TULANE UNIVERSITYA. B. FREEMAN SCHOOL OF BUSINESSFall 2020PARTNERINGFOR APANDEMICReimagining theclassroom in the age ofCOVID-19EntrepreneurialHospitality becomes firstonline degree programIs working remotelyan obstacle toknowledge exchange?

A . B. F R EEM A N S C H O O L O F B U S I N E S SVo l u m exxx v/ I s s u e N o. 2 / Fa l l 2 0 2 0CONTENTSALSO IN THIS ISSUE3 FROM THE DEANThe Power of Resilience.4 NEWSEducation in the age of COVID,the keys to planning new ventures,first online degree program launchedand more.1420ON THE COVERPANDEMICPARTNERSAs local small businesses struggled with the worst economic downturnsince the Great Depression, the Lepage Strategic Advisers Program, aninitiative of the Freeman School’s Lepage Center for Entrepreneurshipand Innovation, offered much-needed assistance, connecting businessowners with highly qualified students and recent graduates committedto helping them navigate the changing business environment.By Ann Marshall Tilton. Photographs by Eugenia Uhl.CHERYL GERBERPERSPECTIVENew program aims to createcompetitive advantage throughcustomer experience.customer experience.16 RESEARCHKnowledge exchange in thework-from-home era, a first test forthe STOCK Act, selected facultypublications and more.28 ALUMNIOn the cover: Lepage StrategicAdviser Chris Flowers (MBA ’21), left,with Doug Walner (A&S ’91), ownerand executive chairman of NOLABrewing Co. Photo by Eugenia Uhl.

2U PF R O N TFreemanRecommendsFreemanVoicesFreeman faculty & staffrecommend the followingQuotes and quips from thisissue of Freeman BusinessDEANIra SolomonSENIOR ASSOCIATE DEANFOR FACULTYTed FeeDIRECTOR OF MARKETINGAND COMMUNICATIONSMia Noerenberg MillerASSOCIATE DEANSDOCUMENTARYClifton Brown, Accreditation& Strategic PlanningJohn Clarke, GraduateProgramsEDITORMark MiesterART DIRECTORTana ComanCONTRIBUTORSKeith BrannonAnthony EndelmanMary SparacelloAnn Marshall TiltonPHOTOGRAPHERSPaula Burch-CelentanoCheryl GerberJackson HillEugenia UhlFreeman Business is a biannual magazinepublished by the A. B. Freeman Schoolof Business, 7 McAlister Place, Ste. 415 C,Tulane University, New Orleans, LA 70118.Send editorial correspondence to the aboveaddress or email [email protected] expressed in Freeman Businessare not necessarily those of A. B. FreemanSchool of Business or Tulane Universityrepresentatives and do not necessarilyreflect school or university policies. Materialmay be reprinted only with permission.Tulane University is an affirmativeaction/equal opportunity institution.THE SOCIAL DILEMMADirected by Jeff Orlowski“This documentary explores the dark sideof social media. It shows how these onlineservices are intentionally designed tomanipulate our behavior and discusses some oftheir troubling societal consequences, such asthe sharp rise in teen depression, the explosionof misinformation online and the disruptionof our political process. Anyone who ownsa smartphone or uses social media needsto watch this documentary.”DANIEL MOCHON,associate professor of marketingPODCASTHIDDEN BRAINHosted by Shankar Vedantam,NPR social science correspondent“Decades of research has documented thatnone of us are the rational decision makerswe’d like to think we are. This podcast usesscience and storytelling to help us understandhow people make judgments and decisions. It’san engaging means for gaining insights into theunconscious patterns that we all use to processinformation — and businesses depend on goodinformation processing to be successful.”R. LYNN HANNAN,professor of accounting“The whole point of itis to try to make coursesas accessible to studentsas possible, to give themas many different waysto access the materialas possible.”TIM WEST,professor of practice in accounting(page 5)“There are a lot ofdeals that are doable inNew Orleans because ofits historic nature thatmay not otherwise bedoable in other cities.”A.J. BROOKS,assistant faculty director for real estate(page 11)“Over the next severalyears, it’s going to beincreasingly importantfor energy professionalsacross all sectorsto have a thoroughunderstanding ofrenewable energy financeand development.”PIERRE CONNER,executive director of theTulane Energy Institute(page 13)

A . B. F R EEM A N S C H O O L O F B U S I N E S SFALL 20203FROMTHE DEANTHE POWER OFRESILIENCEIn early February, not long after China locked down the city ofWuhan to prevent the spread of a new and deadly virus, theFreeman School made the decision to move the start of ourone-year graduate programs — which typically draw a largenumber of international students — from June to August toallow for potential impacts from this new and unpredictable menace.At the time, of course, we did not know that the virus would eruptinto the devastating pandemic it became, but we recognized it as asignificant threat and acted quickly to mitigate its potential effects. Inshort succession, we, in concert with the Idea Village, canceled NewOrleans Entrepreneur Week, which would have brought hundreds ofvisitors from across the country to downtown New Orleans, and then,along with the university, shut down in-person classes and shifted toonline learning for the remainder of the semester.The subsequent weeks and months were challenging for both ourstudents and our faculty and staff, but we continued to respond to thishistoric