Faculty in Focus: Accounting for success and growth

Joining the Kellogg faculty this fall, Regina Wittenberg-Moerman is no stranger to Chicago and will be calling the Windy City home once again. The professor of accounting information and management earned her MBA and PhD from Chicago Booth, and has taught at Booth, the Wharton School and the University of Southern California. As she settles into life at the Global Hub, she’s eager to get to know her students — one of her favorite parts of her job. 

“I have had amazing relationships with my PhD students at the University of Southern California, and it’s one of the aspects of teaching that I value most," says Wittenberg-Moerman. “We continued to work together on research even after they finished the program, and I’ve become close friends with many of them.” 

Her dedication to her students is something she's excited to continue at Kellogg. Starting this fall, Wittenberg-Moerman will be teaching PhD students covering a range of accounting topics, including debt contracting and banking. Next year she’ll transition to teaching a mix of both PhD and MBA students.  

For Wittenberg-Moerman, teaching is more than just imparting knowledge — it’s about guiding and inspiring students. “Most PhD students come into the program without fully understanding what research is or what it takes to become a researcher,” she explains. “It’s like raising children — you invest a lot of effort into their development, and it’s incredibly rewarding to witness their personal growth.”  

In her nearly 20 years as a researcher and educator, she is grateful for the string of proud moments her career has given her. She recalls how one of her first students at USC went onto become a professor at Harvard and how he was recently invited to discuss her research at a major conference. “It’s a special feeling to see your students not only understanding but also challenging your work,” says Wittenberg-Moerman. 

Bridging the gap between research and real-world application

Wittenberg-Moerman's approach to teaching is rooted in making academic research relevant to her students. She believes that students learn best when they see the real-world implications of what they’re studying. “It’s important to bring in examples from companies and industries,” she explains. “When students see that what they’re learning matters outside of the classroom, it becomes more than just theory — it becomes a useful tool they can apply in their careers.” 

She keeps relatability top of mind when making complex topics accessible to students, without diluting their significance. “You need to take very complicated academic papers and convert them into a useful experience for students,” she says. “The challenge is to do this without oversimplifying the complexities.”  

Meeting people where they’re at 

Remembering her days as a PhD student, Wittenberg-Moerman knows the challenges teaching can present. She remembers taking a banking class during her PhD, and even though she had previously had five years of banking experience she realized she had underestimated the course. “It was the professor’s first time teaching the class, and I couldn't understand anything. I was hoping that some of my friends would be able to help me,” she shares. Turns out they were also in the same boat. “I had to just find courage to tell him that we weren’t as smart as you and that he needed to explain it differently.” 

This taught her a valuable lesson in the classroom: questions are an intrinsic part of learning. They are a powerful tool in identifying knowledge gaps and increasing understanding. “When you ask a question, I can guarantee you that 30 other students in the classroom want to ask the same question,” she says. “By asking questions, you’re doing your classmates a huge favor, and you’re letting the professor know you need additional clarity and unless someone says something, they’re there thinking everything is clear.” 

Navigating the challenges of accounting 

Accounting is a subject that can give many students pause, she admits, but wants to help dispel that notion. Fully aware of the challenges students face, she wants to reassure them that accounting is not as dauting as it might seem. “Core accounting is much easier than students think it is,” she insists. “All it requires, in my view, is persistence.” 

Wittenberg-Moerman emphasizes the subject’s cumulative nature. “Core accounting courses typically build on each week, so if you’re lost in week three, week four won’t be any easier.” Her advice to students is straightforward: read the course material, listen and be ready to ask questions. 

One of her former MBA students, who had a PhD in physics, expressed concerns about taking her class because he had no background in accounting. While he initially was very behind because he lacked knowledge of accounting terms, he ended up getting one of the highest grades in the class — not a surprise to her. “It was just a matter of overcoming those initial emotional and psychological barriers,” says Wittenberg-Moerman. “Accounting, to some extent, is like learning a new language. Once you get the basic terminology it becomes easier to navigate, so just ask for help as soon as you realize you’re behind.” 

Creating a blueprint for success  

Her passion for teaching extends beyond the classroom. She’s currently contributing to a textbook for MBA students and is writing a chapter on banking that will help students bridge the gap between research and practice. “It’s been a good experience for me to see how I can translate the research I'm doing at an academic level to useful tools for teaching business,” she says. “My goal is to give a blueprint for what to look out for when it comes to debt financing of companies’ operations and investments.” 

When not crunching numbers in the classroom or helping guide students through their journey of personal growth, Wittenberg-Moerman enjoys another path of exploration: travel. “I’m like a personal travel agent for my family,” she says. Thinking about other career paths she might have taken; she jokes that she’d probably be a travel agent. Italy is near to her heart, since it’s where she did a sabbatical and is a country she tries to go back to often with her family. As Wittenberg-Moerman gets ready to embark on this new chapter at Kellogg, she’s committed to ensuring that her classroom is a place of growth and discovery.    

 

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