John H. Harland Dean | Emory University, Goizueta Business School
Atlanta, GA, US
James is a published researcher, award-winning educator, admired administrator, regarded speaker and proven consultant.
Erika James became the John H. Harland Dean of Goizueta Business School in July 2014. A published researcher and award-winning educator with a passion for consulting and speaking, she places an emphasis on what higher education can do to be of service to industry.
Under James’ leadership Goizueta remains one of the top business schools in the nation with an upward trajectory in student career success and faculty thought leadership. James initiated a new strategic plan in 2016 calling for a renewed focus as the school approaches its 100th anniversary (2019). Her approach includes a consistent call for faculty, staff and students to effectively collaborate, raise the school’s influence and act as good stewards of resources.
Before arriving at Goizueta, James served as the Senior Associate Dean for Executive Education at the Darden Graduate School of Business. She also served as an assistant professor at Tulane University’s Freeman School of Business, and a visiting professor at Harvard Business School. Her academic career includes involvement in diversity initiatives and membership on multiple university councils and committees.
As an educator, James has been instrumental in starting various Executive Education programs, including the Women's Leadership program at Darden. She sits on the board of the Association to Advance Collegiate Schools of Business (AACSB), the foremost accrediting body in business education. James speaks at numerous conferences in the areas of leadership, organizational effectiveness, change management and diversity. James' expertise in workplace diversity and crisis leadership has led to recognition in scholarly journals and mainstream media.
James is a member of the Leadership Atlanta Class of 2016 and, shortly after becoming dean, was named to the “Power 100” list of Ebony Magazine. She is committed to establishing an equal playing field across gender and race and, in 2014, was honored by the National Diversity Council.
James holds a Ph.D. and Master’s degree in organizational psychology from the University of Michigan. She received a Bachelor’s degree in psychology from Pomona College of the Claremont Colleges in California.
Areas of Expertise (6)
University of Michigan: PhD, Organizational Psychology 1995
University of Michigan: Master's, Organizational Psychology 1993
Pomona College: Bachelor's, Psychology 1991
Media Appearances (4)
Decision Making under Pressure
Enterprising Investor online
According to Erika James, the John H. Harland Dean of Emory University’s Goizueta Business School, the best process for making decisions under pressure is to use the data and numbers to inform our intuition. Leaders must recognize and avoid falling prey to mind tricks and biases. Power dynamics can also lead to poor decisions, and leaders do best to pursue an approach that is inquiry-based rather than advocacy-based...
Market challenge: Cooper Global’s New leadership team finds opportunities for growth
Atlanta Business Chronicle print
Subscription Required. "Organizations of all types that effectively turn challenges into catalysts for innovation and positive changes share some major attributes, according to Erika James, dean of Emory University’s Goizueta Business School."
Business Schools Are Fighting to Recruit Top Women
The Wall Street Journal online
"As fewer U.S. students show interest in a business degree, M.B.A. programs work to boost pipeline of qualified female applicants.”
Professor Erika James is featured in this article for The Wall Street Journal.
Erika H. James named dean of Emory's Goizueta Business School
Emory News Center online
Emory University Provost Claire Sterk announced that Erika Hayes James, PhD, has been appointed dean of the university's Goizueta Business School. James will assume her new role on July 15. She comes to Emory from the Darden Graduate School of Business Administration at the University of Virginia, where she served most recently as senior associate dean for executive education...
The Academy of Management Annals
As the business community becomes more complex, crisis events are likely to increase in both prevalence and severity. Whether management scholarship has kept pace with this new reality is debatable. Moreover, much of the existing crisis research—perhaps understandably—stems from a negative frame: crises are threats or problems to be overcome. Such research has produced relevant insight into crisis handling, has helped categorize the plethora of crisis events, and has connected crisis events to relevant management strategies. We argue here that this framing fundamentally limits the types of questions asked and the methodological approaches used to answer those questions. Perhaps worse, given the important role that leadership plays in crisis handling, this negative frame can hinder the possibilities for the practice and study of leadership. In this article, we review an array of crisis research and explore two theoretical domains—issue framing and deviance—and their potential role for influencing leadership theory. We discuss the challenges of conducting crisis research, and offer suggestions for new methodological approaches and new research questions that are consistent with a more positive leadership approach.
Organizational Behavior and Human Resource Management
The problem and the solution. Most executives are aware of the negative consequences associated with an organizational crisis and focus on communications and public relations as a reactive strategy. However, many neglect the other leadership responsibilities associated with organizational crises.This may result from lack of formal training and on-the-job experiences that prepare executives to lead crises. Executives who enable their organizations to recover from a crisis exhibit a complex set of competencies in each of the five phases of a crisis—signal detection, preparation and prevention, damage control and containment, business recovery, and reflection and learning. In this article, through the use of qualitative research design and the analysis of firms in crises, we examine leadership competencies during each phase of a crisis. In addition, this article links the important role of human resource development to building organizational capabilities through crisis management activities.
Strategic Management Journal
This study uses Kanter's token status theory to link announcements of top executives to shareholder reactions, highlighting possible gender effects. Using a sample of top executive announcements from 1990 to 2000, our results show that investor reactions to the announcements of female CEOs are significantly more negative than those of their male counterparts. Furthermore, women who have been promoted from within a firm are viewed more positively than women who come from outside. To supplement our analysis of investor reactions, we also analyze the text of popular press articles surrounding the announcements of male and female CEOs. These results show that articles about the appointment of a female CEO tend to emphasize gender, gender-related and other job or organizational considerations.
Journal of Applied Behavioral Science
Whereas it has long been noted that crises may be sources of opportunity for organizations and their constituents, relatively little is known about the conditions under which executives come to perceive crises as opportunity. The authors delineate some factors that affect the tendency of executives to adopt a “crisis as opportunity” mindset as well as the behavioral concomitants of their having done so. The analysis also includes a future research agenda, a consideration of some of the challenges in enacting that agenda, and a few suggested ways to overcome those challenges.
This study examined two alternative explanations for disparity in reported work-related experiences and outcomes between black and white managers: treatment discrimination because of race, and differences in human and social capital. Education and training, representing human capital, and racial similarity of network ties and proportion of strong ties, representing social capital, were used to predict whether human and social capital would mediate the relationship between race and the work-related experiences and outcomes under investigation.