Take part in the EFMD Excellence in Practice (EiP) Awards 2018

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Come and show us your achievements!

The Excellence in Practice (EiP) Awards have developed into one of the leading global awards that recognise excellence in learning and development partnerships.

Taking part in this Award helps the client and its provider(s) to develop and reflect on the impact and value of their L&D initiative and the contribution it has made to the client organisation. The winning case studies are selected based on the review of 4 key areas : a properly documented challenge, an effective partnering commitment, the appropriate L&D initiative, and the proven business impact.

Linda Irwin, London Business School, UK describes three key benefits of taking part to the Excellence in Practice Awards.

Next submission deadline: 1 March 2018

Expression of interest:This email address is being protected from spambots. You need JavaScript enabled to view it.

For more info, please consult: EiP Brief, Submission Guidelines and FAQ’s.

Information Session webinars are organized on 11 December, 9 January and 1 February for those who may have any questions about the Awards and submission process.

EiP 2017 Gold and Silver winners:

EiP Winners Gold2017 webpage
EiP Winners Silver2017 webpage


The EiP 2017 Gold and Silver winners are providing many good insights for your own programmes. Don’t hesitate to participate in the series of EiP 2017 webinars from November to January (free registration).

The winning cases are also showcased in Global Focus Magazine Special Supplement available online.

If you want to be informed automatically on all what concern the EFMD Excellence in Practice Awards, please subscribe to EFMD mailing lists.

GBSN 2018 Experiential Learning Summit in Lima, Peru


The Global Business School Network, Universidad ESAN and The Latin American Council of School of Administration - CLADEA, invites business school deans, directors and faculty to a highly interactive, international summit on Experiential Learning that provides an in depth examination on how schools use real-world projects to give their students an impactful learning experience. 

The summit will convene colleagues from around the globe with a shared interest in improved management education for the developing world to discover innovative approaches to applying action based learning curricula with an emphasis on the Latin America context, explore opportunities to increase multi-sector engagement in management education within the region, engage with international peers to share experiences, best practices, and lessons learned, and design an experiential learning program that can be applied to your management education curricula.

Registration is now available. 
GBSN Members is $250; Non-Members: $375; Regional Rate: $150

Please, go here for more information. Download the flyer.

Three New Courses Certified by EOCCS Online Course Certification System

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Many congratulations to ESSCA School of Management and Politecnico di Milano School of Management, whose courses have been recently certified by EOCCS Online Course Certification System.

Three courses from these two renowned institutions have been awarded EOCCS Certification:

ESSCA Ecole de Management, France

- MOOC: Creative Box

“EOCCS certification for our MOOC “Creative Box” is not only a recognition of the excellent work of ESSCA’s Institute of Advanced Pedagogy, but an encouragement for further steps,” said Samir Ayoub, Dean of ESSCA School of Management. “We congratulate EFMD for providing this international benchmark, and we appreciated the very straightforward peer-review process, which is perfectly in line with the philosophy of providing expert feedback for further improvement. Most importantly, we are happy to join the emerging, yet already dynamic EOCCS community on the future of online learning. Exchange on best practices and shared expertise will provide precious input into our overall teaching and learning strategy.”

Politecnico di Milano School of Management, IT
Executive MBA Program
- Course: Innovation Management
Flex Executive MBA Program
- Course: Supply Chain & Operations Management

Andrea Sianesi, Dean of MIP Politecnico di Milano Graduate School of Business said about the achievement: “The School of Management of Politecnico di Milano is extremely proud of its EOCCS certification, the first awarded in Italy. We firmly believe that digital technology can totally change the way we approach the education, training and continuous development offered to managers and executives. We were the first to teach an EMBA in digital learning, our Flex EMBA, recognised by AMBA to be among the six most innovative EMBA courses in the world, because students acquire the same skills and make the same personal connections as if they were taking a traditional Master, while they also enjoy the benefits of the most advance technology."

"Online learning is now central to all of our Masters and courses, including those offered to companies. Receiving this EOCCS certification is a further acknowledgment for the School, coming closely on the heels of the Financial Times’s 2017 rankings, which listed the School among the best business schools in Europe for the ninth year in a row, and of the prestigious QR ranking, which placed us 20th in world for our international Master in Business Analytics and Big Data.”

"We would like to warmly congratulate both institutions for the tremendous work they put into the development of their online courses and for the completion of the certification process. EOCCS gives online courses within universities, business schools, corporate learning organisations and public agencies a top international quality benchmark in the online learning landscape, strengthening not only their market positioning but also allowing for critical self-reflection and peer assessment,” added Anne Swanberg, EOCCS Director.

