About Fiona: Fiona grew up and began her career in China. She earned her undergraduate degree from Illinois Wesleyan University, where she studied Political Science and Accounting. Prior to Anderson, she spent several years in consulting roles that emphasized problem-solving, collaboration, and execution, operating in environments that rewarded speed and decisiveness. At UCLA Anderson, Fiona is intentionally stepping back into the classroom to deepen her business foundation, broaden her perspective, and reengage with learning in a more reflective way.

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Before coming to Anderson, my professional identity was well defined. In consulting, I was trained to move quickly, synthesize information efficiently, and deliver recommendations with confidence. Experience became a shortcut for decision-making, and learning was often highly goal-oriented and focused on solving the problem immediately in front of me.

In the workplace, learning is often instrumental. You learn what you need in order to move a project forward, support a client decision, or meet a deadline. At Anderson, learning asked something different of me. Instead of optimizing for the “right answer,” I found myself spending more time sitting with ambiguity and questioning my own assumptions.

In class discussions, my instinct early on was to draw quickly from prior experience and anchor on what had worked before. Over time, I realized that some of the most valuable moments came from slowing down and listening more carefully to classmates with very different backgrounds and allowing ideas to develop collectively rather than immediately converging on conclusions.

Because of that background, I assumed returning to school would feel familiar, even comfortable. What surprised me most was realizing that the biggest adjustment wasn’t the workload or time management, but learning how to truly be a student again.

That shift became even clearer through group work. In professional settings, teams are often structured for efficiency and role clarity. At Anderson, learning teams are intentionally diverse across industries, functions, and life experiences. Navigating uncertainty together made it clear that learning isn’t just an individual activity – it’s relational.

Trust, humility, and openness mattered just as much as preparation. Some of the most meaningful insights didn’t come from having the most experience in the room, but from being willing to reconsider how I approached problems alongside my teammates.

Outside of class, learning continued in more informal ways. Coffee chats with classmates, conversations with second-years, and post-event discussions became natural extensions of the classroom experience. Career exploration, in particular, felt less transactional than I had expected.

Many of the most impactful conversations weren’t about titles or perfect career paths, but about trade-offs, uncertainty, and long-term growth. It was reassuring to realize that even among highly accomplished peers, no one had everything figured out, and that learning together was part of the process.

Looking back on my first two quarters at Anderson, I don’t see business school as a pause from my career, but as a recalibration. Letting go of the need to always have answers created space for curiosity. Embracing discomfort made learning feel expansive again.

For those returning to school after time in the workforce, my biggest takeaway is this: the value of the MBA isn’t just in what you learn, but in how you learn again. Anderson’s collaborative culture, grounded in shared success and openness, made that transition not only possible, but deeply meaningful.

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Student Blogger: Fiona Cao ‘27

Undergrad: Illinois Wesleyan University ’19

Pre-MBA: Consulting Director at Frost & Sullivan

Leadership@Anderson: Director of Prospective Student Affairs, Admissions Ambassador Corps; Director of Social Connections, Greater China Business Association; Director of Social, Korean Business Student Association