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Spend any time at the Wisconsin School of Business and one theme quickly emerges: Standing still is not an option. As one of the nation’s first business schools, WSB has shaped business education through listening, innovation, and action. That spirit endures. As the school celebrates its 125th anniversary, it matters more than ever.
Since its launch in 1945, the Wisconsin School of Business MBA has been responsive to the evolving needs of global business and industry. Over time, a robust portfolio of graduate programs developed around the MBA—programs designed to equip graduates with the knowledge, skills, and mindsets to succeed in dynamic, growing industries.
As AI reshapes the way leaders learn, work, and make decisions, the demand for professionals who can lead at the intersection of human and machine intelligence will only grow. Mission MBA allows WSB to be at the forefront of that conversation, through a focus on research, curriculum, and industry partnerships within the MBA program.
Research
Through RISE, the UW initiative to recruit faculty across a spectrum of disciplines to find solutions to global challenges, WSB welcomed six new professors specializing in AI. Together with current faculty, they are driving research and shaping the conversation on AI in business.
Curriculum
WSB is designing three new AI courses, which are expected to be offered in both the PMBA and the FTMBA. In addition to fundamentals, the courses explore AI’s role in management and enterprise systems.
“From a leader’s perspective, students need to answer questions like: How do I realize the benefits of AI? How do I integrate it into our processes? How do I manage this new ecosystem of human and AI agents?” says Bauer. “These courses help our students not just learn about AI but learn how to leverage it strategically.”
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In the spring of 1900, the Board of Regents put the wheels in motion that would make history: They approved a proposal establishing the School of Commerce at the University of Wisconsin, one of the first five public business schools in the country.
Under the auspices of the College of Letters and Science, the school set up shop in North Hall on campus’ Bascom Hill, with its first director, William Scott.
By the 1940s, the school separated from the College of Letters and Science and became the School of Commerce with its first dean, Fayette C. Elwell. In 1945, a Master of Business Administration was approved—and in 1947, a Doctor of Philosophy for work in commerce fields.
In a 1954 presentation to the University of Wisconsin Board of Regents, Dean Elwell noted that the “organization of the school is unique among American schools and goes back to the days of Professor Scott, who looked ahead. The School of Commerce is organized on a solid educational basis on which to build.”
Story excerpt: One thing the stations have in common is the way they’ve drawn talented scientists from around the country and the world to work shoulder-to-shoulder with Wisconsin farmers to solve specific problems and keep them competitive in global markets.
By: Story by Chris Barncard | Photos by Michael P. King | Video by Elise Mahon
Rodrigo Werle wonders if anybody is ever happy to see him. He is, after all, a weed scientist specializing in the most unwelcome guests that pop up in Wisconsin farm fields.
“Nobody wants to be in the same field where I do research,” says Werle, a University of Wisconsin–Madison professor of plant and agroecosystem sciences and extension scientist. “I want to work where there’s giant ragweed and waterhemp and all the hardest-to-control weeds we have.”
So, when he first laid eyes on UW–Madison’s Arlington Agricultural Research Station during his 2017 job interview, he began imagining all kinds of research possibilities. Arlington is one of UW–Madison’s 12 Agricultural Research Stations dotting the state, 10 of which are both working farms and working laboratories. The goal of these stations is to develop useful recommendations for farmers.
By: Story by Doug Erickson / Photos by Jeff Miller
Story excerpt: For the past two years, Carter Weisensel has been sharing his online life with not only his followers but also researchers at the University of Wisconsin–Madison. He’s part of a long-term, federally-funded project designed to study how social media affects the physical and mental health of adolescents, including their brain development. Carter is one of 325 Wisconsin teens ages 13-15 already recruited for the study, with a goal of 400.
Carter Weisensel is a very active 15-year-old. He’s a three-sport athlete at his high school in Stoughton, Wisconsin, and he loves to fish and race motocross.
But when he needs to relax, he sometimes jumps onto social media, where a few minutes can quickly turn into an hour — or three.
“Scrolling can give you this cheap dopamine hit,” he says.
Carter is mostly an online consumer; he doesn’t create a lot of content himself. When he does, it’s usually related to one of his hobbies, like a recent Instagram post about the large muskie he pulled from the Wisconsin River near Sauk City.
“When you post something impressive like that, it makes you feel good about yourself,” he says.
For the past two years, Carter has been sharing his online life with not only his followers but also researchers at the University of Wisconsin–Madison. He’s part of a long-term, federally-funded project designed to study how social media affects the physical and mental health of adolescents, including their brain development. Carter is one of 325 Wisconsin teens ages 13-15 already recruited for the study, with a goal of 400.
“COPD is not one specific disease — rather, it’s a group of diseases defined by permanent and progressive lung damage, usually caused by long-term cigarette smoking,’’ says Hernandez, a member of the Ford Research Group, led by School of Pharmacy Associate Professor James Ford, whose work focuses on implementation science and health services research.
