his interactions with students. “They thought of a number of things I didn’t think of,” he said. “They provided good insight on what drives adoption of technology in education and suggested a number of process changes.” The experience for many interns and student MAP teams is life-changing. “My time with CARE Bangladesh provided me with invaluable experience in sustainable social enterprise development for healthcare delivery,” said Surabhi Rajaram, a master’s degree candidate at the U-M School of Public Health. “The exposure broadened my vision of public health interventions – a perspective I will be taking back to my classes this year. My work has helped reaffirm that I am pursuing the right career for my passions.” Julio Villasenor, an MBA candidate at Ross, spent his break between semesters interning for the Institute in Rwanda. He called it “one of the most challenging and rewarding things I have ever done. I had the opportunity to apply a lot of the knowledge I learned from my first year at Ross in an environment where everything from the language and the technology to the social interactions was different,” he said. “I could not have asked for a better summer.” Samantha Madden, a master’s student at the U-M School of Nursing, said her internship “gave students like me, who normally wouldn’t have access to such an incredible opportunity, the experience of a lifetime.” Madden expressed her gratitude to the Institute for “allowing me to see what my future career path could look like.” WDI’s Education Initiative has deployed MAP teams to help further its mission of identifying and sharing new ways of enhancing management education in emerging markets. In 2016, two MAP teams worked on entrepreneurship projects in Kosovo and Morocco, and one team examined e-learning at a major technical university in the country of Georgia. “MAP teams allow us to offer our education partners in-depth strategic guidance, and we are able to consolidate learnings across projects and thereby identify needs, trends and best practices in management education,” said Amy Gillett, vice president of WDI’s Education Initiative. “The projects we’ve sourced related to entrepreneurship education are helping us develop new models and tools to share with a global audience through WDI’s new Entrepreneurship Development Center for emerging markets.” WDI President Paul Clyde said MAPs are “one of many tools available to pursue our mission” to develop knowledge and capability that improves the effectiveness of firms and social welfare in emerging economies. “We’re using these projects in specific initiatives to build relationships and develop solutions in the field with our partners,” he said. “For us, MAPs aren’t an isolated event; they are part of a longer-term relationship.” Clyde, who served as an advisor to his first MAP team in 1998 while on the faculty at Ross, said the student projects are a fun way to teach. “Something always comes up that’s an illustration of a point made in their core courses,” he said. “I distinctly remember times when you could see the lightbulb go off and students suddenly understood the concept because they were living it in the field.” London affirms this opinion. He said one of the pleasures he gets from traveling with the students is watching them grow from the experience. Some students are committed Student Programs 54 William Davidson Institute