Chrysanthos (Chris) Dellarocas is Professor and Chair of Information Systems at Boston University. He is one of the world’s most cited scholars in the fields of online reputation and social media. Other interests include collective intelligence, online advertising and the economics of media industries.
Dellarocas holds Ph.D. and M.S. degrees in Computer Science from MIT and a Diploma in Electrical Engineering from the National Technical University of Athens, Greece. Prior to Boston University he taught at MIT’s Sloan School of Management and at the University of Maryland’s R. H. Smith School of Business. Before pursuing an academic career he was a management consultant with Andersen Consulting (now Accenture) and McKinsey.
He serves on the editorial boards of Management Science and Information Systems Research, both considered top journals in the field of Information Systems. He has served as chair of a number of international workshops and conferences, including the ACM Conference on Electronic Commerce and the Workshop on Information Systems and Economics (WISE). Dellarocas is a recipient of numerous teaching, funding and merit awards, including the National Science Foundation’s CAREER award. He holds 9 patents and is co-founder and advisor of a number of companies in the technology space.
See my recent keynote address on Social Media at the 1st Digital Marketing Conference of the Indian School of Business, Hyderabad, India (If you click “view on slideshare” you can also leave me feedback!)
The most damning evidence for why modern education is failing is not the test scores or the dropout rates but the near-universal experience of adults who spent a decade or more in formal schooling and emerged unable to manage their own emotions, evaluate a statistical claim, understand how money compounds, or identify when they are being manipulated — skills conspicuously absent from a curriculum that found room for years of forgettable facts but never for psychology, critical thinking, economics, or basic health literacy. The structural problem runs deeper than subject selection: a system that schedules children before their brains are physiologically ready to learn, suppresses emotional expression as a distraction from content delivery, measures success by compliance rather than curiosity, and assumes motivation is the student's responsibility rather than the institution's core job is not failing by accident — it is succeeding at goals that were never aligned with the student's actual flourishing, which is why the argument that it needs to be dismantled and rebuilt from first principles rather than incrementally adjusted keeps gaining ground among everyone who looks at it honestly.