The 1996 book Competing for the Future by the late Professor C.K. Prahalad and his colleague, Gary Hamel from the London Business School, was unique in that it tied together several of Hamel and Prahalad's leading ideas into book format. The book introduces the concept of "core competencies," which emphasizes that organizations should focus on leveraging their inherent strengths and unique capabilities, and "strategic intent," which focuses on setting an ambitious, long-run vision for a firm's future. This emphasis on future thinking was a particularly notable aspect of the book. In general, the book advocated for a proactive approach to strategy where businesses actively envision and shape the trajectory of their respective industries instead of merely reacting to existing competitors and market dynamics in the short run. This emphasis on dynamics -- in particular, envisioning the future and then mobilizing strategy to compete in shaping it -- had important managerial implications for business thinking in the 1990s.  It suggested that companies needed to transition from a short-term, reactive mindset to a more forward-thinking, visionary stance; this would allow companies not just to survive but dominate in future market landscapes. Overall, this book had a notable impact on business practice; Time Magazine named it one of "The 25 Most Influential Business Management Books."

In the book Build, Borrow, or Buy: Solving the Growth Dilemma the late Professor Will Mitchell and his co-author Laurence Capron developed a groundbreaking framework showing how firms can dynamically manage their resource portfolios and choose an appropriate growth strategy in turbulent market environments fraught with institutional, technological, and economic challenges. This comprehensive framework integrates the capability-based perspective with the principles of transaction cost economics. The intellectual origins of the capability-based perspective are deeply rooted in the foundational work in the strategy field carried out at the University of Michigan around 1980. Mitchell's foundational framework has not only shaped the research agendas of scholars interested in central questions in corporate strategy but also influenced practitioners who are faced with the perpetual strategic conundrum of how best to grow their firms.

The Personal Development Plan is a simple but impactful idea that has now been utilized by approximately 6,000 BBA alums and current students. At its core, the PDP is an Excel document that helps students plan the requirements to graduate, but its usage and value go far beyond just a requirement planning tool. In 2006, the BBA degree, which had for decades been a two-year degree program, was modified to a three-year structure with a small number of first-year preferred admits. Eight years later, in 2014, the BBA curriculum was modified from a 45 business credit requirement to 58 business credits. The changes to the curriculum meant that students had significantly more time, more flexibility, and more choices in how they progressed through the BBA degree. That flexibility increased even more as we moved to a four-year program in 2017. Advisors developed the PDP as a resource to help students make the most out of this expanded college experience.

In 2014, with the launch of the 58-credit BBA curriculum, a new core course was created, BA 200. As part of BA 200, PDP was introduced as a required component of the class and is now a co-curricular component of BA 100 and BA 102. Each year, the undergraduate advising team works with over 625 new BBA students (first-year students and transfers) so that each student develops an individualized plan for their life as a college student. Ensuring that they are planning requirements is an important part of this, but in developing their plan, students are asked to reflect on their goals for their time in college while developing their PDP. What skills and competencies do they hope to develop while they are here? Are there opportunities they want to take advantage of (study abroad, participation in programs through centers and institutes, minors or dual degrees, club leadership, etc.)? The PDP is a living document that travels with students throughout their four years and becomes a reference point for continued conversations and relationship-building with advisors until graduation. The PDP has had an impact on every single BBA student since the fall of 2014, helping to open their eyes to the rich opportunities at Michigan Ross and giving them a roadmap to their unique journey as a Ross BBA.

Launched in 2014 by Michigan Ross and the Zell Lurie Institute for Entrepreneurial Studies, the Desai Accelerator is dedicated to advancing U-M alumni entrepreneurial ventures. The Accelerator provides the physical infrastructure, financial resources, and mentorship to support alumni startups as they reach the critical phase between early-stage development and the point at which they seek external investors. 

At Desai Accelerator, startups can access a wide network of experienced advisors, including entrepreneurial mentors, industry experts, venture capitalists, angel investors, and other business leaders. To engage students, Desai offers internships for undergraduates and graduates from all U-M schools and colleges. The Desai Accelerator program runs an annual cohort that supports passionate entrepreneurs as they advance their early-stage ventures. Startups accepted into the program receive funding, tailored mentorship opportunities, national visibility, and other resources to support their success. 

The Desai Accelerator has invested more than $1 million in 44 startup ventures on behalf of the University of Michigan and has engaged 75+ student interns. Funding and support for the Accelerator are provided by the Desai Sethi Family Foundation, the William Davidson Foundation, and the Wadhams Family Foundation.

