Landau Senior Fellow at SIEPR, and a Professor, by courtesy, at the Stanford Graduate School of Business and at the Department of Economics. Prof. Brynjolfsson is a Research Associate at the National Bureau of Economic Research and co-author of six books, including The Second Machine Age. His research, teaching and speaking focus on the effects of digital technologies, including AI, on the economy and business.

• Contact Info
• Web page: http://brynjolfsson.com

Gregory Edward Buchak

Associate professor of finance at the graduate school of business and center fellow at the stanford institute for economic policy research.

• Contact Info Mail Code: 4800 [email protected]

Jeremy Bulow

Richard stepp professor in the graduate school of business, senior fellow at the stanford institute for economic policy research and professor, by courtesy, of economics.

• Knight Management Center Rm. E 354
• (650) 723-2160 (office)
• Web page: http://faculty-gsb.stanford.edu/bulow/

Steven Callander

Herbert hoover professor of public and private management, senior fellow at the stanford institute for economic policy research and professor, by courtesy, of economics and of political science.

• Stanford - Graduate School of Business
• Faculty East Building E228
• Other Names: Steve Callander

Modibo Khane Camara

Assistant professor of economics in the graduate school of business.

Bio I'm a microeconomic theorist who does work at the intersection of economics and computer science. As of writing, I am finishing my PhD in Economics at Northwestern. In July 2022, I will be a Saieh Family Fellow at the University of Chicago's Becker-Friedman Institute. In July 2023, I will be an Assistant Professor of Economics at the Stanford Graduate School of Business.

• Contact Info Mail Code: 4800 [email protected]

Dikla Carmel-Hurwitz

• 655 Knight Way, Stanford, CA

Glenn Carroll

Adams distinguished professor of management and professor, by courtesy, of sociology.

• (650) 736-1152 (office)
• Web page: https://gsbapps.stanford.edu/facultyprofiles/biomain.asp?id=11395379

Katherine Casey

Professor of political economy at the graduate school of business and senior fellow at the stanford institute for economic policy research.

• Contact Info Mail Code: 4800 [email protected]

Leslie Chin

• Contact Info Mail Code: 3096

Jung Ho Choi

Assistant professor of accounting at the graduate school of business.

• Stanford University
• (650) 721-8434 (office)

Stephen Ciesinski

Julien Alexandre Romain Clement

• Contact Info Mail Code: 4800 [email protected]

John Cochrane

Senior fellow at the stanford institute for economic policy research and rose-marie and jack r. anderson senior fellow at the hoover institution and professor, by courtesy, of economics and of finance at the graduate school of business.

• Contact Info Mail Code: 6015 [email protected]
• Web page: http://faculty.chicagobooth.edu/john.cochrane/

Geoffrey Cohen

James g. march professor of organizational studies in education and business, professor of psychology and, by courtesy, of organizational behavior at the graduate school of business.

Current Research and Scholarly Interests Much of my research examines processes related to identity maintenance and their implications for social problems. One primary aim of my research is the development of theory-driven, rigorously tested intervention strategies that further our understanding of the processes underpinning social problems and that offer solutions to alleviate them. Two key questions lie at the core of my research: “Given that a problem exists, what are its underlying processes?” And, “Once identified, how can these processes be overcome?” One reason for this interest in intervention is my belief that a useful way to understand psychological processes and social systems is to try to change them. We also are interested in how and when seemingly brief interventions, attuned to underlying psychological processes, produce large and long-lasting psychological and behavioral change. The methods that my lab uses include laboratory experiments, longitudinal studies, content analyses, and randomized field experiments. One specific area of research addresses the effects of group identity on achievement, with a focus on under-performance and racial and gender achievement gaps. Additional research programs address hiring discrimination, the psychology of closed-mindedness and inter-group conflict, and psychological processes underlying anti-social and health-risk behavior.

• Contact Info Mail Code: 3096 [email protected]

Antonio Coppola

Assistant professor of finance at the graduate school of business and center fellow at the stanford institute for economic policy research.

• Contact Info Mail Code: 6072 [email protected]

Andrea Corney

• Zambrano Hall, Z305
• Web page: http://web.stanford.edu/people/acorney

Stuart John Coulson

• Web page: http://www.linkedin.com/in/stuartc

Stephen Davis

Bio Steve Davis currently serves as a Senior Advisor with McKinsey & Company, as an Executive Advisor at the Bill & Melinda Gates Foundation, as a Stanford Graduate School of Business Lecturer and Global Health Faculty Fellow, and as a member of the Council on Foreign Relations. Steve has deep experience, including on numerous boards and advisory groups, focused on the intersection of business, innovation, and social impact. He currently serves as co-chair of the G7 Triple I Initiative to increase impact investment in global health and as chair of the Advisory Board of the Brookings/CSIS initiative on Advancing US-China Collaboration. He recently served as most recently served as co-chair of the World Health Organization’s Digital Health Technical Advisory Group, and as a Distinguished Fellow for the World Economic Forum. Steve is the former President & CEO of PATH, a leading global health innovation organization; former Director of Social Innovation at McKinsey; former CEO of Corbis, a digital media pioneer; and as an attorney with K&L Gates. With degrees from Princeton University, University of Washington, and Columbia Law School, Steve is the author of Undercurrents: Channeling Outrage to Spark Practical Activism (Wiley 2020) and speaks and writes frequently on topics related to social innovation and digital health. He lives with his family in Seattle, Washington.

• Contact Info Mail Code: 4800 [email protected]
• Other Names: Steve Davis

Professor of Accounting at the Graduate School of Business

Joseph M. DeSimone

Sanjiv sam gambhir professor of translational medicine, professor of chemical engineering and, by courtesy, of chemistry, of materials science and engineering, and of operations, information and technology at the graduate school of business.

Bio Joseph M. DeSimone is the Sanjiv Sam Gambhir Professor of Translational Medicine and Chemical Engineering at Stanford University. He holds appointments in the Departments of Radiology and Chemical Engineering with courtesy appointments in the Department of Chemistry and in Stanford’s Graduate School of Business. The DeSimone laboratory's research efforts are focused on developing innovative, interdisciplinary solutions to complex problems centered around advanced polymer 3D fabrication methods. In Chemical Engineering and Materials Science, the lab is pursuing new capabilities in digital 3D printing, as well as the synthesis of new polymers for use in advanced additive technologies. In Translational Medicine, research is focused on exploiting 3D digital fabrication tools to engineer new vaccine platforms, enhanced drug delivery approaches, and improved medical devices for numerous conditions, with a current major focus in pediatrics. Complementing these research areas, the DeSimone group has a third focus in Entrepreneurship, Digital Transformation, and Manufacturing. Before joining Stanford in 2020, DeSimone was a professor of chemistry at the University of North Carolina at Chapel Hill and of chemical engineering at North Carolina State University. He is also Co-founder, Board Chair, and former CEO (2014 - 2019) of the additive manufacturing company, Carbon. DeSimone is responsible for numerous breakthroughs in his career in areas including green chemistry, medical devices, nanomedicine, and 3D printing. He has published over 350 scientific articles and is a named inventor on over 200 issued patents. Additionally, he has mentored 80 students through Ph.D. completion in his career, half of whom are women and members of underrepresented groups in STEM. In 2016 DeSimone was recognized by President Barack Obama with the National Medal of Technology and Innovation, the highest U.S. honor for achievement and leadership in advancing technological progress. He has received numerous other major awards in his career, including the U.S. Presidential Green Chemistry Challenge Award (1997); the American Chemical Society Award for Creative Invention (2005); the Lemelson-MIT Prize (2008); the NIH Director’s Pioneer Award (2009); the AAAS Mentor Award (2010); the Heinz Award for Technology, the Economy and Employment (2017); the Wilhelm Exner Medal (2019); the EY Entrepreneur of the Year Award (2019 U.S. Overall National Winner); and the Harvey Prize in Science and Technology (2020). He is one of only 25 individuals elected to all three branches of the U.S. National Academies (Sciences, Medicine, Engineering). DeSimone received his B.S. in Chemistry in 1986 from Ursinus College and his Ph.D. in Chemistry in 1990 from Virginia Tech.

