Tuesday, May 16, 2023

Leveraging Our Forbes Partnership

Dr. Maja Zelihic
Dean FSBT at UAGC 2023
Avisha Sadeghinejad, Program Chair, Professional Studies, and Bill Davis, Program Chair, Organizational Studies

Since 2015, the Forbes brand has been an integral part of the Forbes School of Business and Technology® (FSBT). While Forbes is perhaps best known for its lists and rankings, including the Forbes 400 list of the richest people in America and its Real-Time Billionaires rankings, Forbes also reaches more than 150 million people every month through its content solutions, showing professionals and students where business has been, where it is going, and how they can thrive in today’s—and tomorrow’s—global environment (Forbes Media LLC, 2023). According to Steve Forbes, chairman and editor in chief of Forbes Media, “This collaboration [with FSBT] is a natural extension of what Forbes has been doing for nearly 100 years: providing people with Information and insights to enable them to develop their own talent and become true entrepreneurs” (as cited in Daugherty, 2017).  

In all markets, a consumer’s perception of a brand is important. Brand names allow consumers to form attitudes and expectations about what the brand offers. With our first-year students specifically, the Forbes brand enables us to nurture a sense of belonging and ignite energy and excitement around being part of the business school at UAGC—check out our video We are The Forbes School of Business and Technology®! The Forbes brand also helps assure first-year students of the academic quality at UAGC. Forbes is a trusted source, and its content is either created by or features experienced experts in various fields. Forbes materials are known for their reliable and accurate information, diverse topics, and in-depth analysis and insights. Likewise, Forbes School of Business and Technology® students can expect their experienced faculty to design and deliver relevant, rigorous, and real-world business curricula.

The Forbes School of Business and Technology® is highly committed and dedicated to furthering student success and first-year retention. This includes prioritizing teacher-student relationships, showing genuine and honest interest in their success, and providing gratifying and meaningful learning. Our Forbes partnership is one tool, and UAGC faculty can leverage Forbes to equip students in the following ways.

Use Thought Leader Summit Content

In years’ past, the Forbes School of Business and Technology® has hosted its signature event, the Thought Leader Summit, where thought leaders, business advisers, C-suite executives, and other industry experts can come to discuss and analyze business trends from a cultural, economic, environmental, and technological perspective. The event typically features a keynote address and 5-year economic forecast from Steve Forbes, as well as other keynote speakers, panel discussions, and networking opportunities that provide attendees with a platform to connect with peers, exchange ideas, and learn from some of the most influential leaders in their industries. Last year, more than 1,000 attended the Summit, and the panel presentations and discussions were posted on the 2022 Thought Leader Summit website. Students and faculty can locate session highlights; enhanced video recordings of each session, including transcripts and table of content links; and full biographies for all speakers and panelists.

Faculty can help students get the most out of the Summit. Remember to

1.      Explore the Thought Leader Summit website and highlight relevant content you find beneficial for your students. Creating a supportive and caring environment can go a long way in student retention. Your voice matters!

2.      Utilize Thought Leader Summit videos and panel discussions in designing learning activities and assignments.

Use Forbes Content in the Classroom and Beyond

Each Forbes School of Business and Technology® faculty and student receives a Forbes.com subscription, which includes unlimited access to news, analysis, and insights in business, technology, leadership, entrepreneurship, innovation, investment, and other areas. Faculty already use Forbes articles and multimedia in their curriculum, learning activities, discussion forums, and even student clubs to further student learning, to stay current and relevant, and to foster a world-class business education. With that said, faculty can remember to

1.      Post relevant Forbes articles and multimedia in your announcements and reply posts. Pointing out real-world applications and expert analysis will take your students’ learning to higher levels and help students reevaluate their assumptions and think critically.

2.      Draw attention to the Forbes subscription and remind students to visit Forbes.com frequently to read, research, and use in their assignments as a credible resource.

Our UAGC vision is to provide high-quality, accessible, affordable, innovative, and educational programs that meet the diverse needs of individuals pursuing advancement in their lives, professions, and communities. Our partnership with Forbes does just that and it helps our students gain valuable insights, knowledge, and skills and it equips them for future success.


