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At the Intersection of Business and Education

Meet Lauren Dasher, Full-time MBA ’26

Lauren Dasher

Scheller MBA students with a background in education bring unique perspectives and skills to the classroom, and eventually, the wider business landscape. After graduation, they pair a creative outlook with finely tuned business skills to navigate the interconnected spaces between industries. 

Get to Know Her Background

Education: 

  • B.A. Sociology, Minor in Education ’20, UC Santa Barbara 
  • MBA ’26, Georgia Tech Scheller College of Business 

Education Background: 

  • Elementary school teacher, The Epstein School 
  • Elementary school teacher, Nagoya International School 

Current Role: Commercial/Customer Strategy MBA Intern, Delta Air Lines

A Conversation With Lauren

1. How did you find out about Scheller?  

I first heard about Scheller from my dad, a Georgia Tech alum. When I mentioned I wanted an MBA with a focus on sustainability, he encouraged me to explore what Tech had to offer. After looking through Scheller’s website, I found exactly what I was looking for. 

2. Can you share your background in education? What motivated you to transition out of that field?  

I taught elementary school for four years -- two at an international school in Japan and two at a Jewish day school in Atlanta. During that time, I discovered a strong interest in strategy and leadership, especially through my involvement in cross-functional committees and initiatives. That inspired me to pursue an MBA so that I could broaden my perspective and skillset. Returning to school felt like the right next step.

3. Are there any transferable skills that you had as a teacher that you felt transitioned well going into the MBA program?  

Yes. Teaching helped me develop strong problem-solving and negotiation skills. You're constantly balancing limited time and resources. I also learned to manage multiple priorities, from lesson planning and student progress to parent communication and relationship-building. 

Working under pressure was part of the job, and I became comfortable navigating sensitive conversations and adapting to different needs. I also discovered that I really enjoyed strategic thinking; watching how school leaders approached challenges made me want to be part of that kind of work. 

4. When you were considering MBA programs, were you set on pursuing the Full-time option, or did you also explore the Evening MBA? What made the full-time program feel like the right fit for you? 

At first, I considered the Evening MBA program, but I realized that after a full day of teaching, it would be tough to come to campus and stay focused in class. I also found out that the Full-time MBA program offered funding opportunities, which made it a more practical choice for me.  

Since I’m pivoting out of education, having access to internships felt really important, and that wouldn’t have been possible in the Evening program. The Full-time MBA just made more sense for where I am in my career journey.  

5. Did you have any concerns or doubts about taking this next step? How did you work through those feelings?  

There were little moments of synchronicity that kept encouraging me. One of the first events I attended while considering an MBA was a Women in Business breakfast in 2022. I met Sarah Naumann, a former elementary school teacher in the Full-time MBA program. It was really encouraging to talk with her. 

At the next event, I met another former teacher, Leah Cabrera, who had taught middle school. It felt like every time I showed up, I met someone with a similar background, which helped me believe this path was possible. 

They would say things like, “Teaching is the hardest job you’ll ever do. If you can manage a classroom and stay focused on your goals, you can do consulting.” Those conversations were inspiring and gave me the confidence to take the next step. 

6. What has been the biggest adjustment going from a full-time career as a teacher to stepping into an MBA program?  

One of the biggest adjustments has been going from analyzing students’ learning styles to being a student myself. It’s been eye-opening to recognize my own learning preferences, like needing repetition or a certain pace to really absorb material. 

The curriculum was more challenging than I expected. I had planned to complete some MBA math prep courses over the summer, but I ended up spending most of my time on career services assignments and didn’t get to them. That’s something I regret, because I ended up taking those prep courses during the semester alongside my classes, and they really helped. 

Another challenge has been the pressure to figure out my career path right away. I came in thinking I’d have time to explore for a couple of years, but recruiting starts almost immediately. That’s created some internal tension for me wanting space to explore while also needing to make decisions quickly. 

7. For prospective students coming from a teaching background, would you recommend having a general idea of the industry they want to pursue before starting the MBA program? 

I would recommend having a general idea of the industry you’re interested in, but I also know that’s really hard coming from a teaching background. I genuinely tried to research and talk to people before starting, but it wasn’t until I got into the coursework that things started to click. 

For example, we just started our marketing operations class, and reading the textbook made me realize marketing is completely different from what I thought. These academic experiences are helping me figure things out in real time. 

So yes, having a direction is helpful, but I also think it’s okay if you don’t have it all figured out. Just be open to learning and adjusting as you go. 

8. Are there any other tips you’d give to prospective students coming from a teaching background? 

Going to the Forté Conference was really helpful. They hosted panels on different career paths, and I walked away with a better understanding of the roles out there. It gave me a bit more clarity and confidence coming into the program. 

I’d also recommend taking advantage of any networking opportunities before the program starts. Talk to second-years, alumni, or anyone who can share what they do. Those conversations can really help shape your thinking. 

Lastly, take advantage of practicums. I recently started the Sustainability Fellowship and plan to do a couple of practicums next semester. I think getting hands-on experience like that will be incredibly valuable.  

9. It sounds like this has been a path of self-discovery. How has that been?  

It’s been really interesting. One thing I’ve learned about myself is that I really value having a strong foundation before building on it. I’ve realized I need to prioritize that early on in each class. Now that we’re in the second half of the semester and starting new courses, I’m focusing more on staying grounded before things speed up. 

I’ve also discovered that I’m grasping more than I give myself credit for. Sometimes I feel like I’m not getting it, but then the exam comes, and I do better than expected. That’s helped me see that I’m more capable than I think in the moment. 

Another part of this journey has been figuring out how to balance exploring new opportunities with staying connected to the interests I had before the MBA. I’m still working through how much to evolve versus how much to build on what I already cared about. 

It’s definitely been a path of self-discovery with a lot of learning, reflection, and still some question marks. 

10. How is Scheller helping you prepare for a new career? 

Career services has been really great. I’ve gotten so much help and support from my coach and the whole team. The info sessions they organize are informative and helpful, and I really appreciate how many opportunities pop up on MBA Jackets. I love that platform; it keeps me up to date with job postings and events. 

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