• Contact Info Mail Code: 5105 [email protected]

Mitesh Dhruv

• Contact Info Mail Code: 4800 [email protected]

Rebecca Diamond

Class of 1988 professor, professor of economics at the graduate school of business, senior fellow at the stanford institute for economic policy research and professor, by courtesy, of economics.

• Contact Info Mail Code: 4935 [email protected]

Connor Lawrence Diemand-Yauman

• Contact Info Mail Code: 4800 [email protected]
• Other Names: Connor Diemand-Yauman

• Contact Info Mail Code: 4800 [email protected]

Collins P. Dobbs

• (770) 519-5900 (office)

Norris Augustus Dodson IV

• Contact Info Mail Code: 4800 [email protected]

David Dodson

• Contact Info Mail Code: 4800 [email protected]

Kwabena Donkor

Assistant professor of marketing at the graduate school of business and center fellow at the stanford institute for economic policy research.

• Contact Info Mail Code: 5015 [email protected]

Adams Distinguished Professor of Management, Senior Fellow at the Stanford Institute for Economic Policy Research, by courtesy, at the Hoover Institution and Professor, by courtesy, of Economics

• Knight Center E370
• (650) 723-1976 (office)
• Other Names: James Darrell Duffie Darrell Duffie J.D. Duffie

Jennifer Dulski

• Contact Info Mail Code: 4800 [email protected]

Jennifer Eberhardt

Morris m. doyle centennial professor of public policy, william r. kimball professor at the graduate school of business, professor of psychology and by courtesy, of law.

Current Research and Scholarly Interests My research is on race and inequality. I am especially interested in examining race and inequality in the criminal justice context. My most recent research focuses on how the association of African Americans with crime might matter at different points in the criminal justice system and how this association can affect us in surprising ways.

• Stanford, California 94305-2130

Yossi Feinberg

The adams distinguished professor of management.

• Faculty Building E309
• (650) 725-0331 (office)

Octavia Foarta

Assistant professor of political economy at the graduate school of business.

• Contact Info Mail Code: 4800 [email protected]
• Other Names: Octavia Daniela Foarta

Ricki Frankel

• Contact Info Mail Code: 4820 [email protected]

Michele Gelfand

John h. scully professor of international business studies and professor, by courtesy, of psychology.

Bio Michele Gelfand is the John H. Scully Professor of Cross-Cultural Management and Professor of Organizational Behavior at the Stanford Graduate School of Business School and Professor of Psychology by Courtesy. She was formerly a Distinguished University Professor of Psychology at the University of Maryland, College Park. Gelfand uses field, experimental, computational and neuroscience methods to understand the evolution of culture and its multilevel consequences. Her work has been published in outlets such as Science, the Proceedings of the National Academy of Sciences, Psychological Science, Nature Human behavior, the Journal of Personality and Social Psychology, Journal of Applied Psychology, Academy of Management Journal, among others. Gelfand is the founding co-editor of the Advances in Culture and Psychology series (Oxford University Press). Her book Rule Makers, Rule Breakers: How Tight and Loose Cultures Wire the World was published by Scribner in 2018. She is the Past President of the International Association for Conflict Management and co-founder of the Society for the Study of Cultural Evolution. She received the 2016 Diener award from SPSP, the 2017 Outstanding International Psychologist Award from the American Psychological Association, the 2019 Outstanding Cultural Psychology Award from the Society for Personality and Social Psychology, the 2020 Rubin Theory-to-Practice award from the International Association of Conflict Management, the 2021 Contributions to Society award from the Organizational Behavior Division of the Academy of Management, and the Annaliese Research Award from the Humboldt Foundation. Gelfand was elected to the American Academy of Arts and Sciences in 2019 and the National Academy of Sciences in 2021.

• Contact Info Mail Code: 4800 [email protected]

Brandon Gipper

Associate professor of accounting at the graduate school of business.

• Contact Info Mail Code: 4800 [email protected]

Amir Goldberg

Associate professor of organizational behavior at the graduate school of business and, by courtesy, of sociology.

Samuel Goldberg

Bio I am currently a Postdoctoral Fellow at the Stanford Institute for Economic Policy. In the Fall of 2023, I will be joining Stanford Graduate School of Business as an Assistant Professor of Marketing. I work mostly on topics in industrial organization and quantitative marketing with a particular interest on the role of privacy and monitoring technologies in markets. I hold a PhD from Kellogg School of Management at Northwestern University and undergraduate degrees in Economics and Physics from Brandeis University.

• Contact Info Mail Code: 6072 [email protected]

Joseph Maxwell Golden

• Contact Info Mail Code: 4800 [email protected]

Douglas Richard Guilbeault

• Contact Info [email protected]

Yonatan Gur

Associate professor of operations, information and technology at the graduate school of business.

Bio I am an Associate Professor of Operations, Information, and Technology at Stanford Graduate School of Business. I received my PhD in Decision, Risk, and Operations from Columbia Business School. I hold a B.Sc. degree from the School of Physics and Astronomy and an M.Sc. from the School of Mathematical Sciences, Tel Aviv University. My research addresses dynamic optimization in uncertain environments with applications in platform and market analytics. My work aims to elucidate salient features in the design and analysis of content platforms, including media sites, ad platforms, and discussion boards, through adapting and synergizing ideas from the operations research and machine learning disciplines together with empirical data analysis. My research has been recognized by several awards, including Informs Lanchester Prize.

• Contact Info Mail Code: 4800 [email protected]
• Other Names: Yoni Gur

William Guttentag

• Contact Info Mail Code: 4800 [email protected]

Andrew Hall

Davies family professor, professor of political science, senior fellow at the stanford institute for economic policy research, and by courtesy, at the hoover institution.

Bio Andrew Hall is a Professor of Political Economy at the Graduate School of Business and a Professor of Political Science. He is the co-director of the Democracy & Polarization Lab and a Senior Fellow at the Stanford Institute for Economic Policy Research. Hall combines large-scale quantitative datasets with tools from economics, statistics, and machine learning to understand how to design democratic systems of governance, with a focus on American elections and legislatures as well as the governance of online communities.

• Contact Info Mail Code: 4800 [email protected]

Michael Hannan

Stratacom professor in management, emeritus.

