The Opportunity

Babson College is a world-class business school, empowering entrepreneurial leaders to create great economic and social value everywhere. Located in Babson Park, Massachusetts, just outside of metro Boston, Babson was founded in 1919 and is recognized by U.S. News & World Report as a global leader in entrepreneurship education for undergraduate, graduate, executive programs, and partnership opportunities. Babson has a collaborative, collegial team environment designed to include and motivate every individual. It is a rewarding workplace, seen as an exciting launch pad for anyone to make a real impact in higher education by serving more than 2,350 undergraduate and nearly 1,000 graduate students, representing more than 80 countries. Babson provides everything needed to achieve career goals, including learning and development opportunities, outstanding benefits, rich rewards, wellness programs, and a genuine dedication to creating a diverse, multicultural and inclusive community.

The Position

Role of the Director of Community Standards for Babson College

Reporting to the Dean of Students, The Director of Community Standards is responsible for developing and implementing a comprehensive community standards and ethical decision-making program for undergraduate and graduate students. Specifically responsible for the leadership and management of the Office of Community Standards and administration of the student conduct process prioritizing accountability, equity, respect, and resilience; overseeing the case management of alleged academic and non-academic violations of policy; working closely with the Title IX Coordinator to adjudicate all gender-based misconduct incidents involving students; serving as a dean on-call member of the crisis team, responding to or assisting in campus crisis or student emergency situations; directly supervising the office staff.

Further responsibilities as outlined in the institutional job description include the following:

  • providing leadership and management for the Office of Community Standards, including all undergraduate and graduate student conduct functions; serving as a decision designee for the vice president, learner success & campus life and/or the dean of students.
  • managing all investigations and adjudicating student conduct matters involving student organizations (i.e., fraternities, sororities, athletic teams, club sports, etc.).
  • advising the Student Affairs leadership team on all related public policy issues, relevant case law, and professional standards and best practices; ensuring that the college’s student conduct processes comply with all federal and state legislative requirements, including FERPA and the Clery Act; and acting as the liaison with the college’s General Counsel and Title IX coordinator on student conduct matters, whenever appropriate and advisable.
  • overseeing case management and the case assignment process for all suspected policy violations including academic integrity; ensuring that all student conduct referrals are addressed in a consistent and timely manner through appropriate student conduct processes and procedures (one-on-one administrative hearings, board hearings, and alternative resolutions); utilizing adaptive resolution methods including, but not limited to restorative and transformative justice, when appropriate; providing ongoing training and indirect oversight of residential area coordinators that serve as hearing officers.
  • serving as a dean on-call member of the crisis team; responding to, or assisting, in a campus crisis or student emergency situation; working with medical personnel or emergency services staff to assess students’ status and evaluate the ability to return to campus; conducting necessary follow-up with Public Safety, local agencies, and/or parents and staff as needed; and assisting with coordination, communication, and implementation of emergency response plans and actions.
  • adjudicating all student on student gender-based misconduct cases in conjunction with the Title IX coordinator; serves on the case management team; serving as internal investigator for complaints or communicating decision outcomes and determining sanctions when a respondent is found responsible for a policy violation.
  • managing and coordinating investigative follow-up on student conduct matters in partnership with public safety and residence education; monitoring and evaluating college policy enforcement processes and procedures; regularly identifying and implementing ongoing improvements.
  • serving as a senior-level hearing officer for administrative hearings and as an appeal officer for administrative hearings conducted by other hearing officers.
  • evaluating student conduct processes, procedures, and programs within the Code of Ethics; engaging with and soliciting input from community members, including students; and facilitating the development and implementation of any recommended policy revisions or changes.
  • developing and facilitating in-service training for student leaders, resident assistants, fraternity and sorority leadership, student-athletes, faculty, staff, and other constituents on college student conduct processes and policy.
  • overseeing the management of all undergraduate and graduate discipline files and data, including management of and training for the case management database; preparing regular reports of key statistics and identified trends.
  • overseeing the sanction compliance process in collaboration with the office’s Administrative Coordinator.
  • serving as a case manager for the college’s CARE Team and Bias-Related Experience Team, advising and executing individualized interventions for students to support their personal and academic success.
  • overseeing development and management of Community Standards’ content for the website and student hub.