crisis with urgency, reason, ingenuity and, most of all, resilience.This shouldn’t be surprising. In the aftermath of Hurricane Katrinain 2005, Tulane and the Freeman School committed to the almostunthinkable notion of reopening the campus less than five monthsafter floodwaters inundated New Orleans. While the situation thisyear was very different, the challenge was similarly daunting: How dowe as an institution fulfill our teaching, research and service missionsin the midst of a global pandemic? Our classroom instruction hastraditionally emphasized action learning and a highly interactiveexperience. How could we adapt given the constraints of social distancing and online learning? Our community programs typically sendKENNETH HARRISONfaculty and students into the city to engage withlocal businesses. How could we fulfill our commitment to service in this new environment?After five months of nearly nonstop planningand preparations, this fall we safely and successfully enrolled more than 3,200 students forin-person and online classes. This is a remarkabletestament to the hard work of our faculty andstaff, and I’m proud to say that they rose to theIra Solomonchallenge with the unwavering resilience ourstakeholders have come to expect.This issue of Freeman Business pays tribute to that theme by highlighting some of the initiatives, programs and activities our faculty and staff spearheaded over the last eight months in response toCOVID-19. The cover story of this issue profiles the Lepage StrategicAdvisers Program, which our Lepage Center for Entrepreneurship andInnovation rolled out in record time to assist local small businessesimpacted by the pandemic. This wasn’t the Lepage Center’s only example of resilience. When COVID-19 threatened to cancel the TulaneBusiness Model Competition, one of its biggest annual events, thecenter reorganized the previously in-person competition into a virtualevent every bit as educational and meaningful as the live competition.As Tulane University began to lay out plans to bring students backto campus for a hybrid model of education that combined synchronous in-person and remote learning, we recognized the need to ensurethat our faculty members had the tools they needed to succeed in thisnew learning environment. Beginning in June, we invested more than 1.6 million to upgrade the teaching technology in 26 classrooms —spanning both our uptown and downtown campuses — with newstate-of-the-art monitors, cameras and ambient microphones whichenable students attending classes virtually to seamlessly interact withinstructors and students in the classroom. But enhanced technologywas just one part. In consultation with Tulane’s School of ProfessionalAdvancement, we engaged instructional designers to work with faculty members one-on-one to reinvent their courses for online delivery.More than 20 Freeman faculty members collaborated with designersover the summer to develop online courses every bit as rigorous andengaging as their in-person classes, and more faculty members willparticipate in that process this spring.As we approach the end of the fall semester and look forward toa better and brighter new year, I’m more optimistic about the futurethan ever. Crises often lead to innovation, and the technological andpedagogical innovations we introduced this year will benefit Freemanlong after the pandemic fades, enabling us to easily and agilelydeliver more programs to more students in more locations. Whilethere is nothing positive one can say about the death and economicdestruction of COVID-19, I believe we will emerge from this crisis asa stronger school, thanks in great part to the extraordinary resilienceof our faculty, staff and students. FB

4NEWSEDUCATION IN THE AGE OF COVIDUnder the specter of a global pandemic, the 2020–21 academic year has been one unlike any other in the historyof the Freeman School, and the process of preparing for itbegan almost immediately after Tulane University madethe decision last spring to shut down in-person classesfor the semester and shift to online learning.Early on, the university developed a plan for a so-called hybridmodel of instruction that would combine a limited number of in-person students in a classroom with students attending the class remotely.With the likely prospect of delivering classes in this format throughthe spring 2021 semester if not longer, Dean Ira Solomon gatheredhis leadership team together in March to discuss how to ensure thatstudents would receive the high-quality, highly engaging educationalexperience they expect in this new and uncertain environment.“We realized early on we needed to be proactive in our response,”Solomon says. “It wasn’t enough to simply ask faculty to teach theirclasses using Zoom. We needed to give them the tools and supportthey needed to essentially reinvent their courses for this new learningenvironment.”The first challenge was technological.Tom Gerace, the Freeman School’s assistant dean for information technology and media services, and his team had previouslydeveloped a proposal to enhance technology in a small number ofclassrooms to facilitate online learning. Based on that proposal, DeanSolomon made the decision to upgrade almost every Freeman Schoolclassroom — 26 in all — with cameras, additional video monitorsand microphones to better enable synchronous instruction for bothin-person and remote students. The installation kicked off on June22 and was completed by Aug. 14.