Bio Michael Hannan is the Stratacom Professor of Management Emeritus in the Graduate School of Business and Professor of Sociology Emeritus in the School of Humanities and Sciences. He is also Professor of Organisation Theory, Durham University Business School. He received his PhD in sociology from the University of North Carolina, Chapel Hill in 1970. He came to Stanford as Assistant Professor of Sociology in 1969, moved to Cornell in 1984 where he was the Scarborough Professor of Social Sciences, and returned to Stanford in 1991. His major research interests include categories in markets, organizational ecology, sociological methodology, and formal sociological theory. His current theoretical research applies dynamic logics to organization theory. His current empirical research investigates the emergence of organizational categories and the implications of category membership for organizational identity in several domains, including winemaking in the Italian regions of Piedmont and Tuscany as well as Alsace in France. Professor Hannan has published more than 100 articles in scholarly journals. Two of his books have received best book awards from the American Sociological Association. He is a fellow of the American Academy of Arts and Sciences, has been a fellow at the Center for Advanced Study in Behavioral Sciences, the Netherlands Institute of Advanced Study, and the International Institute for Applied Systems Analysis, and he received a Guggenheim fellowship.

• Contact Info Mail Code: 4800 [email protected]

Bard Harstad

David s. lobel professor in business and sustainability, professor at the doerr school of sustainability and professor, by courtesy, of economics.

Bio With a PhD from Stockholm University, Harstad taught at Kellogg School of Management, Northwestern University, 2004-2012, and then at the University of Oslo 2012-2023, before joining the GSB in 2023. His fields include political economics, environmental economics, and applied theory. Specific research projects include the design of international agreements, trade agreements and climate agreements, supply-side environmental policies, and policies that motivate environmental conservation and reducing deforestation.

• Contact Info Mail Code: 4800 [email protected]

Wesley Hartmann

The john g. mccoy-banc one corporation professor.

• (650) 725-2311 (office)

Thrive Foundation for Youth Professor in the Graduate School of Business, Emeritus

• Faculty Building East, #234

Mr Samuel Blake Hinkie

• Contact Info Mail Code: 4800 [email protected]
• Other Names: Sam Hinkie

Hanna Houdali Arenas

Fellow (visiting instructor/lecturer).

• Contact Info Mail Code: 4800 [email protected]

Caroline Hoxby

Scott and donya bommer professor in the school of humanities and sciences, senior fellow at the hoover institution and at the stanford institute for economic policy research and professor, by courtesy, of economics at the gsb.

• Contact Info Mail Code: 6072

Assistant Professor of Operations, Information and Technology at the Graduate School of Business

• Contact Info Mail Code: 4800 [email protected]

Szu-chi Huang

Associate professor of marketing at the graduate school of business.

Current Research and Scholarly Interests Consumer Motivation and Self-Regulation Social Dynamics in Goal Pursuit Artificial Intelligence (AI) and Social Impact Field Experimentation

• Contact Info Mail Code: 4800 [email protected]

Bio Dan Iancu is an Associate Professor of Operations, Information and Technology at the Stanford Graduate School of Business. His research and teaching interests are in responsible analytics and AI and data-driven optimization, with applications in supply chain management, FinTech, and healthcare. His work is aimed both at improving existing methodological tools (e.g., by making them more robust, fair, or transparent) and at applying these to design more effective, more equitable, and more sustainable solutions for complex operational problems. An area of particular focus in his recent research has been the design of better procurement, payment, and financing solutions in global supply chains, where material and financial flows carry both immediate and long-term impact on the lives of millions of people and on the environment.

• (650) 724-6642 (office)
• Web page: http://web.stanford.edu/people/daniancu

Guido Imbens

Applied econometrics professor, senior fellow at the stanford institute for economic policy research and professor of economics.

• Contact Info Mail Code: 4800 [email protected]

Shawon Jackson

• Contact Info Mail Code: 4800 [email protected]

Saumitra Jha

Associate professor of political economy at the gsb, senior fellow at the freeman spogli institute, at the stanford institute for economic policy research & associate professor, by courtesy, of political science and of economics.

Bio Saumitra Jha is an Associate Professor of Political Economy at Stanford’s Graduate School of Business, and by courtesy, of Economics and of Political Science. He is also a Senior Fellow at the Center for Democracy, Development and the Rule of Law in the Freeman-Spogli Institute for International Affairs and convenes the Stanford Conflict and Polarization Lab. Saumitra holds a BA from Williams College, master’s degrees in economics and mathematics from the University of Cambridge, and a PhD in economics from Stanford University. Prior to joining the GSB, he was an Academy Scholar at Harvard University. He has been a Center Fellow at the Center for Advanced Study in the Behavioral Sciences, as well as of the Niehaus Center for Globalization and Governance and the Center for the Study of Democratic Politics at Princeton University. He was voted Teacher of the Year by the students of the Stanford GSB Sloan Fellow Class of 2020. He received the Michael Wallerstein Award for best published article in Political Economy from the American Political Science Association in 2014 for his research on ethnic tolerance and his co-authored work on Heroes was awarded the 2020 Oliver Williamson Best Paper Award from the Society for Institutional and Organizational Economics.

• Knight Management Center E228
• Stanford, California 94305-7216
• (650) 721-1298 (office)
• Other Names: Saum Jha
• Web page: https://people.stanford.edu/saumitra/

Rajendra Joshi

• Contact Info Mail Code: 4800 [email protected]
• Other Names: Raj Joshi

Robert Joss

Philip h. knight professor, emeritus, and former dean of the graduate school of business.

• Faculty West Building W230
• (650) 723-3951 (office)
• Other Names: Bob Joss
• Web page: http://web.stanford.edu/people/rjoss

Omer Karaduman

Assistant professor of operations, information and technology at the graduate school of business and center fellow at the stanford institute for economic policy research and at the precourt institute for energy.

Bio Prior to coming to Stanford, Omer completed his Ph.D. in Economics at MIT in 2020, and got his bachelor's degree in Economics from Bilkent University in 2014. His research focuses on the transition of the energy sector towards a decarbonized and sustainable future. In his research, he utilizes large datasets by using game-theoretical modeling to have practical policy suggestions.

• Contact Info Mail Code: 4800 [email protected]

Ron Kasznik

Paul l. and phyllis wattis professor in the graduate school of business.

• Faculty West Building W337
• (650) 725-9740 (office)

Bio Dan Katzir worked for Bain & Company, Teach for America, Sylvan Learning Systems and The Broad Foundation before joining Alliance College-Ready Public Schools as its CEO in 2015. He is an experienced case study teacher and the editor of The Redesign of Urban School Systems: Case Studies in District Governance.

• Contact Info Mail Code: 4800 [email protected]

Hugh Keelan

Bio Hugh Keelan is an Lecturer in Management at Stanford Business School. He teaches and mentors MBA and MSx students in courses including Leadership Laboratories, Leadership Fellows, Interpersonal Dynamics, and Paths to Power. He also teaches and coaches executives in programs run by the Executive Education team at Stanford Business School. External to Stanford, Hugh provides executive and team coaching to business professionals seeking to increase their leadership effectiveness. He also works with entrepreneurs in managing successful growth. Sample clients include executives/managers at Adobe, Analog Devices, Apple, Cisco Systems, Google, Gartner Group, HSBC, Paypal, Wells Fargo and Xerox. Hugh has 20 years of US and international experience in leadership development, corporate development, marketing, venture capital and M&A. He has worked at senior levels in the US with Oracle Corp. and in Europe with one of the high-performing corporations on the London Stock Exchange. Hugh holds a Masters degree from Stanford Business School, a Law degree from Trinity College Dublin and postgraduate qualifications in finance. He undertook his coach training with the Coaches Training Institute, and holds various leadership development certifications. Links

• (650) 724-1477 (office)

Peter Kelly

• 129 Miller Ave Ste 624
• Mill Valley, California 94941-5515

John David Kepler

• Contact Info Mail Code: 4800 [email protected]

Daniel Kessler

Professor of law, keith and jan hurlbut senior fellow at the hoover institution, professor of political economics at the gsb, senior fellow at the stanford institute for economic policy research and professor, by courtesy, of health policy.