Forbes Media LLC. (2023, March 8). Forbes audience. Forbes.com. Retrieved March 8, 2023, from https://www.forbes.com/connect/audience-2/

Daugherty, R. (2017, March). Forbes School of Business and Technology [Presentation]. 

Thursday, April 27, 2023

Forbes School of Business & Technology Professors, Dr. Avisha Sadeghinejad and Bill Davis create “Learning in Practice” website.

Professors Dr. Avisha Sadeghinejad and Bill Davis are sharing their knowledge and expertise with students and alumni at the University of Arizona Global Campus through a series of short articles on their “Learning in Practice” website. These short, easy-to-digest articles, each taking only 3 to 4 minutes to read, are designed to pass on meaningful tips, insights, research, and real-world applications in areas such as marketing, management, leadership, teamwork, and more.

It is a tool they designed to further student and alumni success. They are paying their knowledge, research, experiential learning, and wisdom forward for all in an efficient and effective manner.

 Here is the website designed to showcase their articles (body of work). It is called “Learning in Practice”: https://learninginpractice.my.canva.site/

Dr. Avisha Sadeghinejad

Dr. Avisha Sadeghinejad is a Professor and Program Chair at the Forbes School of Business and Technology at University of Arizona Global Campus (UAGC). She holds a Doctoral degree in Business Administration from Golden Gate University. She also holds an MBA and a Bachelor of Science in Mathematics from Sharif University of Technology, and the Digital Marketing Analytics certificate from University of Illinois at Urbana-Champaign, and the Certified e-Marketing, and Certified Social Marketing Associate certifications from the eMarketing Association.

Dr. Avisha Sadeghinejad

At Forbes School of Business and Technology and along with teaching, she has led the development of the BA in Marketing (BAM) and the MA in Marketing (MAM) programs, and has designed and developed several graduate and undergraduate courses with an innovative and engaging approach. Some of her course designs have won awards from the Association for Distance Education and Independent Learning (ADEIL) and the International E-Learning Association. She has served as a member of the UAGC Faculty Council, and currently serves the Center for Women’s Leadership at the Forbes School of Business and Technology as an advisory council member.

Dr. Sadeghinejad has also several years of global industry experience where she practiced strategic marketing, email marketing, video-email marketing, marketing automation, brand management, market research, and market analysis. A few well-known global brands that she handled are NestlĂ©® of Switzerland, NUK® of Germany (products for nursing mothers, babies and children) and Familia® Muesli of Switzerland (Breakfast granola).

In her free time, she enjoys spending time with her family, cooking, gardening, reading books, and practicing piano, and Persian calligraphy.

LinkedIn Profile: https://www.linkedin.com/in/avishasadeghinejad/

Email: avisha.sadeghinejad@uagc.edu

Avisha’s Bio page at UAGC: https://www.uagc.edu/about/faculty/avisha-sadeghinejad

Professor Bill Davis

Professor Bill Davis
Bill Davis has extensive experience and education in all aspects of business: consultant, management, leadership, sales, marketing, strategic planning, human resources, and organizational change. He has over three decades of experience working in the beverage industry, specifically in the PepsiCo system, a Fortune 500 company, serving in front, middle management, and executive level leadership positions.

Bill is a pracademic who successfully transitioned his highly successful career into academia. He has over 18 years of extensive academic experience serving as a program chair, lead faculty, assistant professor, core faculty, instructor, instructional specialist, instructional specialist manager, and associate faculty. He loves furthering student learning and seeing student success. Here is Bill’s Biography: https://www.uagc.edu/about/faculty/bill-davis

and his LinkedIn page: https://www.linkedin.com/in/billdavisforbes/

Tuesday, April 25, 2023

What Does it Take to Launch a Start Up: MBA Club and MBA Faculty Discuss

The MBA Club on Linked Hosted a Coffee Shop Interview with the Owner of Go Prama to discuss how to create a start-up. It was a great opportunity for faculty and industry to collaborate to help students learn from experienced practitioners. Host is Dr. Murad Abel. You may want to stay in contact with the LinkedIn MBA Club

