58 Teaching Minds to follow the wishes of the administration. They consider themselves free agents. This former CEO, coming from a business where there re- ally is someone in charge, didn’t know what to do. He talked to people who talked to people and eventually he found me. As a professor for 30 some odd years, I developed a healthy disre- spect for professors as a group. They tend to lobby for keeping their lives easy and that means, among other things, making sure they don’t have to teach too much or teach in a way that makes them have to work too hard. Professors always have something more important to do than teach. I am not criticizing here. I would have been the first to whine and wail if anyone had made me teach more than one course every other quarter. I considered myself a researcher, also a graduate seminar teacher, but classes with lots of students wanting to hear a lecture? Ugh. The college president and I had dinner and discussed what we could do together. I said we could build any program he wanted online as long as we didn’t need the approval of faculty to do it and we had good experts available. He said he was the expert and we needed the approval of no one. I said it would be expensive and he said, God will provide. (Did I mention this school is run by the Christian Brothers?) Two months later I found myself in front of 25 faculty in Barce- lona as I interviewed the president about what someone would have to know how to do in order to make them into someone whom he would hire. He gave me a list. The faculty got to comment, but that was about it. It was clear who was in charge. So, we built a story-centered curriculum meant to teach practi- cal business by creating simulated experiences. The idea is to deliver it online around the world, using mentors who speak the students’ language. (The website is in English). No classes. No lectures. No tests. Graduates get an MBA degree but this curriculum doesn’t have that much in common with traditional M