• Contact Info Mail Code: 6010 [email protected]

• Contact Info Mail Code: 4800 [email protected]

Rachel Konrad

Naz Kara Koont

• Contact Info [email protected]

Michal Kosinski

Associate professor of organizational behavior at the graduate school of business.

Bio Please visit: http://www.michalkosinski.com/

• Contact Info Mail Code: 4800 [email protected]
• Web page: http://www.michalkosinski.com

Roderick Kramer

William r. kimball professor in the graduate school of business, emeritus.

Keith Krehbiel

Edward b. rust professor in the graduate school of business, emeritus.

• 655 Knight Way, W-352
• (650) 723-2855 (office)
• Web page: http://faculty-gsb.stanford.edu/krehbiel

David Kreps

Adams distinguished professor of management at the graduate school of business, emeritus.

• Faculty East Building E312

• Contact Info Mail Code: 4800 [email protected]
• Web page: https://TheRealLing.com

David Larcker

James irvin miller professor in accounting, emeritus.

• Faculty East Building E356

Charles Lee

Moghadam family professor, emeritus.

Bio Charles M. C. Lee is the Moghadam Family Professor, Emeritus, at the Graduate School of Business (GSB), Stanford University. (https://www.gsb.stanford.edu/faculty-research/faculty/charles-m-lee) Professor Lee studies the effect of human cognitive constraints on market participants and other factors that impact the efficiency with which market prices incorporate information. He has published extensively in leading academic journals in accounting and finance on topics that include behavioral finance, market microstructure, equity valuation, financial analysis, quantitative investing, and security market regulation. From 2004 to July 2008, Dr. Lee was Managing Director at Barclays Global Investors (BGI; now Blackrock). As Global Head of Equity Research and Co-Head of North America Active Equities, he led the firm’s world-wide active equity research team and was jointly responsible for its North American active equity business. During his tenure, BGI had over $300 billion in active equity asset under management. He joined Stanford GSB as Visiting Professor in July 2008 while continuing to serve as an exclusive senior consultant to BGI, and became a full-time faculty member in July 2009. Dr. Lee has received numerous honors, including the Notable Contribution to Accounting Literature Prize, as well as twelve school-wide or national-level Teaching Excellence Awards. Most recently, he was honored with the Harry Lyman Hooker Distinguished Visiting Professorship, McMaster University, 2021; Keynote Speaker at the JIAR Annual Conference, 2021; and the Best Paper Award, AAA Spark Conference, Western Regional, 2021. He has been the Presidential Scholar of the AAA, and recipient of the Stanford University Asian American Faculty Award for Outstanding Achievements and Service to the University and to the Asian American Community. Professor Lee has been Editor or Associate Editor of a number of academic journals, including: The Accounting Review, the Journal of Finance, Management Science (Finance), the Journal of Accounting and Economics, the Journal of Accounting Research, the Review of Accounting Studies, and the Financial Analysts Journal. His research has also been featured in such popular media outlets as: the Economist, the New York Times, the Wall Street Journal, National Public Radio (NPR), the LA Times, Business Week, CNBC, Forbes, Barron's, Worth, Smart Money, and Institutional Investors. Professor Lee received his BMath from the University of Waterloo (1981), and his MBA (1989) and PhD (1990) from Cornell University. He has been a faculty member at the Michigan Business School (1990-95) the Johnson Graduate School of Management, Cornell University (1996-2004), and the Graduate School of Business, Stanford University (2009-2021). From 1995-96 he was Visiting Economist at the New York Stock Exchange. Prior to entering academic life, he spent five years in public accounting, the last three in the National Research Department of KPMG, Toronto, Canada. He holds a Certificate in Biblical Studies from Ontario Theological Seminary, and is fluent in Mandarin Chinese. 8/2022

Carl and Marilyn Thoma Professor in the Graduate School of Business, Emeritus

Current Research and Scholarly Interests Using value chains to accelerate and support innovations, entrepreneurship developments using value chains to create values in developing economies; global supply chain management with digital technologies

Assistant Professor of Economics at the Graduate School of Business, Center Fellow at the Stanford Institute for Economic Policy Research and Assistant Professor, by courtesy, of Statistics

• Contact Info Mail Code: 4065 [email protected]

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Business Analyst

🔍 graduate school of business, stanford, california, united states.

Stanford's Graduate School of Business has built a global reputation based on its immersive and innovative management programs. We provide students a transformative leadership experience, pushing the boundaries of knowledge with faculty research, and offering a portfolio of entrepreneurial and non-degree programs that deliver global impact like no other. We are committed to advancing diversity, equity, and inclusion in service of our mission of developing innovative, principled, and insightful leaders who change lives, change organizations, and change the world. We invite you to be part of this mission.

The GSB Admissions office at the Stanford Graduate School of Business seeks an Admissions Business Analyst to join the Marketing team. Reporting to the GSB Admissions Director of Marketing, the Business Analyst is responsible for the strategy, implementation, and ongoing management of new and existing communications and communication platforms for MBA and MSx prospects, applicants, and admits.  

The Business Analyst will serve as project manager for the admitted students website and other admit communication platforms. They will lead strategic planning and analysis for the MyGSB Admit website, the most critical tool for yielding the incoming MBA and MSx students and the main communication outlet for admitted students about important deadlines, graduation requirements, and action items while providing important information on academics, academic preparation needed, visas, financial aid, housing, health insurance, careers, support for students with disabilities, support for families and partners, etc. This role will provide continual development and configuration of the LifeRay platform for the MyGSB Admit website and plan, direct, coordinate, monitor and review the work of others during all phases of the project and provide training as necessary. The candidate should have the ability to liaise with GSB Information Technology to define requirements for new or existing online and digital communication platforms and conduct periodic evaluation and analysis to recommend improvements and enhancements. The position requires the ability to manage projects and deliverables against tight release and launch timelines. 

In this role, you will also have the opportunity to both write prospect, applicant and admit  communications and manage digital communications platforms and tools. In addition, the ideal candidate should have outstanding judgment, acute problem-solving skills, a keen understanding of and interest in technology, and exceptional written and verbal communication skills. The person should be a collaborative team player who has the ability to reach out to many constituencies and understand their needs and priorities and to move the group toward consensus. The position requires a motivated person with a positive attitude and the ability to manage a wide variety of tasks in a fast-paced admissions environment with frequently shifting priorities.  

Your primary responsibilities* include:

Business Analyst (75%)

• Analyze, design, and implement complex management information systems that support admissions business needs.
• Manage, from a client perspective, the requirements for related systems projects, and ensure a high level satisfaction for the department by monitoring the delivery of ongoing admissions information systems.
• Analyze new business requirements, system functionality, current system use and user needs, specify functional designs and work with developers and analysts to implement for admit website projects and other communication tools for admitted students.
• Plan, direct, coordinate, monitor and review the work of others during all phases of the admitted student websites project and coordinate the planning, development and presentation of training for users of business systems.
• Lead efforts to ensure that information systems support the organizational mission and objectives of the GSB Admissions department and coordinate the process of defining, investigating, and solving problems related to business systems and special projects.
• Manage project delivery plan and timelines for admitted student website, and coordinate project across departments.
• Build and oversee content lifecycle and process to ensure the integrity of overall admit websites.
• Build partnerships with other school, department, product, service, program, and event and/or channel managers to create engaging admissions websites and other communication tools for MBA and MSx prospect and admitted student audiences.