Tuesday, March 21, 2023

Collaborative Project and ePortfolio: The Impacts of High-Impact Practices in Online Learning

Clinical care has become more complex and specialized in the U.S. healthcare delivery system. No longer is one specific health professional responsible for the patient's health outcomes. A healthcare team comprises multidisciplinary professionals such as doctors, nurses, and other health professionals from various specialties who work together, communicate often, and share resources. Researchers have found that team-based care can reduce medical errors and increase health care safety, efficiency, and quality. Team training is a critical part of healthcare management education. Learning the fundamentals of teamwork, collaborative care, and effective communication within healthcare management curricula helps students be better prepared for real-world situations. Especially in the online classrooms, students do not feel isolated because they support each other in the learning process and rely on each other to acquire new knowledge, solve a problem, complete a task, or create a product in a collaborative project. If any team members are behind in their studies, they could perform better eventually because of collaborative learning.

Many higher education institutions have incorporated high-impact practices (HIPs) acknowledged by the Association of American Colleges and Universities (AACU) to improve student engagement and success. HIPs are a collection of teaching and learning strategies that positively impact student learning and promote deep learning by enhancing student engagement. Compared to those students who did not, students who participated in any impact practices demonstrated higher commitment and more desirable learning outcomes, leading to increased retention, completion, and satisfaction rates. HIPs are necessary for helping educational institutions ensure access, equity, and quality of courses. Collaborative projects and e-portfolios are among 11 high-impact educational practices endorsed by AACU. The use of multiple HIPs has been proven as beneficial educational modalities in understanding and applying concepts and theories of disciplines. This revised course includes a quality improvement collaborative project from week one to week six and an ePortfolio learning activity for students to start their baby steps building their ePortfolios.

Research Method

Course evaluation is the key approach to improving the course quality we offer in the program. After this revised course was implemented, there were inevitably opportunities for improvement. Triangulation from various sources is always the best option to confirm the findings. The study population comprised adult learners who enrolled in this redesigned course after this course was implemented at the first year. The instructors who had taught this course during the same time period were also included in the study population. The information gathered from in-house student and instructor surveys provided valuable information that could be used to inform course redesign. Finally, artifacts collected from classes were the best sources for triangulation.

Key Findings

The survey item, ‘this course increased my knowledge in healthcare’ received the highest score. About 87% of surveyed students agreed or strongly agreed with this statement. Although most of our students are mid-aged frontline healthcare professionals, they learned a lot from this course because the course material is full of practical knowledge. One student commented, “This course went more in-depth about QI and associated topics than I had.” Similarly, another student stated, “I knew a lot beforehand but it enhanced my knowledge.”

Earning four certificates from the Institute for Healthcare Improvement (IHI) received the second highest score at 82.5%. Students voiced positively about the value of getting the certificates. The IHI certificates not only helped students learn better in this course but also prepared them for dealing with real-world issues. Here are some examples of students’ feedback. “These certifications provided real-world examples for the material we were learning which will be extremely beneficial in the workforce and in the classroom.” “The IHI certificates were worth the time and knowledge needed for the course.” “I enjoyed the IHI certificates. I thought they were a good enhancement to the course.” “Yes, it was a great tool and very excited to list these certificates on my resume.”

Among all survey items, the collaborative project obtained the lowest score. Only 55% of surveyed students felt that the collaborative project helped them learn to work with peers having different backgrounds and experiences to solve problems in a healthcare organization. Some students had a positive attitude toward the collaborative project and felt it benefited them. On the contrary, other students had negative attitudes towards the collaborative project due to the lack of participation from their team members, different time zones/work schedules, and unequal distribution of group work. Positive comments include, “I really enjoyed this part of the course. It was nice to hear from others and get their feedback.” and “I enjoyed working with my team members. Especially my team leader is a great leader who reminded us of things to do in 6 weeks and made sure that we were on the same page.” Negative comments include, “The project was not collaborative. It was workload heavy for 1 person.” and “The collaborative project was a good experience and it did allow us to focus on teamwork, but it can be difficult when everyone is not on the same work schedule. Some team members did not participate as much as others.”

