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Vita

Education
  • Ph.D, 1989, Political Science (Public Policy stream: PhD Thesis: Canada Post: Origins, Growth and Decay of state postal function, 1765-1981), Carleton University
  • M.P.A., 1984, School of Public Administration, Carleton University
  • B.A., 1981, Department of Law, Carleton University (completed part-time while working full-time)
Employment Experience Highlights
  • Assistant Professor, California State University MB School of Business, 2001 - 2004
  • Assistant Professor, tenured, Carleton University, School of Business, 1988 - present
  • Researcher, Privy Council Office (supports Prime Minister), 1985
  • Specialist, Policies and Procedures, Canada Post Corporation, 1983-84
  • Manager (part time), Easy Frame Ltd. (small business) 1981-83
    (to support return to graduate school)
  • Commercial Loan Manager, Bank of Montreal, Ottawa, 1980-81 ($200 MM portfolio)
  • Mortgage Manager, Bank of Montreal, Ottawa, 1979-80 ($200 MM portfolio)
  • Personal Loan Manager, Bank of Montreal, Ottawa, 1978-79 ($50 MM portfolio)
  • Branch Manager, Avco Financial Services, Ottawa, 1974-78 ($5 MM portfolio)
Academic Administrative Experience Highlights
  • Carleton, Sprott, Director, Professional MBA, 2007-2010
  • Carleton, Sprott, chair MBA Restructuring Committee, 2007
  • CSUMB Faculty Advisor, Student Business Club, 2001 - 2003
  • CSUMB PAC/LEG Chair, California Faculty Association, 2002 - 2003
  • CSUMB Academic Senate Rep, Otter Student Union, 2002-03
  • CSUMB Academic Senate Rep, InterClub Council, 2002-03
  • Carleton, Sprott, Chair, School Web Redesign Committee, 2000 - 2001
  • Carleton, Sprott, Coordinator Cuban Case Studies Project (with University of Havana) 1999 - 2001
  • Carleton, Sprott, University Rep, Canadian Police College Advisory Committee, 1999 - 2001
  • Carleton, Sprott, University Rep, Ontario Police Learning System Advisory Committee, 1996 - 2001
  • Carleton, Sprott, Member, Program Promotion Committee, 1996 - 1998
  • Carleton, Sprott, Supervisor, International Programs, School of Business, 1996 - 1998
  • Conference Chair, Business & NGO Lobbying in the 90s, Ottawa, 1992
Academic Teaching Experience Highlights
  • Core: Strategic Management: 1988 - present; International Business: 1995 - 2007
  • Secondary: OB, Entrepreneurship, Business and Society, Corporate Governance
  • EMBA strategy courses for University of Washington, SUNY Buffalo, University of Pittsburgh
  • EMBA strategy courses for University of Calgary, University of Ottawa, Dalhousie University
  • EMBA strategy courses in Hong Kong, Cuba, Poland, Ukraine, Czech, Romania, Latvia, Iran
Background
My parents were from the “greatest generation”. They were born at the end of the first world war, grew up in unimaginable poverty in the Depression – my mother on a farm in rural Saskatchewan and my father in scrabble hard inter-war England. This generation fought and defeated the Nazis in the second world war and supported the containment policies towards the USSR that contributed to its collapse in 1989 and 1991 that had such an impact on my life in my numerous teaching trips to Central and East Europe, China, Cuba and Iran after 1989.

After my birth at RCAF Gimli – later famous for the Air Canada Gimli glider – we were immediately posted that summer to RCAF Zweibrucken, Germany in 1953 and then in 1955 to RCAF Marveille France where my late father flew F-86 Sabre fighter jets and upon our return to Canada, my father retrained on the newly acquired F-104 Starfighter jets (even though he was trained in RAF to fly Lancaster bombers in the second World War).

At the end of the 1950s, we moved to a 200 acre farm in Lanark Country in Eastern Ontario where I grew up in the 1960s. It was a vastly simpler world with three TV stations in Eastern Ontario – CBC Ottawa, CJOH-CTV and CBS - and many farms still had outhouses without running water in the house while telephone party lines with phone numbers such as “3 ring 7” were the norm. We had a single 12 inch black and white TV which we were only allowed to watch on Friday nights. However, our mother did allow us to watch the entire 3 day broadcast surrounding President Kennedy’s assassination and burial in 1963 and the Beatles live on Ed Sullivan in 1965. However, the world of the teenager at this time in Eastern Ontario was dominated – not by TV – but by CJET Radio Smiths Falls and CFRA Radio Ottawa for both were playing contemporary rock music.