Marketing (20%)

• Develop, manage, and execute strategic marketing plans to meet business objectives.
• Create and manage the execution of integrated communication strategy across appropriate channels for prospective applicants and admits.
• Develop and work with teams and other departments to deliver an overall communications plan for admits.
• Manage external vendors or partner relationships, including copywriters, photographers, videographers, digital marketing agencies.
• Develop, write or edit prospect, applicant, and admit communications.

Admissions (5%)

• Other admissions related duties as assigned, including but limited to, conducting information sessions for prospective applicants, producing virtual components of admit weekend, and serving as a liaison for admitted students. 

To be successful in this position, you will bring:

• Bachelor's degree and eight years relevant experience or a combination of education and relevant experience.
• Knowledge of computer system capabilities, business processes, and workflow.
• Extensive experience with enterprise applications and understanding of database driven applications.  
• Ability to design and document complex business systems.
• Proven problem solving and analytical thinking and ability to approach problems logically and systematically.
• Excellent project management skills.
• Ability to drive cross-functional groups toward a common goal.
• Excellent communication skills, both written and verbal, including the ability to bridge functional and technical resources by communicating effectively with individuals of varying systems expertise and business needs.
• Strong listening, negotiation, and conflict resolution skills.
• A self-starter with a strong sense of initiative and follow-through; a high degree of creativity and pragmatism; the ability to juggle multiple projects; and the ability to take a project through from conceptualization to execution.
• Comfortable working at both strategy and detailed implementation; ability to see the big picture, how individual components fit into it, and the implications of decisions; strong organizational skills, instinctive attention to detail; ability to execute quickly and efficiently.

In addition, preferred requirements include:

• Experience with Liferay and Drupal (or similar content management systems).
• Working knowledge of SLATE (or other admissions systems)

This remote role is open to candidates anywhere in the United States.Stanford University has five Regional Pay Structures .The compensation for this position will be based on the location of the successful candidate.

The expected pay range for this position is $114,000 to $155,000 per year.

Stanford University provides pay ranges representing its good faith estimate of what the university reasonably expects to pay for a position. The pay offered to a selected candidate will be determined based on factors such as (but not limited to) the scope and responsibilities of the position, the qualifications of the selected candidate, departmental budget availability, internal equity, geographic location, and external market pay for comparable jobs

At Stanford University, base pay represents only one aspect of the comprehensive rewards package. The Cardinal at Work website ( https://cardinalatwork.stanford.edu/benefits-rewards ) provides detailed information on Stanford’s extensive range of benefits and rewards offered to employees. Specifics about the rewards package for this position may be discussed during the hiring process.

How to Apply

We invite you to apply for this position by clicking on the “Apply for Job” button. To be considered, please submit a cover letter and résumé along with your online application.  

Why Stanford is for You

Stanford’s dedicated 16,000 staff come from diverse educational and career backgrounds. We are a collaborative environment that thrives on innovation and continuous improvement. At Stanford, we seek talent committed to excellence, driven to impact the future of our legacy, and improve lives on a global sphere. We provide competitive salaries, excellent health care and retirement plans, and a generous vacation policy, including additional time off during our winter closure. Our generous perks align with what matters to you

• Freedom to grow . Take advantage of career development programs, tuition reimbursement, or audit a course. Join a TedTalk, film screening, or listen to a renowned author or leader discuss global issues.
• A caring culture . We understand the importance of your personal and family time and provide you access to wellness programs, child-care resources, parent education and consultation, elder care and caregiving support.
• A healthier you . We make wellness a priority by providing access to world-class exercise facilities. Climb our rock wall, or participate in one of hundreds of health or fitness classes.
• Discovery and fun . Visit campus gardens, trails, and museums.
• Enviable resources . We offer free commuter programs and ridesharing incentives. Enjoy discounts for computers, cell phones, recreation, travel, entertainment, and more! 

We pride ourselves in being a  culture that encourages and empowers you.

The job duties listed are typical examples of work performed by positions in this job classification and are not designed to contain or be interpreted as a comprehensive inventory of all duties, tasks, and responsibilities. Specific duties and responsibilities may vary depending on department or program needs without changing the general nature and scope of the job or level of responsibility. Employees may also perform other duties as assigned. Consistent with its obligations under the law, the University will provide reasonable accommodations to applicants and employees with disabilities. Applicants requiring a reasonable accommodation for any part of the application or hiring process should contact Stanford University Human Resources at [email protected] . For all other inquiries, please submit a contact form . Stanford is an equal employment opportunity and affirmative action employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, protected veteran status, or any other characteristic protected by law.

• Schedule: Full-time
• Job Code: 4773
• Employee Status: Regular
• Requisition ID: 103401
• Work Arrangement : Remote Eligible

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Stanford-led study links school environment to brain development.

For decades, researchers have linked differences in school-age children’s brain development to their out-of-school environment, using indirect socioeconomic factors such as parental income and neighborhood characteristics. 

In a new paper , researchers from Stanford Graduate School of Education (GSE) demonstrate for the first time that, even when controlling for those other factors, there is a direct link between a child’s school environment and the development of their white matter, or the network of nerve fibers that allows different parts of the brain to communicate. 

In other words, schools that do better than average at promoting learning are showing greater year-by-year advances in brain development, even for students coming from a wide range of socioeconomic environments. 

For their study, the authors, including GSE doctoral candidate Ethan Roy , Professor Bruce McCandliss , and Associate Professor Jason Yeatman , leveraged data from the Adolescent Brain Cognitive Development (ABCD) Study, the largest long-term study of brain development and child health in the United States, and the Stanford Education Data Archive (SEDA), a national database of academic performance developed by the Educational Opportunity Project at Stanford University. 

Their findings show that children who attend higher-performing schools have accelerated white matter development, including in an area of the brain closely associated with reading skills.

Roy said the results, published in Developmental Cognitive Neuroscience on April 26, were “striking.”

“What jumped off the page for us is that, even when controlling for things like parental income, parental education, neighborhood context, and household conflict levels, we were still able to observe a significant relationship between the school environment of an individual and growth properties of their brain,” he said.

Filling a gap in learning science research

Yeatman, who along with McCandliss serves as an advisor to Roy, said the study is the first to show how variation in the educational opportunities afforded to children is related to brain development.

“Essentially, two children from similar families who are born on two sides of a school boundary have measurable differences in how their brains wire together,” said Yeatman, who holds a joint faculty appointment at the GSE and Stanford Medicine, is a faculty affiliate of the Stanford Accelerator for Learning , and directs the Brain Development & Education Lab and Rapid Online Assessment of Reading . 

The study looked at fractional anisotropy, a measure of how water moves through brain tissue and an indication of how insulated, or myelinated, a neuron’s axons are (higher myelination increases the speed of transmission between neurons and is associated with improved learning). The observational results show that fractional anisotropy is directly linked to a school’s national grade equivalence score, or a measure of how third graders from that school perform compared with the national average.

