When hiring, top firms like McKinsey value a candidate's ability to articulate a deliberate, logical problem-solving process as much as their past successes. Having a structured method shows you can reliably tackle novel challenges, whereas simply pointing to past wins might suggest luck or context-specific success.

Ken Griffin advises that graduation marks the beginning, not the end, of education. He argues the most important skill is learning how to learn, as professionals will need to develop entirely new toolkits multiple times over a 40-50 year career to remain relevant amidst technological change and increased longevity.

Professor Susan Athey highlights that the school's most significant academic breakthroughs, like Nobel Prize-winning work in market design, originated not from abstract theorizing but from engaging directly with industry challenges. This connection to real-world problems created a feedback loop that led to cutting-edge, field-defining theoretical research.

The pace of change in AI means even senior leaders must adopt a learner's mindset. Humility is teachability, and teachability is survivability. Successful leaders are willing to learn from junior colleagues, take basic courses, and admit they don't know everything, which is crucial when there is no established blueprint.

ASU's president argues that if an AI can answer an assignment, the assignment has failed. The educator's role must evolve to use AI to 'up the game,' forcing students to ask more sophisticated questions, making the quality of the query—not the synthesized answer—the hallmark of learning.

Truly great ideas are rarely original; they are built upon previous work. Instead of just studying your heroes like Buffett or Jobs, research who *they* studied (e.g., Henry Singleton, Edwin Land). This intellectual genealogy uncovers the timeless, foundational principles they applied.

The GSB enhances the traditional case study method by first having students analyze a case, like DoorDash. Then, the actual protagonist—the founder and key investors—are brought into the classroom. This allows students to directly challenge their assumptions and engage with the real-world complexities behind the decisions.

In 1969, Dean R.J. Miller mandated that 10% of GSB students be in a 'public management program.' The goal was to equip future government leaders with the same rigorous business education as their private sector counterparts, aiming to improve the operational effectiveness and expertise within the public sector.

GSB professors warn that professionals who merely use AI as a black box—passing queries and returning outputs—risk minimizing their own role. To remain valuable, leaders must understand the underlying models and assumptions to properly evaluate AI-generated solutions and maintain control of the decision-making process.