At Viterbo University, innovation is not just a buzzword—it’s embedded in the very fabric of the institution. One of the people at the forefront of pushing for innovation is John Robinson, PhD, an associate professor of finance in the College of Business, Leadership, and Ethics.

Passionate about shaping the future of higher education and student success, he shares his thoughts on what innovation in higher education looks like today, how Viterbo is leading the charge, and what the future holds for both the institution and its students.

What does innovation in higher education mean to you?

“Innovation in higher education means evolving and adapting to meet the needs of a world that’s constantly in flux,” Robinson said.

He reminds us that even some of the greatest thinkers, like Isaac Newton, dedicated a significant amount of their time to pursuits we might now see as unconventional, such as alchemy in Newton’s case. In this, he sees a parallel to the current challenges facing universities and the need to rethink how and what we teach.

“In our time, innovation often means rethinking the programs we offer and how we structure them,” he explained. One such example is the work he did in revamping Viterbo’s computer science curriculum.

“Traditionally, computer science degrees required a full calculus sequence, which was often a barrier for many capable students, even though the skills taught in calculus aren’t always necessary for most computer science careers,” he said.

To address this issue, Robinson and his colleagues designed a program that keeps the essential elements, like linear algebra—which is crucial for understanding large algorithms and the new AI models—but does away with the calculus sequence.

“We found that calculus, while important in some areas, often serves as a gatekeeper that keeps talented students out of the field,” he says. “By rethinking the curriculum, we were able to design a program that is more accessible while still providing the depth of knowledge students need to succeed.”

For Robinson, innovation goes beyond simply creating new programs—it’s about preparing students for a world where the traditional pathways to success are changing. “There are still fields, like accounting and nursing, where the degree directly translates into a specific career,” he said. “But more and more, we’re seeing that the economy is dynamic, and the opportunities to get a job with the same title as your major are on the decline.”

This shift, he argued, requires educators to think more broadly about how to prepare students for success in a wide variety of fields. “Many of the challenges we face today are philosophical in nature, and students who major in philosophy or similar disciplines often have excellent career success when we look at the long term. Innovation in higher education means recognizing this and ensuring that we’re providing students with the skills and mindset to thrive in an ever-changing world.”

How are Viterbo and the Dahl School of Business leading the charge on innovation in higher education?

“In my mind, Viterbo is leading the way in several key areas,” Robinson said. One of the most important is new program development. He has played a pivotal role in the creation and launch of several recent programs, including the doctorate in ethical leadership; the redesigned MBA with a focus on business intelligence and project management; and new programs in applied math, computer science, and data analytics.

“These programs were designed to meet the needs of today’s workforce,” he explains. “We’re operating in a data-rich environment, and organizations are increasingly looking for professionals who have the discipline, leadership, and specialized expertise to make quality decisions in an increasingly complex world.”

The approach to innovation at Viterbo, he notes, is collaborative. “We benefit from both top-down and bottom-up approaches,” he said. “The Dahl School of Business’ Advisory Board often provides suggestions for areas where we can innovate, but individual departments are also empowered to propose changes. This creates a dynamic environment where ideas that align with our mission have a real chance to succeed.”

One of the key factors in Viterbo’s success, according to Robinson, is its commitment to servant leadership—a philosophy that guides both the university’s internal operations and its approach to education.

“Servant leadership is embedded in everything we do at Viterbo,” he says. “It’s about empowering students to think beyond themselves and to consider how they can use their education to make a positive impact on the world.”

What do you see in the future for innovation at Viterbo?

Looking ahead, Robinson believes that Viterbo’s commitment to servant leadership will continue to be a driving force in its future innovations. “I truly believe that the cultural presence of servant leadership in both small and large organizations is only going to increase. Viterbo’s longstanding commitment to studying and practicing this discipline positions us to serve a broader spectrum of organizations, both in terms of culture and geography.”

Robinson recalled a powerful personal experience that underscored the importance of servant leadership. “I remember walking past a group of Mayo Clinic employees who were holding hands in a circle, outlining the foundation for a new hospital wing. It was a beautiful ritual, and it reminded me of the power of collaboration and vision. In my faith, the notion of spiritual creation is important, and seeing this physical manifestation of an idea was very powerful for me.”

For Robinson, this experience speaks to the broader mission of Viterbo to not only prepare students for successful careers but to also inspire them to make a positive impact in the world. “I believe that we have an opportunity to bring the principles of servant leadership to a broader audience, both within our local community and beyond. It’s a major challenge, but also a tremendous opportunity for our university.”

As for the future of teaching and learning, Robinson sees exciting changes on the horizon, particularly in the area of online education. “I think we’re going to see a shift away from static videos and discussion boards and toward more synchronous experiences and adaptive assignments,” he said. “Students are looking for more dynamic, interactive learning experiences, and I believe that’s where the future of online education is headed.”

In the end, Robinson is optimistic about the future of innovation at Viterbo and the role that he and his colleagues will play in shaping that future.

“It’s an exciting time to be in higher education,” he said. “The world is changing rapidly, and I believe that Viterbo is well-positioned to continue leading the way in preparing students for the challenges and opportunities that lie ahead.”