“There was a tremendous sense of urgency,” says Gerace. “In thattimeframe, we would normally upgrade maybe four classrooms. It wasjust incredible for us to do 26 classrooms in eight weeks.”The ceiling-mounted cameras enabled instructors to display themselves teaching, giving them the ability to take full advantage of theclassroom’s whiteboards and AV technology. The additional monitorsallowed instructors to display varied content such as PowerPoint slideson one monitor and a gallery view of students attending the classvirtually on another, helping them to interact with both in-personand remote students while teaching.In addition, the cameras use the NDI protocol, an IT standard thatenables the school to link the uptown and downtown campuses into asingle video network. Information technology staff can now monitorand operate the equipment through the campus network, includingrecording and storing video of class sessions over the network, acapability previously unavailable.“The need to respond to the COVID crisis turned into an opportunity for the business school to equip nearly every classroom for onlineand/or hybrid teaching and tie our two campuses together,” Geracesays. “That gives us a lot of latitude to do many different things wewant to do now and into the future.”Technology, however, was just one part of the challenge. Theother piece was ensuring that these new online classes were everyABOVE: CHERYL GERBER / RIGHT: WILLIAM WIDMER/ REDUX PICTURES

A . B. F R EEM A N S C H O O L O F B U S I N E S Sbit as rigorous, interactive and engaging astraditional Freeman classes. After finishingthe spring 2020 semester with online classes,Dean Solomon and the Freeman School’sleadership team recognized that creating atruly outstanding online learning experiencewould require more than simply broadcastingit via Zoom.To help professors adapt their coursesto online delivery, the Freeman Schoolworked with Tulane’s School of ProfessionalAdvancement to bring in instructional designers specializing in onlineeducation, who workedwith faculty one-on-oneto tailor their classesto this new learningenvironment.“In the online format,you have to be ver yintentional and purposeful and clear about theorder and presentation ofcontent,” says ChristineSmith, professor of practice in accounting, whoworked with an instrucTIM WEST, professor of practice in accountingtional designer on herAccounting 2010 course.“One of the main things she helped me to dowas organize the online content and make itmore accessible and not so overwhelming.”Tim West, professor of practice inaccounting, worked with instructional designOtis Tucker, founder anders to help develop content for six courses he’sCEO of T.I. Contracting, whichwas named to Inc. magazine’steaching this semester.list of the nation’s fastest“The whole point of it is to try to makegrowing private as accessible to students as possible, toTucker recently worked withstudents in Kevin Pollard’sgive them as many differing ways to access theNew Venture Planning coursematerial as possible,” says West. “We’re tryingto explore options to growto create a very nimble class in terms of howthe’s delivered and how it’s consumed. That’s thebig change in the classroom environment. It’smore of a focus on how students would liketo consume material as opposed to just howfaculty want to deliver it.”In all, more than 20 Freeman facultyworked with instructional designers to helpdevelop their online courses in areas including Canvas design, Zoom integration, student-friendly navigation and media support.“Whether you like or dislike online education, it’s great for some people and, done well,it can be better in some ways than in-classeducation,” says West. “But you have to recognize that it’s a different delivery systems. It’slike teaching two different courses.”According to Associate Dean CliftonBrown, Freeman plans to continue workingwith SOPA to provide faculty members withinstructional design assistance through thespring 2021 semester. FB“We’re trying to create a verynimble class in terms of how it’sdelivered and how it’s consumed.It’s more of a focus on howstudents would like to consumematerial as opposed to just howfaculty want to deliver it.”FALL 20205EntrepreneurshipGIVING STUDENTS — ANDENTREPRENEURS — THE TOOLSTHEY NEED TO SUCCEEDWhen Otis Tucker, founder and CEO of New Orleanstrucking and logistics firm T.I. Contracting, wasfeatured in this year’s Inc. 5000, the magazine’sannual list of America’s fastest-growing privately held companies, one person may have been even prouder than Tucker.Kevin Pollard, an adjunct lecturer in management at theFreeman School, recruited Turner to work with his studentsin New Venture Planning, a course he teaches that helps localhigh-growth-potential companies become investment ready.“The first thing I did was call him and tell him how proudI was,” Pollard recalls with a laugh. “The second thing I did wassend an email out to all the students in the class.”For the past five years, Pollard has used the class to help NewOrleans-based startups reach the next stage in their development while giving students a first-hand look at the mechanicsof entrepreneurship. An entrepreneur and investor himself,Pollard recruits companies with high growth potential andthen matches them with student teams tasked with preparingthem to seek investment.