The paper fills a gap in learning science research. Although past studies have linked socioeconomic status to white matter development, they have not been able to focus in on specific attributes of a child’s development, such as the school they attend. Other research — including from Yeatman’s lab — has shown that educational interventions can lead to changes in white matter, but those have been relatively small-scale studies with participants who are not representative of the broader population. 

“This is one of the first cases where we can measure the thing we actually care about at the population level,” Yeatman said.

The authors also trained a deep learning model to conduct a global analysis of white matter, finding that children who attend schools with higher SEDA scores had brains that appeared developmentally “more mature” than their chronological age.

A measurable impact

The implications are “potentially game-changing,” said McCandliss, who directs the Stanford Educational Neuroscience Initiative (SENSI) and is a faculty affiliate of the Stanford Accelerator for Learning. 

“National discussions of the importance of elementary school quality have never before been framed in terms of having a measurable impact on physical brain development of our young children,” he said. “I think this changes the frame of the discussion and decision-making around the impact of inequity.”

The study was only possible because of the comprehensive data included in the ABCD Study and SEDA, the researchers said. McCandliss, an investigator in the ABCD Study, first approached the ABCD team leaders about linking the SEDA data with the ABCD data in 2018, and his SENSI team spent about two years creating the resulting “crosswalk.” 

McCandliss called the ABCD study a “dream come true,” and the linked data a way to “finally” answer “elusive questions about how inequities in educational opportunities may actually be changing the course of physical and functional brain development during the vulnerable elementary school years across the nation.”

To analyze the brain white matter from the MRI data included in the ABCD study, the authors used pyAFQ , an open-source software developed by Yeatman’s lab. “It was a really fruitful collaboration across both labs,” Roy said.

The authors hope their methods and the newly linked ABCD and SEDA data, which is now freely available to a community of registered researchers around the world, will allow other scholars to pursue their own ideas and hypotheses at the intersection of education and neuroscience.

Yeatman said the methods and data used in the study will allow researchers to be more precise about environmental factors linked to brain development and the mechanisms behind those connections.

“The environment influences brain development,” he said. “That’s obvious. But what about the environment influences brain development? This is the first step in actually unraveling that specificity.”

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A study by researchers at Stanford Graduate School of Education (GSE) provides new evidence about the pandemic’s impact on learning among students in the earliest grades, showing distinct changes in the growth of basic reading skills during different time periods over the past year.

Ben Domingue (Image credit: Courtesy Graduate School of Education)

Results from a reading assessment given to first- through fourth-graders nationwide show that the students’ development of oral reading fluency – the ability to quickly and accurately read aloud – largely stopped in spring 2020 after the abrupt school closures brought on by COVID-19. Gains in these skills were stronger in fall 2020, but not enough to recoup the loss students experienced in the spring.

“It seems that these students, in general, didn’t develop any reading skills during the spring – growth stalled when schooling was interrupted and remained stagnant through the summer,” said Ben Domingue , an assistant professor at Stanford GSE and first author on the study , which was released by Policy Analysis for California Education (PACE), a nonpartisan research network housed at Stanford.

“It picked up in the fall, which is a testament to the work that educators did in preparing for the new school year and their creativity in coming up with ways to teach,” Domingue said. “But that growth was not robust enough to make up for the gaps from the spring.”

Second- and third-graders were most affected, the study found. Overall, students’ reading fluency in second and third grade is now approximately 30 percent behind what would be expected in a typical year.

Reading fluency is fundamental for academic development more broadly, the researchers said, because problems with this skill can interfere with students’ ability to learn other subjects as they make their way through later grades.

“Reading is kind of a gateway to the development of academic skills across all disciplines,” said Domingue. “It’s a key that opens all of the doors. If a kid can’t read effectively by third grade or so, they’re unlikely to be able to access content in their other courses.”

Measuring periodically, not annually

The new study differs from previous research on COVID-19 learning loss in that students’ skills were measured periodically throughout the year, making it possible to assess growth at different stages of the pandemic.

“Most studies on learning loss so far have looked at fall-to-fall changes to show how students have been affected by COVID,” said Domingue. “But just measuring the cumulative effect doesn’t help us understand what was going on between those two time points. There were a lot of changes in what school looked like during different periods between those two points, and it seemed likely there would be some differences in the patterns of learning.”

The study’s focus on students in early elementary grades also distinguishes it from others on learning growth and loss, which typically look at the impact on students in grades 3 through 8 – the ages most often included in annual standardized exams and other routine assessments.

A fundamental skill

The findings were based on data generated by an oral assessment measuring reading fluency in more than 100 school districts nationwide. The reading assessment used in the study takes only a few minutes, and though normally administered in a classroom, it was also conducted remotely during the pandemic. Students were recorded while reading aloud from a device, and their score was based on a combination of human transcription and speech recognition.

The researchers examined trends in the students’ long-run growth back to 2018, observing fairly steady growth until the onset of the pandemic in the spring of 2020. The trajectory flattened at that point and remained flat throughout the summer, indicating that children’s reading abilities had stopped. “It was flat in an absolute sense, not just relative to years past,” said Domingue.

Growth resumed in the fall at levels similar to what the researchers saw before the pandemic. But those gains weren’t enough to make up for the ground lost earlier in the year.

The researchers also observed inequitable impact: Students in historically lower-achieving districts (based on data from the Stanford Education Data Archive ) developed reading skills at a slower rate than those in higher-achieving ones. Schools that typically score low on annual standardized tests often serve a greater share of low-income and minority students – populations disproportionately affected by the pandemic in ways that impinge on their readiness to learn, including lack of access to computers, reliable internet access or a parent at home.

“It’s quite likely that lower-achieving schools are dealing with a whole battery of problems that educators in more affluent districts aren’t facing,” said Domingue. “But there was still growth. The teachers were probably moving heaven and earth to help their kids learn to read, and it’s reflected in the gains. But it’s important to recognize the differential impact on students.”

The researchers also found that about 10 percent of students who were tested before the pandemic were not observed in fall 2020. It’s not clear why they were missing, but the researchers suggest that if these students had trouble accessing the assessment remotely, they may be less engaged with school overall and could be falling even further behind than students who were tested.

The researchers caution that, while their analysis provides important evidence on learning loss in the early grades, it doesn’t include information about whether students attended school in person, remotely or in some hybrid form.

They also note that their findings should not be applied to other academic subjects, largely because of the focus on reading in the early grades and the likelihood that it was a centerpiece of many schools’ instruction for the fall of 2020.

While the full extent of COVID-19’s impact on learning won’t be clear for months or even years, this study provides evidence that – after the initial shock of the pandemic –educators found ways to teach and assess young students’ reading skills. And even in the midst of continued uncertainty and disruption, these students were able to achieve gains in the fall similar to pre-pandemic times.

“We can build on this research by identifying practices that accelerate learning for students who’ve fallen behind, and by making sure schools have the resources they need,” said Heather Hough, executive director of PACE and coauthor of the study. “These findings are worrisome, but they do not need to be catastrophic.”

Other co-authors on the study include Jason Yeatman , an assistant professor at Stanford GSE and the School of Medicine and David Lang, a GSE doctoral student.

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Carrie Spector, Stanford Graduate School of Education: (650) 724-7384; [email protected]

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What Do Students at Elite Colleges Really Want?

Many of Harvard’s Generation Z say “sellout” is not an insult.

