Stephen M. Crow, Ph.D.

Stephen M. Crow, Ph.D.

Edward G. Schlieder Endowed Chair of Healthcare Education and Initiatives
Seraphia D. Leyda University Teaching Fellow June 22, 2011

Contact

Office: 359G Kirschman Hall
Phone: 504-280-2769
Email:scrow@uno.edu

Background

Education:
Ph.D., University of North Texas
B.S. from LSU
MS, University of North Texas.

Research Interests:
Healthcare Management issues with particular emphasis on Strategic Planning and Management of Human Resources.

Stephen M. Crow is the Edward G. Schlieder Endowed Chair of Healthcare Education and Initiatives in the Department of Management of the University of New Orleans.  He received his BS from LSU and his MS and PhD from the University of North Texas.  Crow joined the University of New Orleans in the fall of 1989 and teaches human resources management and healthcare management courses at the graduate, undergraduate, and executive level.  From 1968 to 1989 he was employed as a human resource manager and professional in a variety of positions and industries including healthcare organizations.  

Crow is a recognized leader in teaching and research related to healthcare management issues with particular emphasis on strategic planning and management of human resources.  He is currently involved in an aggressive research agenda related to nursing and leadership skills in the healthcare industry.  As a Seraphia D. Leyda University Teaching Fellow, he is recognized University wide for his contributions as a teacher.  As a researcher, Crow has published over 100 articles in academic and practitioner journals.  Of particular note is that Crow was a major contributor in establishing the executive and evening graduate programs in healthcare management at UNO.  Crow also serves as an arbitrator for the Federal Mediation and Conciliation Services.  

To his credit or blame, Crow is recognized as a Gonzo style teacher.  That is, a teaching approach that tends to favor style over substance to achieve accuracy and often uses personal experiences and emotions to provide context for the topic or event being covered.  It disregards the polished, scholarly and pretentious teaching favored by Ivy League professors and strives for a more gritty approach.  Use of drama, quotations, sarcasm, humor, exaggeration, and profanity is not out of the ordinary.