“The key thing is it’s not just funding startups,” Pollard says.It’s funding investible startups, which means they have to havea certain level of high growth to attract capital. Most businesses— even most successful startups — are not investible. Therehas to be growth and a return on the angel investor’s money toaccommodate for the risk.”Pollard starts with an analysis of the company’s businessmodel and then works through everything from market andindustry analysis to leadership, motivation and execution capabilities. The class culminates with a pitch competition in whichthe companies — coached by their student partners — pitchthemselves to a panel of real angel investors.“The students like it because it’s real world and there’s a lot ofcontinued on next page

6N E W SThe IndicatorA. B. Freeman School of BusinessFaculty Quoted in the MediaOct. 15, 2020“What will now happen is that as they invest,others will co-invest alongside them. That’swhat’s promising. The companies that aregetting the opportunities now are the onesthat are able to self-fund, and this widensthe aperture of the number of companiesthat will have access to capital.”ROB LALKA,executive director of the Lepage Center forEntrepreneurship and Innovation, on Saintsowner Gayle Benson’s announcement that herNew Orleans-based venture capital firm willinvest 53 million in Gulf Coast companies.Read the article online at 8, 2020“The equipment is just much safer today.In part because of the [BP] spill, thestrictest standards are [found] in theGulf of Mexico and the North Sea.”ERIC SMITH,professor of practice andassociate director of the Tulane EnergyInstitute, on the impact of the DeepwaterHorizon accident a decade later.Read article online at 3, 2020“I think that one reason the market’sbeen doing so well is that they’re factoringin that management are figuring out betterways to run these companies.”PETER RICCHIUTI,senior professor of practice andfounder of Burkenroad Reports, oninvesting during the pandemic.Read article online at“We realized our customers wereimporting equipment from outsidethe state, so we engaged themand started offering those typesof services. That was easy to do,and we were able to get that newbusiness with our current capacity.”OTIS TUCKER, CEO of T.I. Contractingout-of-the-classroom, non-lecture stuff,” Pollard says. “The entrepreneurslike it because if there’s a flaw in their business model, they want to findout about it, and the students give them a lot of help in a very shortperiod of time.“And I like it,” Pollard adds, “because I want to make sure that whatever I teach has some impact that’s useful to somebody.”Since he began teaching the class, Pollard says the companies the classhas worked with have gone on to receive funding at a rate of three and ahalf times the average for startups and early-stage ventures.“We’re obviously adding some value,” he says.Among the startups that received funding after working with the classare RentCheck, AxoSim and Bhoomi Cane Water.After starting out as a driver, Tucker bought a used truck and beganbuilding what would eventually become a full-service trucking, logisticsand government contracting firm with 3.5 million in revenues, but hesought additional help to continue growing the business. After meetingPollard through InvestNOLA, a New Orleans Business Alliance programfor minority businesses that the Freeman School provided businesseducation and management training for, Tucker accepted his invitationto participate in the class.“I think he understood the need for a better organization for hisbusiness and the need to work at being less opportunistic and morestrategic,” Pollard says. “That’s always a tough one.”Tucker says one of his biggest takeaways from working with Pollard’sclass was the importance of exploring opportunities he hadn’t previouslyconsidered, such as offering additional services to existing customers.“We realized our customers were importing equipment from outsidethe state, so we engaged them and started offering those types of services,”Tucker says. “That was easy to do, and we were able to get that newbusiness with our current capacity. We had never focused on things likethat until COVID.”While the course is expressly designed to teach students what ittakes to ensure that companies are ready for investment, in the case ofT.I. Contracting, the students recommended that Tucker focus on leveraging those existing opportunities rather than seeking outside funding.“I think he found out that he probably did not need to go raise capitalright now,” Pollard says, “which is really important, because if you don’tneed to sell part of your business, don’t do it.”For the time being, Tucker says he’s happy to use recommendationsfrom Pollard’s class to help the company get through the pandemic.“We’re doing more business from existing customers than we’d everdone before, and that’s outside of our core business,” Tucker says. “That’sa direct result of Kevin’s class, so I’m absolutely happy I had the chanceto participate.”