Prior research showed that students who participated in group work in online courses were likely to be less satisfied with the overall experience and possessed a more negative perception when compared to those who took part in the face-to-face format. Favor and Kupl found that 38% of online MBA students preferred to work in a team, and 39% believed teams increased their learning. In addition, two of the most frequently cited challenges of teamwork are free riding and unequal workload distribution. In Smith et al’s study, 65.9% of graduate students felt positive about the group assessment. Thus, the finding (55%) regarding students’ perception of a collaborative project from our study falls between these two empirical studies.

All surveyed instructors offered positive opinions regarding this revised course. Several instructors expressed the need for teamwork in the healthcare administration program. “Team concept helps them to collaborate.” “Because they are in teams, they were more apt to give feedback to their team members, as it may have a direct impact on their final project.” “The activities allowed students to critically think about all aspects of quality improvement. Having students in groups enhanced engagement in discussions throughout the learning week. Students expressed positive experiences with group activities.”

Working on a collaborative project in the online classroom can be exciting, challenging, and rewarding. Performing a team project without the physical presence of team members in online courses may present an additional challenge as students are in different time zones and work schedules, leading to increased difficulty in setting deadlines and developing team dynamics. Students resisted a team-based project in the online classroom because they did not have time to collaborate effectively or because there was an underachiever on their team for whom they would have to compensate. Although many challenges are inherent in collaborative learning in the online classroom, there are compelling reasons to overcome the difficulties and make collaborative learning a fruitful learning experience. For instance, incorporating the Group Work Contract and peer-review could be the solutions to reduce students’ anxiety and frustration, resulting in better collaboration and learning experiences.


Dr. Hwangji Lu
Dr. Hwangji “Sherrie” Lu is a Core Faculty member in the Master of Arts in Health Care Administration Program in the College of Arts and Sciences at the University of Arizona Global Campus. Prior to this post, she had over 25 years of professional experience in various industries — inside and outside the health care arena. Dr. Lu holds two master’s degrees in nutrition from North Dakota State University and health services administration from Center Michigan University. She earned her Ph.D. in management with a specialization in leadership and organizational change from Walden University. Dr. Lu has served as a peer reviewer for several international conferences and peer-reviewed journals. Additionally, she is an advisory member for the Institute of Research Engineers and Scientists, the International Society for Engineering Research and Development, and the Universal Conferences Institute. Her research interests include high-impact educational practices, student engagement in online learning, educational technology, course evaluation, and leadership development.

Dr. Robert Smiles

Dr. Robert Smiles is the Program Lead in the Master of Arts in Health Care Administration Program in the College of Arts and Sciences at the University of Arizona Global Campus. He obtained a Ph.D. in health care administration with a specialization in organizational change resistance from Capella University, a master’s degree in health care administration from Bellevue University, and a Bachelor of Science in biology from the University of Maryland. He started his career as a regional marketing and admissions director for a long-term care organization in middle Tennessee, then began working as an adjunct professor with Ashford (now UAGC) in 2011. His research interests include student success, student engagement, and high impact practices.

Contact Information

Dr. Hwangji Lu at hwangji.lu@uagc.edu; Dr. Robert Smiles at Robert.smiles@uagc.edu

Azar, A. S., Keat, O. B., & Arutus, J. S. (2021). Collaborative learning in the classroom: The study of Malaysian University student’ attitude. Ilkogretim Online- Elementary Education Online, 20(4), 272-284. https://doi.org/10.17051/ilkonline.2021.04.30

Favor, J. K., & Kulp, A. M. (2015). Academic learning teams in accelerated adult programs. Adult Learning, 26(4), 151-159. https://doi.org/10.1177/1045159515596928