Credit... Jeff Hinchee

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By Francesca Mari

• Published May 22, 2024 Updated May 24, 2024

The meme was an image of a head with “I need to get rich” slapped across it. “Freshmen after spending 0.02 seconds on campus,” read the caption, posted in 2023 to the anonymous messaging app Sidechat.

The campus in question was Harvard, where, at a wood-paneled dining hall last year, two juniors explained how to assess a fellow undergraduate’s earning potential. It’s easy, they said, as we ate mussels, beets and sautéed chard: You can tell by who’s getting a bulge bracket internship.

“What?” Benny Goldman, a then-28-year-old economics P.h.D. student and their residential tutor, was confused.

One of the students paused, surprised that he was unfamiliar with the term: A bulge bracket bank, like Goldman Sachs , JPMorgan Chase or Citi. The biggest, most prestigious global investment banks. A B.B., her friend explained. Not to be confused with M.B.B. , which stands for three of the most prestigious management consulting firms: McKinsey, Bain and Boston Consulting Group.

While the main image of elite campuses during this commencement season might be activists in kaffiyehs pitching tents on electric green lawns, most students on campus are focused not on protesting the war in Gaza, but on what will come after graduation.

Despite the popular image of this generation — that of Greta Thunberg and the Parkland activists — as one driven by idealism, GenZ students at these schools appear to be strikingly corporate-minded. Even when they arrive at college wanting something very different, an increasing number of students at elite universities seek the imprimatur of employment by a powerful firm and “making a bag” (slang for a sack of money) as quickly as possible.

Elite universities have always been major feeders into finance and consulting, and students have always wanted to make money. According to the annual American Freshman Survey , the biggest increase in students wanting to become “very well off financially” happened between the 1970s and 1980s, and it’s been creeping up since then.

But in the last five years, faculty and administrators say, the pull of these industries has become supercharged. In an age of astronomical housing costs, high tuition and inequality, students and their parents increasingly see college as a means to a lucrative job, more than a place to explore.

A ‘Herd Mentality’

At Harvard, a graduating senior, who passed on a full scholarship to another school, told me that he felt immense pressure to show his parents that their $400,000 investment in his Harvard education would allow him to get the sort of job where he could make a million dollars a year. Upon graduation, he will join the private equity firm Blackstone, where, he believes, he will learn and achieve more in six years than 30 years in a public-service-oriented organization.

Another student, from Uruguay, who spent his second summer in a row practicing case studies in preparation for management consulting internship interviews, told me that everyone arrived on campus hoping to change the world. But what they learn at Harvard, he said, is that actually doing anything meaningful is too hard. People give up on their dreams, he told me, and decide they might as well make money. Someone else told me it was common at parties to hear their peers say they just want to sell out.

“There’s definitely a herd mentality,” Joshua Parker, a 21-year-old Harvard junior from Oahu, said. “If you’re not doing finance or tech, it can feel like you’re doing something wrong.”

As a freshman, he planned to major in environmental engineering. As a sophomore, he switched to economics, joining five of his six roommates. One of those roommates told me that he hoped to run a hedge fund by the time he was in his 30s. Before that, he wanted to earn a good salary, which he defined as $500,000 a year.

According to a Harvard Crimson survey of Harvard Seniors, the share of 2024 graduates going into finance and consulting is 34 percent. (In 2022 and 2023 it exceeded 40 percent. The official Harvard Institutional Research survey yields lower percentages for those fields than the Crimson survey, because it includes students who aren’t entering the work force.)

These statistics approach the previous highs in 2007, after which the global financial crisis drove the share down to a recent low of 20 percent in 2009, from which it’s been regaining ground since.

Fifteen years ago, fewer students went into tech. Adding in that sector, the share of graduates starting what some students non-disparagingly refer to as “sellout jobs” is more than half. (It was a record-shattering 60 percent in 2022 and nearly 54 percent in 2023.)

“When people say ‘selling out,’ I mean, obviously, there’s some implicit judgment there,” said Aden Barton, a 23-year-old Harvard senior who wrote an opinion column for the student newspaper headlined, “How Harvard Careerism Killed the Classroom.”

“But it really is just almost a descriptive term at this point for people pursuing certain career paths,” he continued. “I’m not trying to denigrate anybody’s career path nor my own.” (He interned at a hedge fund last summer.)

David Halek, director of employer relations at Yale’s Office of Career Strategy, thinks students may use the term “sell out” because of the perceived certainty: “It’s the easy path to follow. It is well defined,” he said.

“It’s hard to conceptualize other things,” said Andy Wang, a social studies concentrator at Harvard who recently graduated.

Some students talk about turning to a different career later on, after they’ve made enough money. “Nowadays, English concentrators often say they’re going into finance or management consulting for a couple of years before writing their novel,” said James Wood, a Harvard professor of the practice of literary criticism.

And a surprising number of students explain their desire for a corporate job by drawing on the ethos of effective altruism : Whether they are conscious of the movement or not, they believe they can have greater impact by maximizing earnings to donate to a cause than working for that cause.

But once students board the prestige escalator and become accustomed to a certain salary, walking away can feel funny. Like, well, walking off an escalator.

Financial Pressures

The change is striking to those who have been in academia for years, and not just at Harvard.

Roger Woolsey, executive director of the career center at Union College, a private liberal arts college in Schenectady, N.Y, said he first noticed a change around 2015, with students who had been in high school during the Great Recession and who therefore prioritized financial security.

“The students saw what their parents went through, and the parents saw what happened to themselves,” he said. “You couple that with college tuition continuing to rise,” he continued, and students started looking for monetary payoffs right after graduation.

Sara Lazenby, an institutional policy analyst for the University of Wisconsin-Madison, said that might be why students and their parents were much more focused on professional outcomes than they used to be. “In the past few years,” she said, “I’ve seen a higher level of interest in this first-destination data” — stats on what jobs graduates are getting out of college.

“Twenty years ago, an ‘introduction to investment banking’ event was held at the undergraduate library at Harvard,” said Howard Gardner, a professor at the Harvard Graduate School of Education. “Forty students showed up, all men, and when asked to define ‘investment banking,’ none raised their hands.”

Now, according to Goldman Sachs, the bank had six times as many applicants this year for summer internships as it did 10 years ago, and was 20 percent more selective for this summer’s class than it was last year. JPMorgan also saw a record number of undergraduate applications for internships and full-time positions this year.

The director of the Mignone Center for Career Success at Harvard, Manny Contomanolis, also chalked up the change, in part, to financial pressure. “Harvard is more diverse than ever before,” Mr. Contomanolis said, with nearly one in five students eligible for a low-income Pell Grant . Those students, he said, weigh whether to, for instance, “take a job back in my border town community in Texas and make a big impact in a kind of public service sense” or get a job with “a salary that would be life changing for my family.”

However, according to The Harvard Crimson’s senior survey, as Mr. Barton noted in his opinion column, “The aggregate rate of ‘selling out’ is about the same — around 60 percent — for all income brackets.” The main distinction is that students from low-income families are comparatively more likely to go into technology than finance.

In other words, there is something additional at play, which Mr. Barton argues has to do with the nature of prestige. “If you tell me you’re working at Goldman Sachs or McKinsey, that’s amazing , their eyes are going to light up,” Mr. Barton said. “If you tell somebody, ‘Oh, I took this random nonprofit job,’ or even a journalism job, even if you’re going to a huge name, it’s going to be a little bit of a question mark.”