Further responsibilities as outlined in the institutional job description include the following:

  • providing leadership and management for the Office of Community Standards, including all undergraduate and graduate student conduct functions; serving as a decision designee for the vice president, learner success & campus life and/or the dean of students.
  • managing all investigations and adjudicating student conduct matters involving student organizations (i.e., fraternities, sororities, athletic teams, club sports, etc.).
  • advising the Student Affairs leadership team on all related public policy issues, relevant case law, and professional standards and best practices; ensuring that the college’s student conduct processes comply with all federal and state legislative requirements, including FERPA and the Clery Act; and acting as the liaison with the college’s General Counsel and Title IX coordinator on student conduct matters, whenever appropriate and advisable.
  • overseeing case management and the case assignment process for all suspected policy violations including academic integrity; ensuring that all student conduct referrals are addressed in a consistent and timely manner through appropriate student conduct processes and procedures (one-on-one administrative hearings, board hearings, and alternative resolutions); utilizing adaptive resolution methods including, but not limited to restorative and transformative justice, when appropriate; providing ongoing training and indirect oversight of residential area coordinators that serve as hearing officers.
  • serving as a dean on-call member of the crisis team; responding to, or assisting, in a campus crisis or student emergency situation; working with medical personnel or emergency services staff to assess students’ status and evaluate the ability to return to campus; conducting necessary follow-up with Public Safety, local agencies, and/or parents and staff as needed; and assisting with coordination, communication, and implementation of emergency response plans and actions.
  • adjudicating all student on student gender-based misconduct cases in conjunction with the Title IX coordinator; serves on the case management team; serving as internal investigator for complaints or communicating decision outcomes and determining sanctions when a respondent is found responsible for a policy violation.
  • managing and coordinating investigative follow-up on student conduct matters in partnership with public safety and residence education; monitoring and evaluating college policy enforcement processes and procedures; regularly identifying and implementing ongoing improvements.
  • serving as a senior-level hearing officer for administrative hearings and as an appeal officer for administrative hearings conducted by other hearing officers.
  • evaluating student conduct processes, procedures, and programs within the Code of Ethics; engaging with and soliciting input from community members, including students; and facilitating the development and implementation of any recommended policy revisions or changes.
  • developing and facilitating in-service training for student leaders, resident assistants, fraternity and sorority leadership, student-athletes, faculty, staff, and other constituents on college student conduct processes and policy.
  • overseeing the management of all undergraduate and graduate discipline files and data, including management of and training for the case management database; preparing regular reports of key statistics and identified trends.
  • overseeing the sanction compliance process in collaboration with the office’s Administrative Coordinator.
  • serving as a case manager for the college’s CARE Team and Bias-Related Experience Team, advising and executing individualized interventions for students to support their personal and academic success.
  • overseeing development and management of Community Standards’ content for the website and student hub.

History of the Position

 The previous director, Abbe Freeman, was promoted internally to serve as director of the Office of Community Standards and resigned in the summer of 2021 after serving for two years. The Dean of Students serves as interim for this role until filled.

Opportunities and Challenges of the Role

 The director will have the opportunity to integrate into campus life as a member of the Dean of Students’ leadership team and as a visible leader with students and student organizations. The organizational culture includes a holistic orientation to student development efforts, and directors are expected to contribute to the accomplishments of the Division of Learner Success and Campus Life by building positive relationships across departments and supporting other offices when needed. The successful leader will be a creative problem-solver with a strong student conduct background, collaborative and flexible, and comfortable working in a self-directed and autonomous environment. The director will participate in gender-based misconduct matters as a close collaborator with the Title IX Coordinator and will have an opportunity to build out a team to meet these expectations and the other demands on the office. The college is seeking a student affairs professional who wants to be on campus with students, be part of a team, and positively engage in campus culture.

Additional challenges and opportunities for the director as articulated by stakeholders include:

  • reviewing and revising student policies, protocols, and procedures;
  • providing cohesive leadership and supervision for student conduct professionals;
  • responding to campus crises and student emergencies;
  • building trust with faculty around the academic integrity process;
  • serving as a member of the bias response team;
  • prioritizing and centering diversity, equity, and inclusion for the institution.

Measures of Success

At an appropriate interval after joining Babson College, the following will initially define success for the director of community standards.

