Chris DeBlanc doesn't have a lot of free time. The full-time accounting major is putting himself through the Robins School by working three jobs. One if his greatest joys in life is riding his motorcycle to and from work and class. When he is riding his "obnoxiously loud chopper," he feels free. It is a good release from the stress of school and work.

At the age of 27, DeBlanc knows a lot about freedom. The young Marine served in Operation Enduring Freedom in March 2002, Operation Iraqi Freedom during the initial invasion March 2003 to June 2004 and again from August 2004 to March 2005, when he led 26 Marines on the ground in the largest urban combat operation in US history - Operation Phantom Fury - the assault on the city of Fallujah.

"I took time off after high school to play guitar in a rock band and I went to Germanna Community College, but I wasn't ready for college, so I just stopped going. I was spinning my wheels," said DeBlanc. "I needed a dramatic life change, so, I walked into the Marine recruiter's office in Fredericksburg. I told them I wanted to be in the infantry. The next week I got a phone call and on June 12th, 2001, I entered the United States Marine Corps."

DeBlanc learned two important things in Iraq. He learned he can do anything, and he learned that people are pretty much the same all over the world, and want the same basic things out of life.

"As far as my life experiences go, Iraq represents the best of times and worst of times. It has changed me in ways that only others who were there could fully understand. I am what I am today because of Iraq, for better or worse. But I cherish my experiences there," continued DeBlanc.

In addition to his full-time class load, DeBlanc works 20 hours a week as a tax intern for Wells, Coleman, and Company and an additional five hours a week at the Virginia Credit Union in the accounting department. He puts in another 16 hours working weekends at Lowe's Home Improvement Warehouse.

Unconcerned about getting a job when he graduates in December, DeBlanc says he did not come to the Robins School to get a job, but to learn how to think. Professor Joe Ben Hoyle has taught DeBlanc to stretch the boundaries of analytical thought, learning how to look at problem solving in a whole new light.

"He taught me that accounting is like painting a picture. And most important, he taught me that there is no free lunch.

The best preparation in life is the ability to think. If you can think, you can solve problems. People get paid a lot of money to solve other people's problems. Learn to think, and you can do anything," said DeBlanc.

As any student of international business knows, the economic or political climate in a country or region can change on a dime, which is how MGMT 349, Global Business in a Digital World ended up traveling to Dubai over the winter break. Originally scheduled to travel to India, plans changed after the November 26th terrorist attacks in Mumbai's financial district. Faculty, university administration and alumni pulled together a trip to Dubai, Abu Dhabi and Doha in little more than two weeks.

Students who enrolled in the class, which began with the trip and continues through the spring semester, are gaining an understanding of the role the Gulf Region plays in the global marketplace. They are learning about the vast cultural differences and social norms that provide a foundation for doing business in the Middle East. This includes instruction in the Islamic faith, as well as how social software and other technologies can enhance communication among partners around the globe.

"Our goal is to provide a first-hand perspective from executives of multinational companies operating in the Middle East, gaining an appreciation of the political, legal, regulatory, and economic issues that impact business operations in Dubai and Doha in particular," said Dr. Candace Deans. "We are also given a better understanding of the competition US companies operating in these countries face. These perspectives come from a hands-on experience in the countries being studied as well as classroom projects once the trip is complete."

The class arrived in Dubai December 29th and returned January 10th. They toured new developments in Dubai, including Dubai World Trade Centre; Burj Dubai, the world's tallest building; The Palm, the world's three largest manmade islands; and The World, a man-made archipelago of 300 islands constructed in the shape of a world map.

Vice-President and Prime Minister of the UAE and Ruler of Dubai, His Highness Shaikh Mohammed bin Rashid Al Maktoum's vision includes transforming the UAE and Dubai from a regional powerhouse to international economic and financial centers. His larger-than-life real estate developments cast Dubai onto the world stage.

Corporate visits included Weatherford, a global provider of mechanical solutions, technology applications, and services for all phases of oil and gas developments; the Al-Futtaim Group, an integrated commercial, industrial and services organization operating more than 40 companies; and DP World, a leader in international marine terminal operations and development, logistics and related services.

They also visited Qatar Financial Centre (QFC), a financial and business center established by the government of Qatar to attract international financial services and multinational corporations to grow and develop the market for financial services in the region.

Students even found time to snow ski at the Mall of the Emirates, sunbathe on the beach and go on a desert safari. They also visited Souk Madinat Jumeirah, a colorful and vibrant Arabian market with a lively trading culture.

Daniel Brunt will graduate this spring with a degree in Business Administration with concentrations in International Business and Economics. He is interested in working internationally and will be sending resumes to one or two of the companies he visited.

"The most valuable thing I learned about was the Middle Eastern and Islamic way of life. Through my experience, I realized that most of the region is not only advancing and growing rapidly, but is also committed to forging close ties and friendships with the American and Western global community," said Brunt. "Their religious and family values are virtuous and strong, acting as a glue that unites the region and steers it away from the temptations and corruption which can easily arise as a society experiences massive inflows of capital in a short period of time."

