When students in MGPO 485: Emerging Technologies—Organizing and Societal Stakes walked into their first class this fall, they were expected to work on a rigorous consulting project with the Institut national d'excellence en santé et services sociaux (INESSS), Quebec’s agency responsible for evaluating health technologies and guiding evidence-based policy. What they did not expect was that midway through the term, the Quebec government would announce plans to merge INESSS with the Institut national de santé publique du Québec (INSPQ), creating an umbrella organization with an expanded mandate. The announcement instantly reshaped the assumptions, priorities, and strategic horizon of their work. Rather than derailing the project, the twist became the defining learning moment of the semester.
“In a blink of an eye, an organizational reality that seemed stable and static was upended. The staff had to adapt and respond to a novel situation,” said Professor Samer Faraj, who leads the course and serves as Canada Research Chair in Technology, Management & Healthcare. “Our students experienced this shift firsthand and had to redesign their projects to remain aligned with the organization’s evolving needs. This year, students had a rare opportunity to experience that dynamism in real time.”
A real-life case study: Consulting in an organization undergoing change
Students were divided into teams and assigned one of three mandates: envisioning the future of INESSS in 2035, developing an internal AI strategy for evidence synthesis, or proposing a new evaluation framework for AI-based medical devices. When the restructuring was announced, each team had to reassess its assumptions, rethink stakeholder needs, and adjust its recommendations, integrating the implications of a larger, merged institution with broader responsibilities. The restructuring also meant that INESSS was revisiting broader questions about its analytical capabilities, the role of AI in evidence evaluation, and how a merged institution should position itself within Quebec’s evolving health ecosystem—giving students an unusually timely opportunity to contribute strategic thinking during a period of real organizational reflection.
Teams continued to meet with scientists, directors, and policy experts at INESSS, incorporating fresh insights into their midterm and final presentations. For many, it was their first time advising senior leaders from a major public‑sector health organization, and the evolving context made the work feel more consequential.
A spotlight moment for McGill’s role in health innovation
While MGPO 485 has long partnered with organizations navigating technological change, this year’s project drew exceptional interest across McGill and beyond, given the real‑time nature of the transformation and its implications for health governance in Quebec.
For Professor Faraj, this is exactly the kind of impact McGill should strive for.
“Our students demonstrated that undergraduates—when guided, supported, and challenged—can produce analyses that meaningfully contribute to public organizations navigating complex technological and organizational shifts. It reinforces McGill’s role as a place where emerging scholars help shape the future of Quebec’s health innovation landscape.”
Learning beyond the classroom
As the teams delivered their final presentations at the INESSS Montreal office, several senior leaders remarked on the quality of the work and the professionalism of the students. For INESSS, the collaboration was not only pedagogical but strategically valuable.
“Throughout the semester, our executive team greatly valued the opportunity to exchange with the students,” said Pascale Lehoux, Vice‑President of Science at INESSS. “Our mission relies on science and the application of rigorous methods, which exposed students to many challenges. The teams successfully completed three strategic projects of outstanding quality and showed remarkable agility in responding to the changing priorities of our organization.”
Students described the experience as transformative. “MGPO 485 pushed me to approach technology from an organizational rather than a purely technical perspective. Collaborating with a client brought everything to life and opened my eyes to a field I’m excited to continue exploring academically and professionally,” said Alexandra Fowler (BCom’26).
Kate Goelman (BCom’27) shared a similar reflection: “The project was complex, exciting, and was formative in the way that I will view AI as it emerges in healthcare. My experience was tremendous, learning so much and examining issues in a way that felt tangible and meaningful — I am so grateful that I had the chance to engage with these ideas and tasks, and I leave this course as a more well-rounded and intellectually curious learner.”
For many in the class, the experience will influence future career paths in technology consulting, public policy, and digital health. Several students noted that the project helped them connect classroom theories—from AI governance to innovation ecosystems—to the realities of work within a major public institution.
MGPO 485 will continue to build on this model in future years, strengthening McGill’s engagement with public‑sector partners and offering students immersive opportunities to tackle real societal challenges.
Bachelor of Commerce (BCom)
The BCom program prepares students for professional and managerial careers by fostering critical thinking, interdisciplinary integration, and practical business problem-solving. Students develop risk-taking, teamwork, and leadership skills, gaining essential management competencies to thrive in the global marketplace.