  • The director will have maintained a proactive, highly visible, well-respected, and established leadership presence on campus. This leadership presence will have been credible, collegial, collaborative, and positively received.
  • The director will have advanced the department’s diversity, equity, and inclusion goals.
  • The director will have analyzed, contributed to, and defined plans and goals that are best practices for the department and campus moving forward.
  • The staff will feel supported, valued, and defined as a strong, highly functioning, well-regarded, and resilient team that works with a shared purpose. The staff will readily collaborate across departmental and division lines with a demonstrated commitment to learner success.
  • The director will have assessed the impact of programs and services and utilized data-driven decisions to improve processes and operations.
  • The Babson College student community will be aware of their rights and responsibilities.
  • The director will be regarded as a conduct expert among faculty, staff, and students.

Qualifications

Qualifications and Characteristics

The position requires a masters’ degree and ten years of relevant experience with a minimum of five years of experience in managing staff in a higher education environment, characterized by excellent judgment; strong leadership, diplomacy, and team management skills with the ability to engage others through a participative process, while serving as a key decision maker. The successful candidate will possess advanced knowledge of student development theory, program development, management, and evaluation; experience in student group advisement and development; student and staff training development; student leadership program development; strong knowledge and command of college safety policies, student conduct processes, and related legal considerations in student affairs; and a demonstrated commitment to working with a diverse and inclusive student body, faculty, staff, and other constituents.

Further qualifications as outlined in the institutional job description:

  • advanced project and program management and evaluation skills; sound financial and budget management.
  • demonstrated comfort in public speaking and presenting; excellent interpersonal and written communication skills.
  • ability to establish and maintain collaborative relationships with faculty, administration, staff, parents, and alumni. Special emphasis in the following areas: Public Safety, Student Advising and Success, Glavin Office of International Education, Legal Counsel, Admissions, Title IX, and alumni office.
  • creates an environment where direct reports have the freedom and security to take initiative; deals with complexities with resilience, resourcefulness, and optimism; and appreciates open-mindedness, creativity, and agility in thought and tactics.
  • willingness to embrace ideas and changes created by all community members.
  • ability and willingness to solve problems independently; looks for opportunities to take on responsibility; takes thoughtful risks; and effectively acts on new and ongoing initiatives, objectives, and solutions to gain sought-after results.
  • anticipates and effectively handles change; demonstrates a willingness to try new skills and challenging tasks; and is flexible in changing conditions.
  • strong technology skills, including proficiency in Microsoft Office (Word, Excel, Access, PowerPoint), email communication, database management, and social media.

Additional capabilities and attributes identified as necessary include the following:

  • demonstrated commitment to expanding knowledge and awareness of diversity, equity, and inclusion; to understand cultural differences, social identities, and historical inequalities; and to initiate strategies for interacting effectively with people different from oneself;
  • excellent interpersonal, communication, presentation, crisis response, and conflict management skills;
  • demonstrated understanding of conduct and alternative dispute resolution (mediation, restorative justice, and/or facilitated dialogue) processes;
  • ability to maintain composure and judgment in stressful situations where there may be a variety of interests at play;
  • excellent organizational and management skills, ability to manage multiple tasks and priorities, and attention to accuracy and details without losing sight of the big picture;
  • ability to implement problem-solving strategies to address everyday challenges such as crisis response, conflict management, community development, student activism, and student/family concerns in a fast-paced environment;
  • a communication style that builds trust, collaboration and encourages team building;
  • strength in articulating a sophisticated understanding of current student affairs trends, best practices, and the key issues facing today’s college students;
  • have a high level of emotional intelligence, empathy, and concern for others, including the ability to navigate controversy with civility and respect;
  • maintain a willingness to take action when necessary, based on the values and priorities of student access, social justice, equity, and student learning and engagement.

 

Institution & Location

Overview of the Community Standards Department

Our Office Values

  • Accountability

We value the importance of taking ownership of our individual and collective actions. This requires engagement in the process of understanding how our behaviors impact the world around us in an effort to repair the harms for which we are responsible. We encourage students to hold themselves to the highest standard by committing to making ethical, well-informed decisions.