A . B. F R EEM A N S C H O O L O F B U S I N E S SFALL 20207Guest instructor JamesGeier of 555 Design briefsstudents about an assignment to create a businessplan during a January 2020Entrepreneurial Hospitalityintensive class.virtual and optional on-the-ground elements. While the majority ofthe coursework for the 12-month program will be delivered remotely,students will also have the option to attend in-person seminars inE N T R E P R E N E U R I A L H O S P I TA L I T YNew Orleans that will provide immersion in the hands-on actionTO LAUNCH AS FREEMAN’S FIRSTlearning experiences for which Freeman is known.O N L I N E G R A D U AT E D E G R E E P R O G R A MThe degree is designed to provide a master’s-level education toprofessionals looking to advance their career as well as recent college graduates seeking to bolster their businesscredentials. Students will learn critical businesshe Freeman School will begin itsskills and develop specialized knowledge infirst online graduate degree proEntrepreneurial Hospitality through coursesgram in January 2021. The Master ofcovering topics including new product develManagement in Entrepreneurial Hospitalityopment, new venture planning and hospitalityteaches students how to craft extraordinaryreal estate development. Over the course of thecustomer experiences through the joint lensesprogram, students will conceptualize, plan andof hospitality and entrepreneurship, fulfillingultimately present their own new and innovaa need for companies in all industries to facetive hospitality venture to a panel of industrychallenges in the current business landscape.professionals.Chief executives across industries have been“In our rapidly changing world, innovationadding a chief experience officer, or other relatedin how organizations relate to customers is moretitle, as companies and organizations continuecritical than ever,” says Ira Solomon, dean ofto deepen their relationship with consumers andthe Freeman School. “Right now, all industriesdrive sales through experience. Developing anare ripe for disruption. The Greenbaum Familyoutstanding customer experience drives growthProgram in Entrepreneurial Hospitality takesas consumers are more likely to feel loyalty andcustomer-centric principles from the hospitalultimately become brand advocates.ity industry and teaches students how to apply“While most traditional hospitality prothem in innovative, entrepreneurial ways tograms are rooted within the managementIRA SOLOMON, Freeman School deannew or existing ventures in any industry. It’s andiscipline, our program is focused on entrepreunprecedented way of thinking about customerneurship,” says A.J. Brooks, assistant director ofexperience, and a truly first-of-its-kind program.”the Freeman School’s Greenbaum Family Program in EntrepreneurialThe Greenbaum Family Program in Entrepreneurial HospitalityHospitality. “Entrepreneurship is about innovation and how to meetis named in honor of Barbara (NC ’63) and Jerry Greenbaum (BBAcustomer needs in new ways. This program is designed to facilitate and’62). An emeritus member of the Board of Tulane and a member ofincubate the next generation of ideas and business models in relationthe Business School Council, Greenbaum is a successful hospitalityto a customer’s interactions and experiences with an organization.”entrepreneur whose businesses include beverage alcohol stores, comThe Entrepreneurial Hospitality specialization was originallymercial warehouses and more than a dozen upscale casual restaurantsoffered as part of a traditional in-person master’s degree program, butacross the Southeast.due to the COVID-19 pandemic, the Freeman School reorganized theprogram to make it more accessible to students from around the country. It will now be offered in an innovative format that includes bothNew ProgramsT“The Greenbaum FamilyProgram in EntrepreneurialHospitality takescustomer-centric principlesfrom the hospitality industryand teaches students howto apply them in innovative,entrepreneurial ways tonew or existing venturesin any industry.” MIA MILLER