Prior to 1965 when Conservative Education Minister Bill Davis closed rural schools by consolidating them into regional schools, I attended a one room school house for the first four years of public school – SS #4 and then SS #6. There was one teacher for the 8 grades within each one room school house. In every school, there was a picture of Queen Elizabeth posted high above the centre blackboard and we started every morning by singing God Save the Queen. Fortunately, Ritalin had not yet been discovered. Its precursor was the strap which was much healthier for it possessed no psychotropic properties to damage the adolescent mind.

The very late 1960s and very early 1970s – the era of the Stones, Led Zeppelin and Pink Floyd for a teenager – represented a period of transition for Canadian society from the easy affluence of the 1960s to the stagflation, high gas prices and increased unemployment of the 1970s.

I decided to complete my entire undergrad degree part time while working full time. I was employed for 4 years with an American financial services MNC where I was trained to read financial statements and analyze business plans. I then received a very attractive offer from my former manager to start with the Bank of Montreal Main Office at Wellington and Sparks, Ottawa opposite Parliament Hill West Block. I was quickly promoted from Consumer Loan Officer to Consumer Loan Manager and then promoted to Mortgage Manager of 4th largest branch in Canada with a $¼ billion in mortgages on the books. I was then promoted to Commercial Credit Officer and after a short time was offered a promotion to Toronto to First Canadian Place.

Having no desire to move to Toronto – “a fate worse than death” as I said at the time - and having finally graduated with my BA that spring, I applied to graduate school and upon acceptance, resigned from the bank to become a full time graduate student at 28. Culture shock – on steroids – after being in large financial institutions for 10 years. As I earned high grades, some professors suggested I apply for a PhD. As I owned a small garden home, I had no desire to move. This ensured that I would only apply to Carleton where I was accepted with substantial scholarships.

Before I defended my thesis, the then Director of the Carleton School of Business heard about me over the grape vine and thus we met. He offered me a teaching contract in 1986 to teach one course. Subsequent to very high teaching evals, he offered me a one year full time teaching contract the following year and the year after that in 1988 I was offered a tenure track position in the School of Business to teach all sections of the strategic management capstone course.

I defended my PhD thesis on the origins, growth and decline of the state postal function in Canada, arguing the Canadian post office was the very first and most important instrument of nation building. The following fall of 1990, yet another bitter postal strike ensued. The remarkable chase producers of the CBC tracked me down to tell me that Barbara Frum of the CBC The Journal wanted to speak to me concerning the postal strike. That interview in prime time was one of the most intimidating experiences of my entire life.

In October, 1989, the Berlin Wall came down and communism collapsed. With two Polish-Canadian colleagues, we applied to CIDA for support to establish a business program at the Central School for Planning and Statistics in Warsaw – the elite Polish university that trained economists, statisticians and mathematicians to create the state central plans under communism. I was the first Carleton professor to visit Warsaw and teach under this new program. Visiting a non OECD country for the first time – which was essentially still a centrally planned economy – provided me with a first hand, on the ground, up close and personal, understanding of the enormous and incomprehensible destructiveness of the human spirit caused by state central planning. However, in my subsequent 15 visits during the 1990s, I witnessed first-hand the remarkable transformation bought about by Finance Minister Balcerowicz’ “cold shock therapy” of the termination of the incredible number of subsidies and protectionist regulations embedded throughout the economy that caused so much suffering and deprivation such as food shortages and 5 hour queue’s for very poor quality meat. And I witnessed the subsequent boom and transformation of Poland into the most prosperous of the former communist countries.

From these experiences, I was able to successfully obtain multiple, repeat short term teaching contracts from well-known American business schools e.g. University of Washington, SUNY Buffalo, University of Pittsburgh, Carnegie Mellon, that established EMBAs funded by USAID in most East European state capitals including Bucharest, Kiev, Prague, Riga. Starting in 1997, I started to teach in China followed by numerous teaching trips in Iran and Cuba.

These repeated working experiences in multiple non-Western countries in different parts of the world representing different ethnicities and nationalities provided extensive hard empirical bases to compare and contrast with the Canadian, American and European models with which I was so familiar. Paradoxically, I developed a much deeper understanding of the evolution of the English-speaking countries of UK, US and Canada in terms of the 800 years of democratic development as well as the more recent emergence of the market-based economy that has produced, as the former Marxist Professor Deidre McCloskey has demonstrated in her research, a vastly higher standard of living than any other system in human history. Moreover, these international experiences made manifest the theoretical, structural and practical economic and political failures that produced the material and political suffering in these countries where I taught. Yet, at the same time, the successes of Poland and China provide examples of possible paths going forward.

The value of teaching in non-Western countries – to professors in the social sciences and humanities - is incalculable for it forces the re-examination of uncritically held assumptions concerning western countries in contrast with the state of development and practices in non-OECD countries. Moreover, it requires the professor re-examine pedagogies, materials used in the classroom. Indeed, while it is similar to starting for the first time in the classroom, in another sense it is similar to growing up anew as a young person confronting the new world of adulthood.