Posted on October 24, 2024 by Rebekah Alegria
The Carlos Alvarez College of Business at UTSA was awarded a $2.8 million grant from the U.S. Department of Education to expand the college’s quantitative master’s programs and enhance resources for student success with a focus on creating opportunities for low-income and other underserved student populations.
Students studying in an economics class
The five-year Promoting Postbaccalaureate Opportunities for Hispanic Americans grant will fund xQuant@ACOB, a project designed by Rodrigo Velez, professor of economics, and Natassa Zervou, associate professor of economics.
“This grant will allow us to expand master’s programs in the Alvarez College of Business in a way that directly benefits students,” said Velez. “By enhancing both access and support, we’re ensuring that more students from low-income and other underserved populations have the opportunity to succeed in fields that are in high demand, such as business analytics and business research and also have high influence in economic policy.”
At the heart of the project is the creation of two proposed master’s programs: a M.S. in Business Research (MSBR) and a M.S. in Business Analytics (MSBA). Following approval by the Texas Higher Education Coordinating Board, these programs would address a growing need for professionals with advanced quantitative skills.
“By strengthening the quantitative foundation of our programs, we’re providing students with the tools they need to navigate an increasingly complex economic and business landscape,” said Zervou. “This shift is designed to align with the realities of today’s job market. Our students will be better equipped to compete for high-paying high-influence roles that require advanced analytical skills.”
In addition to program development, the grant will also fund a range of student support initiatives designed to improve retention and graduation rates. Nearly 20% of the total grant will be dedicated to financial aid, particularly for low-income students.
“This grant goes beyond just creating programs. It’s about creating a support system,” Velez explained. “We’ll be implementing personalized coaching, mentoring and comprehensive advising to help students navigate their academic journeys. From helping students apply to Ph.D. programs to offering tailored academic support, we’re building a structure that sets them up for long-term success.”
Although the grant originates within the Department of Economics, both Velez and Zervou emphasized that the impact will extend to the entire college. The grant will serve as a catalyst for the college’s broader efforts to integrate quantitative business education across various departments.
“This is about more than just economics and finance,” Zervou added. “The tools we’re developing will benefit students in areas like business analytics and consulting, fields that require a strong quantitative foundation.”
By focusing on quantitative education, the college aims to position itself as a leader in this growing area of business education. “With the launch of these programs, the Alvarez College of Business will become a hub for quantitative business education,” Velez said. “We’re excited to see how this transforms not just our department, but the entire college.”
This first year of the grant will focus on launching the new graduate programs, recruiting students and building the student support systems. “Our first priority is to get these programs off the ground,” Zervou said. “We’re focused on making sure the structure is in place to support students from day one.”
Both professors are also thinking about the long-term impact of the grant. “In five years, we hope to have tripled enrollment in these programs and significantly increased the retention and graduation rates of our students,” Velez said. “But more importantly, we want to create an environment where students feel supported in their academic and career pursuits.”
“The true impact of this grant will be seen in the career success of our students,” said Zervou. “Whether they go into business research, policy or further academic study, we want them to leave UTSA equipped to make a difference.”
— Rebekah Alegria
