Don DePamphilis, Ph.D – Teacher, Coach and Mentor
Educated at the University of Pittsburgh and as an economist at Harvard University, Don DePamphilis joined the College of Business Administration faculty at LMU in 1998. As an Executive MBA Module Manager, he played an integral role in developing the structure of the program and teaches Microeconomics, Macroeconomics, Mergers and Acquisitions, and Corporate Governance. Don has held a number of Senior Executive positions in major corporations, such as National Steel Corporation, TRW and Experian and is regarded as one of the leading authorities in the field of mergers and acquisitions. He is widely published with benchmark works such as “Mergers and Acquisitions and other Restructuring Activities” now entering a fifth edition.
Clarity and understanding ultimately lead to better decision-making
Jimmy Johnson, former Dallas Cowboys head coach once said, “Treat a person as he is, and he will remain as he is. Treat him as he could be and he will become what he should be.” Studies repeatedly show that every individual is endowed with numerous talents. However, most of us will live and die without ever approaching our full potential. It is the challenge of unleashing this potential that shapes my approach to teaching. I look to test my LMU EMBA students continuously and aggressively, helping them to discover the necessary self-confidence that will enable them to reach the highest levels of achievement.
I aim to create a respectful and non-threatening learning environment where students feel comfortable expressing themselves with candor, vigor and conviction. Our small class sizes create an atmosphere that is conducive to lively discourse and this in turn encourages a willingness to participate. A typical class will start with an event taken from the news that week to illustrate what we are going to discuss. The concepts I’m planning to teach are then used to dissect the current event to show how they can actually be applied in the student’s workplace or daily life. My students come to understand very quickly that I want to hear their opinions, and they rapidly shed their early inhibitions and begin vigorously expressing alternative points of view. In my view, whether we accept or reject someone’s opinion is often dependent on how credible we find their explicit or implicit assumptions. To this end, I push students to inform their positions with objective data and test key assumptions rather than be guided simply by feelings.
If I were to characterize my own personal teaching style, I would sum it up as flexible, energetic and relevant. I see no benefit in slavishly sticking to a single topic if my students are clearly excited about a related issue. I have learned over the years that my enthusiasm is a positive force in the classroom – it tends to be infectious and can breathe life into the most mundane matters. And I am a strong believer in using fresh and timely examples to facilitate the learning process. Our acclaimed LMU EMBA faculty are highly effective teachers, expertly qualified through their research and professional experience. Students need to be able to relate learning to their daily lives and careers, and the more current and newsworthy the study material, the richer the classroom experience will be.
I am fortunate to teach in both Years One and Two of the program, allowing me the privilege of contributing to the growth of our students over the entire length of their EMBA journey. In the beginning, I see them full of doubt about their ability to master the material and unsure of what to expect. But by the end of the program, I see them transformed and armed with a true understanding of what they are capable of achieving. They have gained the confidence that comes with achievement and are more prepared than ever to realize their full potential.