Kuh, G. D. (2008). High-impact educational practices: What they are, who has access to them, and why they matter. The Association of American Colleges & Universities

Rosen, M. A., Diaz-Granados, D., Dietz, A. S., Benishek, L. E., Thompson, D., Pronovost, P. J., & Weaver, S. J. (2018). Teamwork in healthcare: Key discoveries enabling safer, high-quality care. American Psychologist, 73(4), 433-450. https://doi.org/10.1037/amp0000298

Smith, G. C., Sorenson, C., Gump, A., Heindel, A. J., Caris, M., Martinez, C. D. (2011). Overcoming student resistance to group work: Online versus face-to-face. The Internet and Higher Education, 14, 121-128.

Steyn, C., Davies, C., & Sambo, A. (2019). Eliciting student feedback for course development: The

application of a qualitative course evaluation tool among business research student. Assessment & Evaluation in Higher Education, 44(1), 11-24. doi: 10.1080/02602938.2018.1466266.

Walston, S. L., & Johnson, K. L. (2022). Organizational behavior and theory in healthcare. Leadership perspectives and management applications (2nd ed). Health Administration Press.

Warsah, I., Morganna, R., Uyun, M., Hamengkubuwono, & Afandi, M. (2021). The impact of collaborative learning on learners’ critical thinking skills. International Journal of Instruction, 14(2), 443-460. https://doi.org/10.29333/iji.2021.14225a

Thursday, March 9, 2023

The Power of Mentoring with Matched Mindsets: Creating a Culture of Leadership

Through participation in student organizations and matched-minds mentoring collaborations, students can maintain relationships with other individuals that have the same professional interests, develop stronger mentoring relationships with their teachers and industry SMEs, gain ability to think critically, plan appropriately, and make well-grounded career decisions.

To enhance student enrollment, retention, and success in STEM fields of study, a focused strategy was implemented to establish student STEM organizations aligning underrepresented students with matched mentors and mindsets. We developed a survey tool based on published literature and established instruments, including measures of STEM belonging, science identity, and growth mindset, as well as measures assessing students’ views on their STEM participation. The developed research process can be applied across the learning institution and applicable in other colleges and universities.

There is limited data available on underrepresented students who are pursuing STEM careers regarding factors associated with their participation in STEM. By examining the views and experiences of diverse STEM students across these domains, insights can be gained which may help develop strategies to facilitate STEM participation by other underrepresented students and growth of students in these domains in STEM leadership.

The results of this mixed-methods research study identified how student organizations provide the structure for students to develop a greater sense of belonging in STEM which can have a positive impact on academic achievement and retention in STEM particularly for women and students of color. The belief of “belonging” in STEM may be influenced by relationships with mentors of similar cultural backgrounds and life experiences. Student organizations can be an incubator for the development of STEM leadership competencies.

Research integration was applied to develop the Matched-Minds Mentoring program for students in STEM programs. The results of the first Matched-Minds Mentoring cohort, including eighty-plus students, were amazing! Specifically, the key findings were:


     1. By examining the preferences and attitudes of STEM students, we can gain insights into factors associated with their decision to pursue STEM, which can help develop strategies to encourage more students to enter STEM and to provide support interventions with focus on underrepresented students.

     2. Research Integration: The STEM Matched-Mentoring Pilot was a success with a positive impact to student persistence and retention.

Implications or Recommendations:

The recommendation is to expand the Matched-Minds Mentoring program across the learning institution. This research method is applicable in other colleges and universities as well.

The Research Team was thrilled to share research findings at the 2023 National Organization for Student Success (NOSS) conference in Nashville, Tennessee, March 2023!