  • Equity

We value the pursuit of a fair and just community by acknowledging that individuals hold different identities and backgrounds and that such differences shape individuals’ decision making, access to resources, and their experiences with institutional processes. As such, we are committed to supporting every student by responding to their unique needs and circumstances in order to facilitate meaningful growth. We encourage students to explore how their identities manifest in each situation and to act with compassion and empathy when interacting with individuals who hold different identities from their own.

  • Respect

We value the inherent dignity, worth, and value that each person holds regardless of their beliefs or circumstances. This requires acknowledgment that our words and behaviors affect others and our decisions should be informed by how others will experience our actions. We encourage students to seek first to understand the perspectives of others in order to cultivate a community where individuals bring their full selves, not leaving any part of themselves behind.

  • Resiliency

We value the development of each individual’s ability to embrace mistakes, failures, challenges, and hardships as opportunities to learn and grow. We encourage students to adopt a growth mindset, recognizing that no situation is beyond redemption when approached with integrity and a commitment to collectively be and do better. An overview of the division or department—include mission and vision statements, link to the strategic plan, a small paragraph on each reporting area)

https://www.babson.edu/student-life/community-standards/

View the 2020-2021 Annual-Report—Community-Standards

Division of Learner Success and Campus Life

The Division of Learner Success and Campus Life is dedicated to building and fostering a vibrant, safe, and supportive campus environment that facilitates students’ success and personal well-being.

As an entrepreneurial living and learning community, we believe that the student experience should reflect a process of discovery that emphasizes wellness, engagement, and inclusion. Our developmental approach values learning from failure, diverse perspectives, good decision-making, and resiliency. And, we also expect students to have fun and enjoy themselves.

To achieve successful outcomes, we communicate and collaborate closely with students, faculty, and families. Our collective goal is to deliver student-centered services, innovative programming, and extraordinary leadership opportunities that allow all students to have a transformative experience at Babson.

Leadership of the Division

Lawrence P. Ward, Vice President for Learner Success and Dean of Campus Life

As vice president for learner success and dean of campus life at Babson College, Dr. Lawrence P. Ward (Larry) provides strategic direction and executive oversight for a comprehensive student and campus experience that supports the academic, professional, social, and cultural development and personal well-being of Babson students. He serves as principal advisor to the president and other senior leaders on decisions that impact successful student outcomes and influence learner satisfaction. Larry leads a comprehensive portfolio of student-centered services, programs, systems, and policies that deliver excellence in the student and campus experience at Babson.

Prior to Babson, Larry served as associate dean for academic programs at American University’s Kogod School of Business in Washington, DC, where he led all degree programs and related student services. He previously served as managing director at PRS, Inc., an organizational development consulting firm, and as a healthcare account executive for Aetna, Inc. Larry holds degrees from the University of Connecticut and the University of Michigan and earned his doctorate in higher education management from the University of Pennsylvania, where he currently holds a faculty appointment in the Graduate School of Education.

A popular and engaging invited speaker and panelist, Larry holds national leadership positions in higher education, including as a member of the NCAA Division III Management Council. He specializes in helping individuals and organizations to reach their maximum potential for success and is widely respected for his ability to build authentic and impactful connections with students, faculty and staff.

Caitlin Capozzi, Dean of Students

Caitlin Capozzi joined the Babson College community in June 2011 with experience in residence life, fraternity and sorority life, orientation, student conduct, and student activities, and leadership. She began in the role of assistant director for Student Activities and Leadership, and in spring of 2012 moved into the director role and worked to revitalize Fraternity and Sorority Life and redesign a Babson-specific Orientation program for all new students attending the college.

In her role as Dean of Students, Caitlin is tasked with aligning the work of Student and Family Engagement, Fraternity and Sorority Life, Residence Education, Housing and Dining Operations, Orientation, Community Standards, Multicultural and Identity Programs, and BabsonARTS, providing the opportunity to achieve high levels of intentionality and consistency with respect to how students engage with and make meaning of their Babson experience. She is responsible for providing the vision, strategic management, and supervision of a comprehensive co-curricular program designed to meet the needs of the undergraduate and graduate student body.

