Dr. Dave Rambow, Assistant Professor of Management


Dave Rambow


Background: I have instructed for Wayland Baptist University since 1993. Prior to coming to Wayland Baptist University, I served 24 years with the United States Army as a Field Artillery Officer where I performed in a variety of command and staff positions.

My post graduate degree is in Organizational Leadership, University of La Verne and my graduate degree is in Human Resource Development, Webster University.

Academic interest: My interests are in organizational culture and leadership, open systems and Chaos Theories, and organizational power and social systems.

Faith Statement: I believe that Jesus Christ is the Son of God, and I dedicate my life to His service. I believe God lead me to Wayland Baptist University where the gifts He gave me best serve to glory God. I believe in the “Servant Leader” model given by Christ, and attempt daily to apply this model in my personal and professional life.

Other Interests/hobbies: Interests include reading on organizational theory, gardening, woodwork, and traveling. Hobbies include fly-fishing, fly tying, running, hiking, and mountain biking, and photography.

Teaching Philosophy: My teaching philosophy stems from my many years in leadership positions where I oversaw and trained middle and junior level leaders. I could quickly identify those young leaders who possessed the requisite critical thinking, writing, and speaking skills.

A key difference was their attitudes towards learning. This group of young leaders displayed one single important behavioral trait; they earnestly sought to learn more and more about their respective duties and responsibilities. With zeal and passion, they continually pursued self-improvement. The other group of leaders, that were marginal performers, displayed a less desirable behavioral trait; instead of seeking to be authentic through learning, they attempted to mask their inadequacies by practicing image management. This is true in the classroom as well. I found two types of students; those who seek to be authentic and learn, and those students who seek a grade without learning.

In my classroom, I invite all students to learn as oppose to memorize. I design course lectures to explore various paradigms and theories in the study of the complex nature of organizations. Next, I move the course lectures from the theoretical to a discussion of application of theory within the student’s work setting. By applying what is learned in the classroom to the work place, students understand the application of theory, thus students learn why things are the way they are in organizations, and how they may effect positive change. Armed with this knowledge students then become organizational change agents.

While attending a university degree program students should maximize their learning experience. Upon completion of a bachelor’s level degree, students normally seek job positions with greater responsibilities and compensation. When students seek these jobs, whether in the public or private sectors, they will encounter employers who understand the skills a college level graduate should possess. These employers will expect the appropriate performance of a college graduate; they will expect a higher level of thinking, speaking, and writing skills; they will expect graduates to address complex problems and make well thought-out decisions; they will expect better management of an organization’s critical resources and effective organizational leadership. These employers will expect a level of performance commensurate to the level of education. This higher level of performance will only be achieved through an earnest desire to learn and understand. When a student chooses learning over memorization, the student chooses to be authentic.

"When the student is ready, the teacher will appear.”