Dr. Karen Lynne-Daniels Ivy (Principal Investigator)

Dr. Karen Lynne-Daniels Ivy, Ph.D. is the Assistant Dean of Technology Studies for Forbes School of Business & Technology at the University of Arizona Global Campus. She is also co-founder of the media tribute company, Visionary Expressions, LLC. Karen is a life-long learner, and her educational background consists of a combination of business, technical, marketing, and leadership advanced studies. Dr. Ivy’s professional experience includes over 30 years of business, technical, and leadership contributions in the Aerospace, Manufacturing, Commercial Consumer and Office, Health Care, and Information Technology industries. This includes Technology Leadership support to Lockheed Martin Space and Aeronautics missions and Honeywell Aerospace missions. She is an accomplished Senior Leader in the Information Technology Services industry with expertise in strategic development and oversight, service delivery, program management, and technology and innovation transformation.

Research Team:

Dr. Karen Ivy - Primary Investigator, Dr. Tahereh Daneshi, Lisa Sims, & Michael Hayden

Thursday, February 9, 2023

Where is the recession? By Dr. Robin Dhakal

This week we learned that the US economy created 517,000 new jobs in January 2023 while the market estimate was just 187,000 jobs. That pushes the official unemployment rate down to 3.4% which is the lowest it has been since 1969. In addition, the average hourly wages also increased by 0.3% in January with an annual rate of 4.4%. All of these data along with the fact that the GDP grew by 2.9% in the last quarter of 2022 begs an important question: where is the recession?

In October 2022, the CEO of JP Morgan Chase, Jamie Dimon said that he expects the US to head into a recession “within the next six to nine months.” He was not alone in this prediction. Many financial analysts, economists, and news networks also concurred with Mr. Dimon’s view about the looming recession. One of the primary reasons that economists believe we are heading into a recession is because of the Fed’s efforts to bring down inflation. The inflation in the US has come down since July of last year. In June 2022, the CPI rose by 1.3%- one of the highest rates of increase in the recent past. However, that rate was 0% in July and -0.1% in December. This is an encouraging sign and a sign that the Fed’s interest rate hike is working. In fact, the Feds first started raising the interest rates in March and have gradually increased them since. It is also an encouraging sign that the Feds slowed the rate hike this month.

So, are the economists wrong about the possibility of a recession? It’s complicated. Historically, every time we have a higher level of inflation, the Fed uses its monetary policy tools to raise interest rates. When the rates are increased, consumer spending, investment, and exports fall. This causes domestic production to fall- hence causing the recession. One example of this is the inflation that persisted from the late 1960s to the early 1980s which is often coined “the great inflation.” To combat high levels of inflation, the Feds increased the rates aggressively up to 20% which pushed the US economy into a recession. Following the recession, the Fed started lowering the rates. This, coupled with fiscal policies of cutting tax rates, led to one of the strongest recoveries in the recent past.

Even though there are some similarities with the 1980s, there are a lot of differences, too. Unlike the 1980s when we saw a high level of inflation and two recessions in quick succession, we have a very robust GDP growth rate even while the Feds increased the rates aggressively. There are some reasons for concern because of the layoffs in the recent past from companies like Twitter, Facebook, and Google, but the data suggests that the labor market is still strong. Much of the layoffs we are seeing are companies shedding some of the overhiring we saw during the COVID pandemic in the tech industry. Moreover, as the world is getting past the COVID-19 pandemic and its economic impacts, the supply chain issues that companies experienced are fading. Shipping volumes are up in most of the largest ports in the world. Even though the supply chain issues are not expected to fully return to a normal level until 2024, it has improved. In addition, crude oil prices have come down significantly and the stock market is higher than at the start of 2020 with the Dow increasing by about 18% since the start of 2020. All of this is good news, and we should expect inflation rates all around the world to fall because of these factors.