Working in conjunction with the vice president for learner success and dean of campus life and his senior leadership team, Caitlin is responsible for working collaboratively across the college to ensure that student’s time spent outside of the classroom uniquely meets the needs of Babson students and allows them to draw upon their classroom experience across their campus and community engagement. She also serves as the Deputy Title IX Coordinator, senior-level hearing officer and manages the college’s on-call system and other student-related emergencies. Caitlin earned her B.S. in magazine journalism from Syracuse University and her M.A. in interpersonal communication from New York University.

Institutional Overview

Institutional background/history

On September 3, 1919, with an enrollment of 27 students, the Babson Institute held its first classes in the former home of Roger and Grace Babson on Abbott Road in Wellesley Hills.

From the beginning, Roger Babson set out to distinguish the Babson Institute from colleges offering instruction in business. The Institute provided intensive training in the fundamentals of production, finance, and distribution in just one academic year, rather than four. The curriculum was divided into four subject areas: practical economics, financial management, business psychology, and personal efficiency (which covered topics such as ethics, personal hygiene, and interpersonal relationships). The program’s pace assumed that students would learn arts and sciences content elsewhere.

Believing experience to be the best teacher, Roger Babson favored a combination of classwork and actual business training. Seasoned business people made up the majority of the faculty. To better prepare students for the realities of the business world, the Institute’s curriculum focused more on practical experience and less on lectures. Students worked on group projects and class presentations, observed manufacturing processes during field trips to area factories and businesses, met with managers and executives, and viewed industrial films on Saturday mornings.

The Institute also maintained a business environment as part of the students’ everyday life. The students, required to wear professional attire, kept regular business hours (8:30 a.m. to 5:00 p.m., Monday through Friday, and 8:30 a.m. to noon on Saturday) and were monitored by punching in and out on a time clock. They were also assigned an office desk equipped with a telephone, typewriter, adding machine, and Dictaphone. Personal secretaries typed the students’ assignments and correspondence to reflect the business world accurately. Roger Babson prepared his students to enter their chosen careers as executives, not anonymous members of the workforce.

https://www.babson.edu/about/news-events/babson-centennial/babsons-history/

Babson Park, MA

Babson Park is located in Norfolk County, MA. At the 2020 census, the population was 725,981. Its county seat is Dedham. It is the fourth most populous county in the United States, whose county seat is neither a city nor a borough, and it is the second-most populous county with a county seat at a town. The county was named after the English county of the same name.

Norfolk County is included in the Boston-Cambridge-Newton, MA-NH Metropolitan Statistical Area.

Norfolk County is the 33rd highest-income county in the United States, with a median household income of $81,899. It is the second wealthiest county in Massachusetts, after Middlesex, which is 25th.

Norfolk County includes twenty-eight eastern Massachusetts communities, primarily located to the South and West of the city of Boston. The County government was incorporated in 1793 by an act of the Legislature signed into law by Governor John Hancock and has its county seat at the town of Dedham.

Norfolk County is known as the County of Presidents because it is the birthplace of four Presidents of the United States: John Adams, John Quincy Adams, John F. Kennedy, and George Herbert Walker Bush.

https://en.wikipedia.org/wiki/Norfolk_County,_Massachusetts

Mission Statement

Babson College prepares and empowers entrepreneurial leaders who create, grow and steward sustainable economic and social value—everywhere.

Statement of Purpose

Empower learners everywhere to create lasting value for themselves, their communities and the world.

https://www.babson.edu/about/at-a-glance/mission-statement/

Core Values

  • Integrity

We do the right thing. Regardless of visibility or with whom we are interacting, we take ownership of our behaviors, hold one another accountable, and practice social and ethical responsibility.

  • Collaboration

We work and learn across constituencies. We nurture our relationships both inside and outside of Babson to achieve better ideas and outcomes.

  • Diversity, Equity, and Inclusion

We feel we belong. We have equitable access to opportunities; our voices are considered; and we are welcomed, included, acknowledged, and rewarded for our differences.

  • Innovation

We resiliently learn through action. We are curious and take initiative to both discover and implement ways to add value.

  • Excellence

We rise to the challenge. We are lifelong learners who grow intentionally to be the best versions of our holistic selves and achieve our collective best.

https://www.babson.edu/about/at-a-glance/core-values/

Strategic Plan

The Babson community co-created a strategic plan for the college to thrive in a changing environment.