Professor Charles Laselle Jamison, a pioneering figure in the sphere of business management, spent most of his career at the Michigan Business School. Recognizing the importance of the evolving field of management education in 1936, Jamison proposed an organization dedicated to the support of high-quality research, teaching, and practice in the field. His vision led to the official launch of the Academy of Management in 1941. For this instrumental role, he became known as the "Father of the Academy of Management." With the onset of World War II, the Academy's operations were put on hold. However, they were revived in 1947 thanks to Jamison's tireless commitment. Since then, the Academy of Management has become an internationally recognized association for management and organization scholars.

Later in his career, Jamison would cement his legacy as a pioneer in the field of strategic management by publishing his 1953 textbook on business policy. The textbook was one of the first on the subject and showcased his invaluable contribution to the field.

In 2002, Professor C.K. Prahalad of the Michigan Ross Business School and professor Stuart L. Hart of the University of North Carolina Kenan-Flagler Business School published the iconic article "The Fortune at the Bottom of the Pyramid" in Strategy+Business. The article suggested that "low-income markets present a prodigious opportunity for the world's wealthiest companies - to seek their fortunes and bring prosperity to the aspiring poor." Prahalad published a book with the same title five years before he passed in 2010. The article and book, with additional research and publications by Prahalad, Hart, Michigan Ross Professor Ted London, and others spawned a new business strategy for human development that has transformed into a social movement around the world known as Base of the Pyramid. The movement now includes transnationals, non-profits, social entrepreneurs, grassroots development organizations, international aid agencies, and many consulting firms dedicated to BoP strategy and implementation.

In 2002, Professor Ravi Anupindi and his co-authors published the influential paper "Coordination and Flexibility in Supply Contracts with Options" in Manufacturing & Service Operations Management. This work introduced an innovative model that integrated options into supply contracts, offering enhanced management of demand uncertainties in supply chains. The research highlighted the important potential role of options in attaining contractual flexibility to coordinate supply chain participants and improve overall efficiency. The paper influenced subsequent research on supply contract design and demand management, one of the major areas of supply chain management research in the past two decades.

In 2006, Professor Sue Ashford, associate dean for leadership programming, founded the Ross Leadership Initiative, which was the precursor to the Sanger Leadership Center and one of the first organized leadership programs among business schools worldwide. The initiative was influenced by Ashford's research on learning leadership via experience and Professor Noel Tichy's action-based learning concepts. Suddenly students were not just learning about leadership but were actually engaged in doing it. Prominent among these efforts was the highly influential Leadership Crisis Challenge, which puts students in the hot seat needing to resolve a crisis in the moment. This program was recognized with the Provost's Teaching Innovation Prize in 2011 and remains a prominent and popular program in the school to this day. Later, under the leadership of Professors Scott DeRue and Gretchen Spreitzer, RLI grew and launched new programs that persist today, including Story Lab, the Ross Leaders Academy, and more. In 2015, alum Stephen W. Sanger, MBA '70, and Karen Sanger made a defining gift of $20 million to establish the Sanger Leadership Center. With the Sangers' gift, the Sanger Leadership Center, now under the leadership of Professor Lindy Greer, has created an array of custom programs and workshops and now offers leadership development programs for students across the university.

The Dare to Dream grant program is an initiative by the Zell Lurie Institute for Entrepreneurial Studies. It provides funding to U-M students interested in exploring and pursuing entrepreneurial ventures. 

The student grant program offers three different tracks targeted toward early-stage students looking to develop a business concept to integrate entrepreneurship into their academic studies, students who have already developed a business concept and are seeking to validate and assess the feasibility of their idea, and students who are ready to launch their ventures.

Michigan Ross has long been a pioneer in entrepreneurial education, introducing the nation's first course on entrepreneurship in 1927. However, in the early 1970s, Professor LaRue Hosmer played a pivotal role in championing entrepreneurship education at Ross. He developed and taught courses in small business management and a seminar on small business formation. He is considered the founder of the Michigan Entrepreneur Track and has also inspired present-day entrepreneurship faculty at Michigan Ross, including Professor Andy Lawlor. Lawlor was a student in Hosmer's entrepreneurial management course in 1973, and Hosmer has been an important mentor to Lawlor, helping to bridge the gap between business and teaching. Lawlor began guest lecturing under Hosmer's guidance in 1975 and assumed the teaching responsibilities for the entrepreneurship classes in 1981. Over the years, many successful companies have been born from Hosmer and Lawlor's teaching.