From the historic narrow streets of Bastakiya, where traditional courtyard houses were cooled by wind towers lining Dubai Creek, to the glimmering jewel the Burj Dubai, cooled by the equivalent of 10,000 tons of melting ice in one day, the students are being introduced to the awe-inspiring business climate of the Middle East.

Madison Avenue may have the glitz and glamour of advertising, but building a brand is really about telling a story, and sports is the front runner when it comes to story telling. Even in tough economic times, sponsoring sports or a stadium is a "brilliant move" according to Robins School professor Adam Marquardt, because it enables companies to better connect with their target audience and can increase awareness exponentially.

The Steelers and the Super Bowl are a perfect example. Despite the recession, a dizzying number of shoppers stormed Pittsburgh area retailers to buy Steelers merchandise.

"In comparison with other marketing budgets, companies should be holding on to sports sponsorship in spite of the economic climate," said Marquardt. "A lot of companies will do away with it, which is a mistake, because marketing is the lifeblood of the company. Sponsoring a sports personality is even more valuable in a downturn, because celebrities provide a way to communicate and connect with the audience, who is looking for a personality to identify with."

Marquardt cautions that brilliant sponsorships moves can quickly turn against a company, as with the $400 million Mets-Citigroup stadium deal or Kellogg's decision not to renew with Olympic gold medalist Michael Phelps after he was photographed smoking pot by a British tabloid.

Although the marketing approaches to sponsoring a stadium or a sport are similar to that of sponsoring a sports figure, the two are not marketing equals. One way to cut through all the clutter and mediocrity is to tell a better story. Good-play sports players bring a higher level of identification and strengthen over time.

Students learned this and more in the Robins School Fall 2008 Sports Marketing class, which, while not taught on a regular basis, will be back again in the Fall 2009 semester due to popular demand. While core areas of marketing study include strategic brand management, brand marketing and entrepreneurial marketing - they don't cover the intricacies of sports marketing.

The class covers two main areas: the marketing of sports and marketing through sports. Students worked on experiential projects for Sports Backers, providing strategic recommendations for the James River Adventure Games and insights into developing a younger demographic for the Ukrop's Monument Avenue 10K.

Sports marketing is an up-and-coming area of study. Students seeking a job in sports marketing will soon discover that while opportunities do exist, the wages are compressed because so many people want jobs in sports. Those at the top do very well, but students interested in working in sports will have to pay their dues.

One way to do this is through an unpaid internship. Another is to do promos for minor league teams, working up to the majors. There is no set path in sports marketing - the goal is try to gain as many positional advantages as possible and develop a solid network as early in the game as possible.

Students from a Robins School marketing class taught by Kiersten Maryott this past fall worked with a local Merle Norman franchise to develop potential marketing strategies. Read the full article, featured in The Collegian (October 2, 2008).

Robins School of Business students competed in the Strategic Innovation Challenge this past fall. Participating students presented solutions to a real-world issue facing MPS Group, a Florida-based professional recruitment company. The winning team won $1000. Read the full article, featured in The Collegian (November 20, 2008).

The Robins School is delighted to welcome Shelley Olds Burns, M.Ed., as our new Director of Career Programs in Business. Shelley brings over 20 years of higher education experience, including 14 years with the Virginia Commonwealth University Medical Center, where she collaborated with physician educators to implement professional development programs and experiential learning opportunities for medical students and physicians. In her newly created position, Shelley will transfer her skills to implement professional soft skill programs for undergraduate business majors. These programs are primarily intended to complement the Robins School of Business curriculum and Career Development Center (CDC) initiatives. Despite challenging economic times, Shelley states, "This position provides a great opportunity to collaborate within the University of Richmond community in an effort to support existing programs, utilize shared resources, and develop new initiatives on behalf of our business students. Students who choose to take advantage of these types of programs will, I believe, develop their professional skills to their fullest potential, thus giving them that needed edge in the marketplace."

Though Shelley just started in her new position less than four months ago, she has hit the ground running. Her primary responsibilities include the following:

1. Serve as the Robins School's primary liaison to the University's Career Development Center. In this role, Shelley will partner with CDC staff in planning networking events and speaking engagements; serve as a point person for the Robins School for internships; identify faculty in specific disciplines who can advise the students in highly specialized industries; develop workshops targeting students needs in business.

2. Serve as Director of Q Camp. Named for Paul B. Queally, R'86, this two-day program is designed to introduce undergraduate students to practical, real-world exercises in professional and career skills. Held off campus in a nearby conference center, sophomore and junior business students experience social and professional interactions they will face as they enter the 21st century workforce.