Our comprehensive planning effort was informed by thousands of community ideas and insights—coupled with external data—and refined and articulated by hundreds of dedicated Task Force and Synthesis Team members.

Babson’s purpose—which emerged in the strategic planning process—is to empower learners anywhere to create lasting economic and social value for themselves, their communities, and the world.

We do this through a market-driven, community-developed strategy, One Babson Delivering Entrepreneurial Leadership Anywhere, Impacting Ecosystems Everywhere. Our strategy is focused on educating and advancing entrepreneurial leaders. On creating new learning pathways and engaging ecosystems to enable entrepreneurial leadership without boundaries.

We will deliver on this promise as One Babson—a community committed to our values and working collaboratively and inclusively to fulfill our purpose. Together, we are charting a bold course forward for continued leadership at the forefront of entrepreneurship education.

https://www.babson.edu/about/presidents-office/strategic-planning/

Leadership

Stephen Spinelli Jr., President

Stephen Spinelli Jr., Ph.D., M.B.A.’92, is the 14th president of Babson College. A successful entrepreneur, academic leader, and scholar, President Spinelli assumed the role of president in July 2019, guiding the college through its centennial year and into its second century.

A lifelong entrepreneur, President Spinelli has spent his career at the intersection of academia, business, and philanthropy. He co-founded Jiffy Lube International and was chairman and CEO of the American Oil Change Corporation, helping to pioneer the quick-lube industry nationwide and turning Jiffy Lube into the nation’s dominant competitor with more than 1,000 service centers.

As a long-standing member of the Babson community, President Spinelli spent 14 years of his career as a member of the college’s faculty, vice provost for entrepreneurship and global management, and director of The Arthur M. Blank Center for Entrepreneurship. During his tenure at Babson, President Spinelli played a number of critical and influential roles. He was an influential member of both the President’s Cabinet and the Academic Council, as well as chair of the entrepreneurship task force that contributed significantly to the college’s strategic plan. He led the charge to maintain Babson’s No. 1 ranking for entrepreneurship in U.S. News & World Report and to achieve, for the first time, the No. 1 ranking for entrepreneurship in Financial Times in 2006 (repeating in 2007). In 2011, President Spinelli was inducted into Babson’s Alumni Entrepreneur Hall of Fame.

As vice provost, President Spinelli was instrumental in strengthening and growing important initiatives including the Global Entrepreneurship Monitor (GEM), the world’s largest collaborative research project studying entrepreneurship; the Entrepreneurship Intensity Track curriculum; Rocket Pitch and in doubling the entrepreneurship faculty. He also was responsible for expanding the Symposium for Entrepreneurship Educators (SEE) to an international program.

In September 2007, he became president of Philadelphia University, which later merged with Thomas Jefferson University to form the new Jefferson, where he was named chancellor in July 2017. As president of Philadelphia University, he established the unique Kanbar College of Design, Engineering, and Commerce: one of America’s first transdisciplinary colleges. He championed the Master of Science in Sustainable Design, an award-winning, transdisciplinary, collaborative degree program that is among the most recognized Sustainable Design graduate degrees in the world. Under his leadership, Philadelphia University enjoyed record enrollment and retention, with particular growth in graduate enrollment, continuing and professional studies enrollment, and online enrollment.

President Spinelli’s work has appeared in journals such as The Journal of the Society for College and University Planning, Journal of Business Venturing, the British Management Journal, and Frontiers of Entrepreneurship. He also has been featured in such popular press as The Wall Street Journal, Financial Times, The Boston Globe, Entrepreneur, The Chronicle of Higher Education, The Economist, The Philadelphia Inquirer, and Bloomberg Business Week. He has authored numerous business cases, book chapters, and co-authored Disrupt Together: How Teams Consistently Innovate; Business Plans That Work; Franchising: Pathway to Wealth Creation; How to Raise Capital; Never Bet the Farm; The Casebook for Young Entrepreneurs; Entrepreneurship: The Engine of Growth; and New Venture Creation for the 21st century, now in its 10th edition.

He has consulted for or led executive education programs for corporations such as Intel Corporation, IBM Corporation, Allied Domecq, and Planet Fitness. He has served on a number of corporate boards and in leadership roles for community, business, and professional associations.