8N E W SReal EstateN E W R E A L E S TA T E P R O G R A M S G I V ES T U D EN T S R E A L -WO R LD E X P ER I EN C EWhen A. J. Brooks (MBA ’12) was hired tohelp develop the Freeman School’s new realestate programs, he knew immediately whatkind of courses he wanted to build.“At Freeman, we’re focused on action learning —taking students out of the classroom and into theindustry,” says Brooks, lecturer in finance and assistantdirector of real estate at the Freeman School. “Someschools have elements of this type of learning, but wefully embrace it because it depicts the real world inall its complexity and leads to very powerful learningoutcomes. I think this is where Freeman real estateeducation really differs from other schools.”One of the action-learning courses Brooks introduced is a hospitality real estate development class thatpartnered with award-winning boutique hotel companyGraduate Hotels last year. Students in the course wereable to take on the role of real estate entrepreneur byrunning a feasibility study and pitching a new hoteldevelopment project to members of Graduate Hotels’management team.Another course Brooks teaches, Cases in RealEstate, again puts students in the role of prospectivereal estate developer.“Every year our students end up going out anddoing exactly what an entrepreneurial developer woulddo — identifying a piece of land and writing a fullbusiness proposal for the development of that land,which they end up presenting at the end of the semesterto an investment panel filled with industry experts,”Brooks says.Brooks earned his MBA from Freeman in 2012 andworked as a developer for roughly seven years beforereturning to Tulane to teach full-time. Among hismany projects, Brooks developed what is now the SelinaCatahoula New Orleans, a boutique hotel property thatopened in downtown New Orleans in 2016.Launched in 2019, the Freeman School’s RealEstate programs include a specialization in real estatefor Master of Management students, a concentrationin real estate for MBA students and a first-of-its-kinddouble-degree program in which students earn bothan MBA from the Freeman School and a Master ofSustainable Real Estate Development from Tulane’sSchool of Architecture.In addition to the partnership with Graduate Hotels,students in the first year of the programs competed inthe National Real Estate Challenge, an invitation-onlyCHERYL GERBERA.J. Brooks, left,assistant directorof real estateat the FreemanSchool, talks tostudents at theSelina Catahoula,the boutique hotelhe developed indowntown NewOrleans in 2016.

A . B. F R EEM A N S C H O O L O F B U S I N E S Scase competition hosted by the University of Texasat Austin, and reenergized the Tulane Real EstateClub — which Brooks founded when he was anMBA student.Inspired by the Real Estate programs’ potential,alumnus James C. “Jim” Hendricks (MBA ’74) established the James C. Hendricks Real Estate Fund atthe Freeman School to help ensure that studentsseeking careers in real estate will have the educationaltools to thrive. Hendricks, retired managing directorat Clarion Partners and CEO of Lion IndustrialTrust, believes Tulane is an ideal place to study realestate and hopes that his support will further developreal estate education at the Freeman School.“When I attended Tulane in pursuit of my MBA,the business school was much smaller and didn’thave the variety of offerings it now does. Fortunately,I became associated with the Trammell Crow organization and remained so for over 20 years,” Hendrickssays. “Today, I’m honored to be able to play a part inbolstering these exciting new real estate programs atthe Freeman School of Business.”New Orleans is an exceptional place to studyreal estate, Brooks says, due to the abundance ofboth historic buildings and government tax incentives available to developers seeking to restorethose buildings.“There are a lot of deals that are doable in NewOrleans because of its historic nature that maynot otherwise be doable in other cities,” he says.“Although historic rehabs can often be more complexthan traditional deals, it can make for a really exciting,dynamic and unique environment.”After Hurricane Katrina, there was an explosion of real estate development in New Orleans thatresulted in the current vibrant downtown skyline.“It’s such an exciting time to be in the city, with allthe development that’s happening,” says Brooks.Though the COVID-19 pandemic makes the futureof the commercial real estate industry more uncertain,Brooks says it’s a thrilling time to be involved inreal estate and he’s confident in the future of N

Tulane University, New Orleans, LA 70118. Send editorial correspondence to the above address or email [email protected] Opinions expressed in Freeman Business PODCAST are not necessarily those of A. B. Freeman School of Business or Tulane University representatives and do not ne