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Assistant Professor of BusinessPhone Number: 402.826.6712
Department: Business Administration
Dr. Julianna Grabianowski is an Assistant Professor of Business at the College of Business. She started teaching at Doane University in 2018. She earned her Ph.D. in Human Capital Management at Bellevue University in 2016. Dr. Grabianowski is on several committees at Doane University, including Experiential Learning Opportunities and Diversity, Equity, and Inclusion.
Ph.D. (Human Capital Management), Bellevue University, 2016
M.S. (Social Science), University of Duisburg-Essen, 2007
B.A. (Sociology), University of Duisburg-Essen, 2004
- Introduction to Human Resource Management (BUS 212)
- Management (BUS 242)
- Performance Management (BUS 314)
- Organizational Behavior (BUS 315)
- Contemporary Issues in Human Resource Management (BUS 361)
- Human Resources Strategy (BUS 418)
- Applied Management (BUS 455)
Executive Director, Prairie Hill Learning Center, 2017-2019
Director of Operations and Finance, Malone Community Center, 2010-2017
Program Coordinator, Malone Community Center, 2009-2010
Youth Program Coordinator, Volunteer Partners, 2009-2010
Doane University, 2019-present
Bellevue University, 2016-present
Certifications in Measuring, Analyzing, and Assessing Human Capital Effectiveness; and Human Capital Leadership and Introduction to Management, Bellevue University, 2014
Certifications in Linking Human Capital to Organizational Outcomes; and Strategic Human Capital Management & Productivity, Bellevue University, 2013
- Grabianowski, J., Okash, S., & Linenberger, S. (2017). R U 4 REAL? Improving Written Communication Skills in Business Education. International Accreditation Council for Business Education Annual Conference. San Francisco, CA.
- Grabianowski, J., & Linenberger, S. (2017). Theory to Practice: Applying Friedman's Theory of Differentiated Leadership in Management Studies. International Accreditation Council for Business Education Annual Conference. San Francisco, CA.
- Grabianowski, J. (2016). Servant Leadership as a Lived Experience (Doctoral dissertation).
Why did you become an instructor? How did you become interested in teaching?
I enjoy learning and enjoy inspiring others to be curious, inquisitive and develop a desire to learn more.
What is your teaching style? Can you briefly explain your teaching philosophy?
When it comes to teaching, I am an idealist. Education is transformative. A great teacher transforms the lives of their students. This requires not just a teacher-learner relationship, but is based on reciprocity. I strive to take an active approach in making learning a fun, applicable, and engaging experience; inspire students to think critically, apply theory to real world situations, and motivate problem solving and creativity.
Therefore, when visualizing my teaching philosophy on a continuum, it is closer positioned to the learning end than the teaching one. For someone to teach there has to be someone who learns, otherwise it is only a lecture. Learning needs to take place within both parties in order to develop and reach higher levels. To achieve this reciprocity, teaching has to be an integrated, meaningful, interactive, engaging, and structured process. It has to clarify constructs, create a basis for comprehension of the topic and ignite the desire to learn more and think critically.
Why should I take your classes? What can I expect to learn?
Generally, I am attempting to design classes in a way that enables a healthy blend of theory and practice, and to cater to the needs of all by offering a variety of assignments and opportunities in class, yet remaining consistent in expectations. The way I design courses is to plan a theoretical part first, and then apply the learned material to the real world by offering examples from my work experience in the field, looking at case studies and applicable video clips, inviting guest speakers, and conducting "expert"Â interviews (and in upper level classes real work experiences). While looking to provide a healthy balance, the lower level classes will reflect more theory, and the higher level classes will tip the scale more toward praxis orientation. Throughout, I am expecting students to actively participate and contribute, which requires thorough preparation.