3. Direct the Robins School's Executive Advisory Council (EAC) Mentoring Program. The EAC Advisory Council consists of senior executives with a variety of backgrounds, and this program is designed to connect students one-on-one with EAC members, community corporate partners and alumni business professionals. Members of the EAC Mentoring Program provide career guidance by helping students in the following ways:

• Meet one-on-one to provide general career coaching and advice
• Provide input regarding specific career questions/issues
• Discuss challenges faced when transitioning from school to work
• Assist in outlining a job search strategy
• Share real world experiences that have impacted his/her career

A very successful kick-off lunch was held January 15, 2009 on campus, in which mentors were invited to meet their mentees and receive an outline of the program. This year the program attracted a record number of 48 mentors and 52 mentees, thanks to Shelley's enthusiasm and strong leadership. Meetings throughout the semester may be held on or off campus and scheduled as frequently as once per month or just once in a while, whatever best suits the mentor and mentee. "This program is just another great opportunity to connect our students with successful business executives who can assist them in making informed decisions and developing effective job search strategies for careers in business," relayed Shelley.

If you would like more information on any of our professional development programs, please contact Shelley Burns, sburns@richmond.edu.

Written by Shelley Burns

I recently served on a search committee for a position which targeted recent college graduates. The position was posted online and after five days, generated 233 applications. The position ultimately generated just under 300 applications. Given today's current economic climate, including unemployment rates at 8%, today's undergraduates applying for jobs and internships will no doubt need a stronger and more focused work ethic than ever before.

The Art of Graceful Self-Promotion

Personal power comes from an internal locus of control-the term used to describe the belief that you can shape your career and your life. For example, a person with an internal locus of control is one who believes that he or she can influence current job success by looking for and creating opportunities to add value and grow both professionally and personally.

Several years ago I had an opportunity to co-present a session at a national conference with my new supervisor. The request had come six months earlier and my supervisor had only been on the job for five days. I accepted the challenge for two key reasons 1) I believed a strong presentation would increase my credibility with my new supervisor and 2) the national exposure would enhance my networking ability within the organization. Immediately following that presentation, my supervisor handed me a note at the podium saying that my skills were being underutilized! My presentation was not perfect, but it did springboard new opportunities with my supervisor as well as additional invitations for national presentations.

As undergraduate students your internal locus of control has a lot to do with your ability to succeed in the 21st century workforce. For example, a person with an internal locus of control will take advantage of existing University of Richmond programs such as the EAC Mentoring Program, Q Camp (an off-campus student conference to build professional skills) and the Career Development Center's Etiquette dinner, to name a few. These students recognize the importance of proactively networking, identifying growth within industries and strengthening their interpersonal skills.

In contrast, people who believe they are powerless to do much about what happens to them have an external locus of control - a term used to describe the belief that outside forces and others shape your career and your life. For example, an individual with an external locus of control could focus on how bad the job market is and feel paralyzed by it. If they do get a job interview they may walk into it feeling that it is a matter of luck whether they will do well. Students who believe outside forces impact their job search outcome will feel little motivation to act on their own behalf.

Consider the following example from our recent search committee:

Our search committee's initial task to review and reduce the applicant pool from nearly 300 to 25 and then to 10 applicants was surprisingly easy. Resumes which caught the committee's attention demonstrated those skills we were seeking in an applicant: relevant buzz words and knowledge of the position, detail oriented, organized and quantitative results. One applicant, who felt that her resume didn't download properly, took initiative to mail a hard copy to ensure accurate receipt.

No job search process would be complete without its share of politics, and our search committee was not immune. In today's market, networking is not a luxury but a powerful tool for finding a job, especially with small to mid-sized companies who don't recruit through college career services or major online job boards. Our search generated a few personal referrals and those few who stood out in the interview shared qualities which we again valued: strong interpersonal skills with confident and focused answers. For example, when asked what strengths you bring to the position, one successful applicant described herself as organized and provided a detailed example to illustrate her ability to track multiple projects simultaneously.

An undergraduate student with an internal locus of control is one who feels she/he can influence a job interview by the way she prepares for and conducts herself in an interview. Chances are if she interviews with an understanding of the company as well as rehearsed focused answers which demonstrate desired ways she can add value, she'll interview favorably.

Motivational speaker and author, Zig Ziglar once said, "Your attitude, not your aptitude, will determine your altitude." As a student competing for jobs and internships in today's economic climate, where do you see yourself on the locus of control continuum?

The Career Development Center has a full schedule of programs and recruiting events this spring to assist students in connecting with internship and full-time opportunities. More than 20 employers are already scheduled for on-campus interviews, including Capital One, U.S. General Services Administration and Deloitte & Touche. Students looking to brush up on their interview skills can sign-up for mock interviews, which are held every Wednesday in the CDC. The CDC also holds walk-in hours every day from 2 to 4 p.m. at the CDC, and a staff member will hold satellite walk-ins at the business school every Monday from 2 to 4 p.m. For more information, visit cdc.richmond.edu.

The CDC is excited to announce a new online networking function for current students and alumni. The "UR Career Network" will give alumni and current students a simple, yet sophisticated way to connect with each other for professional networking. To sign up or for more information, visit the CDC website.