Maibritt Henkel, a 21-year-old junior at Harvard, is an economics major with moral reservations about banking and consulting. Ms. Henkel sometimes worries that others might misread her decision not to go into those industries as evidence that she couldn’t hack it.

“Even if you don’t want to do it for the rest of your life, it’s seen kind of as the golden standard of a smart, hardworking person,” she said.

Some students have also become skeptical about traditional avenues of social change, like government and nonprofits, which have attracted fewer Harvard students since the pandemic, according to the Harvard Office of Institutional Research.

Matine Khalighi, 22, founded a nonprofit to award scholarships to homeless youth when he was in eighth grade. When he began studying economics at Harvard, his nonprofit, EEqual, was granting 50 scholarships a year. But some of the corporations that funded EEqual were contributing to inequality that created homelessness, he said. Philanthropy wasn’t the solution for systemic change, he decided. Instead, he turned to finance, with the idea that the sector could marshal capital quickly for social impact.

Employers encourage this way of thinking. “We often talk about the fact that we work with some of the biggest emitters on the planet because we believe that’s how we actually affect climate change,” said Blair Ciesil, the global leader of talent attraction at McKinsey.

The Recruitment Ratchet

Princeton’s senior survey results are nearly identical to The Crimson’s Senior Survey: about 38 percent of 2023 graduates who were employed took jobs in finance and consulting; adding tech and engineering, the rate is close to 60 percent, compared with 53 percent in 2016, the earliest year for which the data is available.

This isn’t solely an Ivy League phenomenon. Schools slice their data differently, but at many colleges, a large percentage of students pursue these fields. At Amherst , in 2022, 32 percent of employed undergrads went into finance and consulting, and 11 percent went into internet and software, for a total of about 43 percent. Between 2017 and 2019, the University of California, Los Angeles, sent about 21 percent of employed students into engineering and computer science, 9 percent into consulting and nearly 10 percent into finance, for a total of roughly 40 percent

Part of that has to do with recruitment; the most prestigious banks and consulting firms do so only at certain colleges, and they have intensified their presence on those campuses in recent years. Over the last five years or so, “the idea of thinking about your professional path has moved much earlier in the undergraduate experience,” Ms. Ciesil said. She said the banks first began talking to students earlier, and it was the entrance of Big Tech onto the scene, asking for junior summer applications by the end of sophomore year, that accelerated recruitment timelines.

“At first, we tried to fight back by saying, ‘No, no, no, no, no, sophomores aren’t ready, and what does a sophomore know about financial modeling?’” said Mr. Woolsey at Union College. But, he added, schools “don’t want to push back too much, because then you’re going to lose revenue,” since firms often pay to recruit on campus.

The Effective Altruist Influence

The marker that really distinguishes Gen Z is how pessimistic its members are, and how much they feel like life is beyond their control, according to Jean Twenge, a psychologist who analyzed data from national surveys of high school students and first-year college students in her book “Generations.”

Money, of course, helps give people a sense of control. And because of income inequality, “there’s this idea that you either make it or you don’t, so you better make it,” Ms. Twenge said.

Mihir Desai, a professor at Harvard’s business and law schools, wrote a 2017 essay in The Crimson titled “ The Trouble With Optionality ,” arguing that students who habitually pursue the security of prestigious employment foreclose the risk-taking and longer-range thinking necessary for more unusual or idealistic achievements. Mr. Desai believes that’s often because they are responding to the bigger picture, like threats to workers from artificial intelligence, and political and financial upheaval.

In recent years, he’s observed two trends among students pursuing wealth. There’s “the option-buyer,” the student who takes a job in finance or consulting to buy more time or to keep options open. Then there’s what he calls “the lottery ticket buyer,” the students who go all-in on a risky venture, like a start-up or new technology, hoping to make a windfall.

“They know people who bought Bitcoin at $2,000. They know people who bought Tesla at $20,” he said.

Some faculty see the influence of effective altruism among this generation: In the last five years, Roosevelt Montás, a senior lecturer at Columbia University and the former director of its Center for the Core Curriculum, has noticed a new trend when he asks students in his American Political Thought classes to consider their future.

“Almost every discussion, someone will come in and say, ‘Well, I can go and make a lot of money and do more good with that money than I could by doing some kind of charitable or service profession,’” Mr. Montás said. “It’s there constantly — a way of justifying a career that is organized around making money.”

Mr. Desai said all of this logic goes, “‘Make the bag so you can do good in the world, make the bag so you can go into retirement, make the bag so you can then go do what you really want to do.’”

But this “really underestimates how important work is to people’s lives,” he said. “What it gets wrong is, you spend 15 years at the hedge fund, you’re going to be a different person. You don’t just go work and make a lot of money, you go work and you become a different person.”

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A younger generation of crossword constructors is using an old form to reflect their identities, language and world. Here’s how Gen Z made the puzzle their own .

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Bill Walton, San Diego sports and community icon, dies at 71

Former Helix High School and UCLA basketball star had been battling cancer

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Bill Walton, a San Diego sports and community legend who starred for John Wooden’s UCLA Bruins before becoming a Hall of Famer and one of the biggest stars in basketball broadcasting, died Monday, the league announced on behalf of his family.

Walton, who had a prolonged fight with cancer, was 71.

Walton attended Helix High School, where he became the most accomplished boys basketball player in San Diego history. He never strayed far from the city, owning a now-iconic home near Balboa Park and traversing San Diego’s communities on his bike. Walton was a regular at concerts — he was in the crowd last month, when Neil Young and Crazy Horse played at San Diego State — and sporting events.

Walton was the NBA’s MVP in the 1977-78 season, a two-time champion as a player and a member of both the NBA’s 50th anniversary and 75th anniversary teams. That all followed a college career in which he was a two-time champion at UCLA and a three-time national player of the year.

“Bill Walton,” NBA Commissioner Adam Silver said, “was truly one of a kind.”

Walton, who was enshrined in the Hall of Fame in 1993, was larger than life, on the court and off. His NBA career — disrupted by chronic foot injuries — lasted only 468 games with Portland, the San Diego and eventually Los Angeles Clippers and Boston. He averaged 13.3 points and 10.5 rebounds in those games, neither of those numbers exactly record-setting.

Still, his impact on the game was massive.

His most famous game was the 1973 NCAA title game, UCLA against Memphis, in which he shot an incredible 21 for 22 from the field and led the Bruins to another national championship.

“One of my guards said, ’Let’s try something else,” Wooden told The Associated Press in 2008 for a 35th anniversary retrospective on that game.

Wooden’s response during that timeout: “Why? If it ain’t broke, don’t fix it.”

They kept giving the ball to Walton, and he kept delivering in a performance for the ages.

“It’s very hard to put into words what he has meant to UCLA’s program, as well as his tremendous impact on college basketball,” UCLA coach Mick Cronin said Monday. “Beyond his remarkable accomplishments as a player, it’s his relentless energy, enthusiasm for the game and unwavering candor that have been the hallmarks of his larger than life personality.

“As a passionate UCLA alumnus and broadcaster, he loved being around our players, hearing their stories and sharing his wisdom and advice. For me as a coach, he was honest, kind and always had his heart in the right place. I will miss him very much. It’s hard to imagine a season in Pauley Pavilion without him.”

U-T sports editor Ryan Finley contributed to this story.

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