Considering all these factors, it is reasonable to think that we *might* dodge the bullet on the recession this year or have a shorter, milder recession. That, of course, will depend on two major things: 1) how does the Fed reach moving forward? Will they keep raising the rates until the inflation has cooled significantly, or will they increase it at a slower rate? 2) how will Congress handle the debt limit crisis? On January 19, the US reached the debt ceiling. However, Treasury Secretary Janet Yellen doesn’t expect the US to default on its debt until early June. If the debt ceiling fight in Congress is not resolved soon, it will have a devastating effect on the US and global economy- and will almost certainly put us in a recession. It will raise the interest rates on the loans that the government owes, rattle the bond market, and affect the stock market globally- to name a few.
Dr. Robin Dhakal

Dr. Robin Dhakal Bio:

“Dr. Robin Dhakal is an Assistant Professor in the Forbes School of Business and Technology. He earned a M.A. and a Ph.D. in Economics from University of South Florida and a B.A. in Business/Economics and Mathematics/Computer Science from Warren Wilson College. His academic research focuses on development economics and political economy. He has been teaching Economics in colleges and universities for the past nine years." Dr. Robin's LinkedIn Address

Friday, February 3, 2023

2022 Forbes School of Business and Technology® $15K Scholarship Recipients

Congratulations to our two scholarship recipients. Darrius Finney was awarded the $15,000 2022 Senior Project Scholarship, and Tobe Attah was awarded the $15,000 2022 Entrepreneurship Scholarship. The scholarships are directly applied to their UAGC degree program and cover a portion of their educational expenses. You may learn more about the Senior Project Scholarship and the Entrepreneurship Scholarship at UAGC Scholarships 

*The Forbes School of Business and Technology® scholarship program is managed by Dr. Murad Abel, Dr. Jorge Cardenas, and Professor Bill Davis.

2022 Senior Project Scholarship Recipient Darrius Finney

My name is Darrius, and I am currently a student at the University of Arizona Global Campus pursuing a Master of Arts in Organizational Management. I began UAGC in 2019 because of the flexible learning and expedited classes offered. I started UAGC in 2019 with only 60 college credits and went on to complete my Bachelor of Arts in Human Resource Management in 2022 with UAGC. When beginning this journey, I never imagined three years later I would be four classes away from my Master’s Degree. When I completed my final course for my Bachelor’s, MGT 490 Strategic Human Resources Planning, I received an email in April of 2022 regarding the Senior Project Scholarship. I was reading the details and saw that UAGC offered a $15,000 scholarship to an undergraduate student seeking to pursue a Master’s degree with UAGC. The submission requirements include a letter of intent and your final paper in MGT490. I submitted the requirements and didn't think that I would be the lucky winner. Fast forward to December 2022, I received an email stating, “Congratulations, you are the winner of the Senior Project Scholarship!” I was speechless and genuinely so thankful for the opportunity to continue my education with UAGC. My whole intent behind furthering my education was to secure a better future for myself, set an example for my family, and provide my nieces with another role model to look up to. Everything I do is for my family, and this scholarship enables me to continue being the role model they deserve. With my master's degree, I plan on pursuing a career as a Human Resources Director and inspiring others never to give up and always set their goals high. My advice to others applying for this scholarship is to do it! As Wayne Gretzky said, "You miss 100 percent of the shots you don't take." I honestly wouldn't have this opportunity if I didn't take a shot at applying.

2022 Entrepreneurship Scholarship Recipient Tobe Attah

My name is Tobe Attah, and it is a pleasure to be awarded the Entrepreneurship Scholarship presented by the Forbes School of Business and Technology® at UAGC. To share a brief introduction of myself, I am the Managing Director for an engineering, construction, and management firm based in Dallas, Texas. Our services include the construction and management of civil engineering projects with a focus on pavement, drainage, water, and wastewater systems, among others. I am working towards earning my doctorate at UAGC to broaden my horizons on business administration and organizational development, and my goal is to become a professor. I look forward to taking advantage of the classes and professors who are experts in the field of leadership and management, as they can offer me valuable knowledge that can help me achieve my goals.

College is a great opportunity for students to explore their entrepreneurial ideas since they have access to a wealth of resources that can support them in making their ideas a reality. Numerous colleges offer incubators, accelerators, scholarships, and other programs that provide networking opportunities, funding, and mentorship. Additionally, college students have access to a wide variety of lecturers and peers who can offer unique knowledge and insight. Utilizing these resources and following through on entrepreneurial ideas can help students develop important skills like creativity, problem-solving, and perseverance, which are beneficial in any professional setting.