"The course was terrific.

Dr. Edgell is an outstanding and extremely competent person. I have no other way of saying it: it was a privilege to be in his class these three days. He skillfully led us to conclusive thinking about ethics on a daily basis level. This was simply one of the very best courses I have visited to date." 


Anonymous Student

Business Values and Ethics




 "It reads extremely well and is innovative in its own right!"


"The paper represents an interesting attempt to widen the perspective of current innovation research in several respects, among which lie the following: a) the migration from the concept of negative externality to the broader one of harmful impacts  of corporate innovation; b) the introduction of an interdisciplinary approach to describing and predicting a firm's  behavior and its  implications, which makes room to additional factors like business ethics, upper echelons attitudes and external legal constraints; c) the seamless integration of this approach into ongoing discourses on the role of information restriction and disclosure as enablers of innovation; d) the provision of a set of potentially measurable propositions for future empirical research."


 Anonymous Peer Reviewers

on "A theory of innovation: Benefit, harm, and legal regimes"


Academic Qualifications Summary


Dr. Edgell's lifelong passion and intellectual pursuit of knowledge and understanding relating to creativity and innovation has resulted in his varying mastery of topics including: Innovation and change leadership; strategic management and governance; corporate social responsibility and ethics; international business and emerging markets; and entrepreneurship. From a functional perspective, Dr. Edgell has developed expertise in teaching, research, administration, consulting, and development. His relevant qualifications and achievements include the following:


Teaching and Curriculum Development: His teaching philosophy fuses problem framing and solving, adapted from design thinking, with proven management education approaches. He varies his style and content to support the desired learning outcome (cognitive awareness, knowledge acquisition, or behavior change) and student maturity.


Scholarship and Creative Work: His scholarship agenda expands upon his deep research commitment to diversity, multiculturalism, governance, and social justice. His diverse background has shaped my views on design, media, management, teaching, and scholarship. Accordingly, he actively questions the prevailing underlying research assumptions that dominate mainstream management and governance scholarship.


Service and Administration: His commitment to effective university service is evident in the range of service contributions he has made since arriving at SUNY Poly. During the past year, in addition to teaching, research, and grant writing work he served on several committees and has been involved with administrative roles usually taken on by deans at other universities. For example, in his current administrative role as coordinator for the AACSB CIR(2) report, he has been the primary author and organizer of the DBMs review processes.


Development: He has worked with a variety of organizations to develop funding, over $2.5 million in total, from foundations, corporations, and individual donors. Most recently he was awarded two grants, one from the Community Foundation of Herkimer and Oneida Counties and the other from SUNY Poly's Office of Sponsored Research.


Professional Design and Engineering Experience: He is a registered Architect who has designed a variety of buildings and interiors (over 1.4 million square feet of space, portfolios available upon request). Furthermore, he has knowledge of current architectural movements (e.g., postindustrial design), theories, trends, and collaborative processes.


As an educator, he has taught at and collaborated with a wide array of domestic and foreign institutions in Switzerland, Spain, The Netherlands, mainland China, Hong Kong, Luxembourg, Dubai, and Singapore. He has designed international study tours with varied institutions including Universitat Ramon Llull, La Salle (Barcelona) and Abu Dhabi College (United Arab Emirates) with the aim of broadening students' cross-cultural understandings and tolerance of diverse intellectual views. He has designed diverse curricula including custom executive education for the American Management Association, SAP University, and Deutsche Telekom. Most recently for the Kogod Global Management Institute, he created and delivered a seminar that explored key challenges faced by developing countries, especially potential harm arising from dominant intellectual property regimes such as the WTO's TRIPs agreement.


At the Swiss Business School in Zurich, he teaches a highly diversified graduate population-attendees come from not only Western European countries, but also developing counties such as Brazil, Chili, India, Iran, Macau, Nigeria, Qatar, Russia, and Ukraine. At American University, he educated students from many international locations and have worked with the administration to expand the Kogod School of Business's programs abroad. Through the interdisciplinary multicultural I-5 innovation program in China, he taught in Guangzhou, Shanghai, and Hong Kong. Participants came from the United States and China, were studying engineering and business, and were graduate and undergraduate students. At San Francisco State University, he trained both ethnically diverse domestic students from immigrant families (who were often the first family member to attend college) and international students from varied cultures. As executive director of the Media MBA at the University of St. Gallen, his team built a vibrant and varied learning community that was nearly 50% female and 82% foreign nationals from distinct origins such as Bolivia, Bulgaria, China, India, Israel, Korea, Macedonia, Malaysia, Mexico, Peru, Singapore, Syria, and Turkey.


Throughout his career, he has used his professional capabilities to advocate for positive social change, a more inclusive social discourse, and to nurture diversity. He has broadened the standard innovation leadership discourse by introducing relevant research on design, systemic thinking, ethics, sustainability, and other non-owner stakeholder perspectives-all uncommon in traditional business schools. Moreover, he has expanded the strategic management and ethics paradigms by incorporating diverse studies on emerging markets, women and minorities, and distributed leadership. He has sought to enhance learning by engaging students both inside and outside the classroom. In the classroom, he fuses problem framing and solving, adapted from design thinking, with proven management education approaches. He uses a rich mix of media including the written and spoken word, visual aids such as cognitive maps and diagrams, kinetic participation, case studies, distance learning, and critical discussions. He is committed to providing students with a nearly continuous flow of rich, specific, and actionable feedback. Beyond the classroom, he conducts a range of learning events and workshops that address topical management, innovation, and social issues. Also, he readily enjoys mentoring students, especially minorities and others with diverse views. Lastly, he continues to advise others on research that ranges from gender and cultural heterogeneity to the shifting media landscape.