Professor Karl Weick was an iconic founder of the field of organizational behavior. Starting with his seminal book, The Social Psychology of Organizing, which was published in 1969, Weick's ideas had enormous influence, shaping organizational scholarship over the next decades and to this day. He focused on the processes of organizing rather than on organizations per se, suggesting that the insights into those processes give us important leverage to both understand and affect life in organizations. In his book, he introduced the seminal concept of "sense-making," which he defined as "the ongoing retrospective development of plausible images that rationalize what people are doing." Weick's ongoing research focused on how individuals engaged in making meaning and how that meaning-making affected important outcomes in organizations. His book has been cited more than 35,000 times, and his other work on the topic has been cited more than 13,000 times. His pioneering work has instilled a highly influential perspective on the people attempting the organizing work that goes into organizations.

Every innovation or new product development team faces a fundamental tension: When does one transition from the ideation to the execution phase? Too early a transition risks missing a great yet unrealized idea, and too late a transition risks being unable to bring the product to market on time. This significant and ubiquitous tension poses a challenge for researchers because of the nuanced nature of imagination and creativity and the need to combine that with creating an actual item based on one’s designs. In “Ideation-Execution Transition in Product Development: An Experimental Analysis” (Management Science, 2018) by Michigan Ross Professors Stephen Leider and William Lovejoy, as well as their colleague Evgeny Kagan from the Johns Hopkins Carey Business School, the authors use a novel experimental design to reveal some expected outcomes (later transitions do not change mean performance but increase variance and risk significantly) and some unexpected ones (it is not so much the timing of the transition that drives mean performance, but rather who has decision rights). Specifically, designers should not make the transition decision; the timing should be an exogenously imposed constraint. This external requirement significantly changes designers’ behaviors and results.

The article "Social Distancing as a Control Mechanism" by Professor James Westphal, is part of a larger stream of research that developed a more sociological perspective on corporate leadership and governance, an area of scholarship that had been largely dominated by economic perspectives into the 1990s. In a series of studies, Westphal and colleagues revealed a collection of social and psychological mechanisms by which governance policies, structures, and practices that were assumed to promote the economic interests of shareholders and other stakeholders were frequently subverted in ways that served the interests of powerful corporate elites. One such mechanism was "social distancing," a social sanction in which corporate directors who participated in governance reforms that threatened to increase board control over top management at one firm were socially isolated and even ostracized at other firms where they served on the board. They were less likely to be invited to informal meetings, and other directors were less likely to build on their comments and suggestions or solicit their opinions on strategic issues in formal board meetings. Directors who experienced social distancing, witnessed it firsthand, or were socially connected to a director who experienced it, were less likely to participate subsequently in elite-threatening actions. In that sense, the social distancing that Westphal identified parallels and anticipates the social distancing that we all learned about and practiced during the COVID-19 pandemic. But unlike social distancing during a pandemic, social distancing in corporate leadership, like the other social and psychological mechanisms that the authors uncovered, helped maintain a system that serves the interests of a powerful few rather than the many who depend on it for employment, goods and services, and wealth creation.

The Preparation Initiative was created by Professor Emeritus Frank Yates in 2005. Yates was a champion of diversity in higher education and believed all students should have access to Michigan Ross, regardless of their preparation. The Preparation Initiative is a thriving community designed to foster the excellence and success of undergraduate business students from economically distressed backgrounds or from racial or ethnic groups historically underrepresented in business leadership. Since its inception, the Preparation Initiative has supported hundreds of students in their pursuit of a business education and now also offers mentoring opportunities for alums of the program.

Professor Gautam Kaul and two former PhD students, in their seminal 1994 study titled, "Transactions, Volume, and Volatility" convincingly argued and verified empirically that it is the occurrence of a trade in a certain direction rather than its dollar value (or volume) that has the greatest effect on prices, hence the greatest relevance when assessing the liquidity of the market where that trade took place. A trade sign is determined by the buyer or seller's information, while market conditions determine trade amount and price. This is a simple yet extremely powerful notion that was originally predicated in theory but had no empirical support before their 1994 study. The publication of this study opened the door to the accurate measurement and needed assessment of market liquidity. These days, the approach they recommended is widespread in its use.

Sensory marketing is a relatively new and growing field of marketing that Professor Aradhna Krishna pioneered in the early 2000s. Krishna saw that there were disparate fields of study on senses, but there was no cohesion between these fields. She brought all these sub-fields together under the umbrella of sensory marketing and organized the first conference on it in 2008. She then wrote two books and dozens of scholarly articles on the subject to make the field grow. And the field did grow both in academia and in practice -- enough for Harvard Business Review to do a lead Ideawatch article on it featuring Krishna as the world's foremost expert on the topic. Krishna has defined "sensory marketing" as marketing that engages the consumers' senses and affects their perception, judgment, and behavior. Krishna continues to publish important, scholarly articles on the topic. She also started the Sensory Marketing Lab at Michigan Ross, which attracts PhD students and post-docs from around the world.