Leading students through open doors
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Although her academic journey began at two of the world’s most prestigious institutions – first as an undergraduate at Peking University, then as a doctoral researcher at Stanford University – Professor Willow Wu has never allowed herself to be confined by the proverbial ivory tower. Nor did she follow the well-trodden path into the business world that her credentials would have so easily afforded.
Evolution of an educator
Professor Wu’s journey as an educator was shaped early on by the challenges of teaching during the pandemic. Faced with COVID restrictions and the demands of hybrid learning, she needed to find new ways to foster authentic engagement. Rising to the occasion, she made inventive use of Zoom’s interactive features and relied on positive reinforcement to cultivate a dynamic learning environment. “When students joined in virtually, I made sure to affirm their input and invite them to elaborate further,” she recalls. “This helped create a virtuous cycle of participation.” As in-person teaching resumed, she focused on drawing out quieter students, offering alternative modes of participation to support more introverted learners.
Professor Wu’s empathetic approach is informed by lived experience. “I used to believe academic achievement was everything,” she reflects. “I ranked first in my cohort in my first undergraduate year, but I was far from outspoken. I rarely spoke in class because I feared saying something foolish. I’d only respond once I had fully thought through my answer. But over time, I came to see that these habits were, in fact, limitations. The classmates who truly thrived had strong communication skills, interdisciplinary breadth and a versatility I lacked. That was the moment I knew I needed to pivot.”
Professor Wu has channelled her interdisciplinary mindset and personal journey of growth into her teaching and research. After four years as an Assistant Professor in the Department of Management, she has developed what she calls the LEAD framework – an approach that encapsulates her educational philosophy. Centred on Learner-centred approaches, Experiential learning, Application and advancement of knowledge and Design innovation, the framework translates her beliefs into actionable classroom practices.
“My learner-centred methodology is designed to place students in the driver’s seat,” explains Professor Wu, who strongly believes that business students must be able to apply theory to real-world problems. To this end, she frequently supplements traditional business cases with current materials. When Facebook rebranded as Meta, for example, she paired a well-established case study with recent articles about the metaverse. “I wanted students to consider what might prompt such a strategic shift, and how they – as future managers – might address the challenges that followed,” she explains.
Beyond content: shaping mindsets
Professor Wu’s approach goes beyond engaging content – it’s about nurturing a mindset. “I remind students that it’s perfectly all right not to have a polished answer. As I discovered myself, growth happens through the exchange of ideas and the willingness to build on each other’s thinking. In business, the ability to listen, give feedback, take feedback and respond thoughtfully is a vital soft skill. Often, communication is what determines success.”
Professor Wu currently teaches undergraduate courses in Strategic Management, Technology and Innovation Management, and Global Experiential Learning while also co-supervising two PhD students. For her, the greatest joy lies in interacting with students: “I find deep satisfaction not only in teaching but in exchanging ideas – supporting students in their learning and personal development.”
This commitment to student growth has not gone unnoticed. Professor Wu has earned both the University Education Award 2024 and the Faculty Teaching Excellence Award 2022-23 – honours she graciously attributes to those around her. “My students’ energy, passion and self-motivation inspire me in turn,” she reflects. “And I’ve been fortunate to have had the guidance of colleagues who supported me as I shaped my teaching approach.”
Despite her accolades, her aspirations remain grounded and heartfelt. “All I hope,” she says, “is that each student leaves my class having grown in some meaningful way – whether in knowledge, perspective or practical skill. If they reflect and feel they’ve truly learnt something, that is enough for me.”