Currently, he serves on the board of advisors for the Berwind Corporation and the board of directors for Planet Fitness. He also has served on the boards of trustees of Worcester Polytechnic Institute, Episcopal Academy, Greater Philadelphia Life Sciences Congress, and Ben Franklin Technology Partnership of Southeastern Pennsylvania. He has been invited to speak and lecture at numerous conferences and universities around the world, including Georgetown University, Villanova University, Ulster University, the Brazil Symposium for Entrepreneurship Educators, INMAX Annual Meeting, American Cities Foundation, Planet Fitness National Convention, the Union League of Philadelphia, New Jersey Technology Council, Young Presidents’ Organization, and The London Business School.

President Spinelli earned his Ph.D. in economics from The Management School, Imperial College, University of London, his MBA from Babson College, and his B.A. in economics from McDaniel College. In 2016, he received the honorary degree of Doctor of Letters from Ulster University in Northern Ireland.

https://www.babson.edu/about/presidents-office/biography/

Faculty

Thought leaders. Innovative teachers. Accessible mentors.

Babson professors are more than educators; they are entrepreneurs, lawyers, artists, and engineers. They are experts in their fields, with their finger on the pulse of the industries and career opportunities Babson students care about.

Professors are dedicated to student success, often going above and beyond what’s expected. Whether it’s collaborating with students on ventures or just offering a listening ear, their support leads to relationships that last. In fact, many even serve on the boards of student and alumni businesses.

https://www.babson.edu/academics/faculty/

Curriculum

The Babson curriculum is designed to inspire students and executives who have a passion for creating economic value while incorporating concerns for people and planet. Our vision began as a bold experiment that placed Entrepreneurial Thought and Action® at the core of the curriculum. Today, the world looks to Babson’s curriculum as the benchmark for an entrepreneurial course of study where students learn to be agile thinkers who create and capitalize on opportunities to make a difference.

https://www.babson.edu/academics/

Centers and Institutes

  • Arthur M. Blank Center for Entrepreneurship
  • Center for Women’s Entrepreneurial Leadership
  • The Kerry Murphy Healey Center for Global Healthcare Entrepreneurship
  • Stephen D. Cutler Center for Investments and Finance
  • Institute for Family Entrepreneurship
  • The Lewis Institute for Social Innovation
  • Retain Supply Chain Institute
  • Tariq Farid Franchise Institute
  • The Weissman Foundry at Babson College

https://www.babson.edu/academics/centers-and-institutes/

Class of 2025 Profile

Babson College welcomes an inclusive and diverse community from across the country and all over the world, with unique backgrounds and far-ranging talents and interests.

General Statistics

  • Class Size 652
  • Percentage of Women 46%
  • Percentage of Domestic Minority Students 54%
  • Percentage of First-Generation Students 20%
  • Percentage of International Students 27%
  • Number of Countries Represented 55
  • Number of States Represented 35

https://www.babson.edu/admission/undergraduate-school/apply/class-profile-and-acceptance-rate/

Benefits Overview

Application & Nomination

Application and Nomination


Review of applications will begin February 4, 2022, and continue until the position is filled. To apply for this position please click on the Apply button, complete the brief application process, and upload your resume and position-specific cover letter. Nominations for this position may be emailed to Laura Puckett-Boler at lpb@spelmanjohnson.com or Ashley Knight at abk@spelmanjohn.com. Applicants needing reasonable accommodation to participate in the application process should contact Spelman Johnson at 413-529-2895.

Visit the Babson College website at https://www.babson.edu/

Babson College is committed to establishing and maintaining an environment free of all forms of harassment and discrimination for all College community members.

Babson College does not discriminate on the basis of race, color, national or ethnic origin, ancestry, religious creed, sex, pregnancy, sexual orientation, gender identity, gender expression, age, genetics, physical or mental disability, veteran status, military obligations, participation in discrimination complaint-related activities, or any other characteristic protected by federal, state, or local laws in its practices, programs, or activities.

For information about Babson’s COVID policies use this link: https://www.babson.edu/emergency-preparedness/return-to-campus/faculty-and-staff-experience/

We are sensitive to how the COVID-19 pandemic impacts work and personal lives and will offer the utmost flexibility throughout the interview process. The search committee expects to conduct initial interviews virtually for the safety and well-being of all involved.