The system is open to any institution delivering online business and/or management-related courses that are stand-alone or constitute part of a certificate or a programme.

With 38 certified courses from 13 institutions, EOCCS has built an international quality benchmark for online courses worldwide. If you would like further information or are interested in your online course taking part, please visit the EOCCS website or contact This email address is being protected from spambots. You need JavaScript enabled to view it.

AlmaU Is in Top-3 Business Schools of Central Asia

AlmaUAlmaty Management University (AlmaU) has strengthened its position of Top business school in world rating agency Eduniversal-2017 (France), taking 3rd place among 68 universities in Central Asia.

The first place was shared between AlmaU and Indian Institute of Management Calcutta. It was announced on solemn rewards ceremony "top-3 business schools" which was held on 10th world Convention in Dubai on 9th of September.

The award was given to the president and founder of Almaty management University Asylbek Kozhakhmetov during the gala dinner. As the ceremony speaker has said: "It was the first time when India business schools have given the pace to others!" It was always them who used to take the first places annually.

In the framework of the contest, there were three best business schools in each of nine geographical zones, which were rewarded by members of the Scientific Committee Eduniversal. The geographic zone of Central Sia consists of 3 schools from Kazakhstan: Kimep, Nazarbayev University. AlmaU, 47 schools from India, 3 schools from Pakistan, 13 schools from Bangladesh, Bhutan, Kyrgyzstan, Maldives, Nepal, Sri Lanka, Uzbekistan. 

The winners were chosen using the poll method, references, and interviews from 1000 deans and the strongest business schools executives who voted in Eduniversal Deans in 2017.

At the panel session of the 10th World Convention Asylbek Kozhakhmetov came out with the report on theme «The start-up model as a key element for programmes». At the end of his speech he invited all the participants to the annual international forum "Entrepreneurship in fast-growing societies", which will be held in Almaty Management University in May.

It must be mentioned that Eduniversal is a global rating agency, which makes an annual rating of business schools and universities in more than 150 countries.

2017 EFMD GN Americas Conference: Concluding Remarks

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Guest Post by Jorge Haddock, University of Massachusetts Boston, Chair of the Conference
New York City, USA – 29November - 1 December 2017

Four themes emerged throughout the conference, (1) the impact of technology in pedagogy and all other aspects of business education, (2) business disruption, most led by technology, (3) the talent gap, and (4) the disconnect between academia and practice.

In the opening keynote, Julio Portalatin, CEO & President, Mercer, USA argued that it’s all about leadership rather than management, leading for success and positioning the company for the future. More jobs will be created than displaced by technology.

He also posited that although business disruption is being led by technology, companies like Amazon realised that it’s not all about technology and that some human interaction is required. That’s why they acquired Whole Foods and will penetrate the pharmaceutical market. In this technology led disruption of business we can foresee 65% of children born today going into a career that doesn’t exist today. We can also expect much of the disruption to continue around AI development.

Given the above, 93% of companies will do something major to incorporate technology and AI in the near future. It is important to recognise generational change especially around technology. For today’s, technology is a given. Hence, it is all about the organisational culture embracing technology, which requires a new work environment.

One major CEO complaint is the inability to match opportunity with talent. Another issue is how academia prepares students for the job market. On the one hand they need to be job ready on the other hand they should have wide critical thinking skills and cognitive flexibility where a more Liberal Arts type education would be more appropriate. Business schools that stay relevant among these changes will prevail. The trend indicates the rise of specialised masters programmes, but the MBA will remain the most valuable degrees. However, it will only remain so given well-rounded MBA programmes that teach students to think critically.

The panelists on Trends in Online Education showcased some of their work at their institutions and discussed the major challenges, opportunities and threats. The major challenges include a sometimes negative market perception, resistant faculty, a lack of innovation culture and pedagogy and definition of the right portfolio. The opportunities and threats include increasing interest in ROI (ROE) Return on Education, demographic shifts, adjacent markets and product subs, the parcellation of the education offering and the integration of AI.

The panelists from the corporate world (Accenture, Allianz and GloCap Search) on Preparing Students for an Unpredictable Future discussed the major challenges that organisations face when integrating talent. Two of the major challenges that organisations face are the skills gap and performance improvement.

The takeaways include:
  • Diversity of thought and experience is key
  • Ideal students are flexible, think on your feet and are good listeners
  • There is an exponential growth of knowledge that is required from students
  • Students need to communicate effectively, develop social skills and EQ
  • Ability to navigate office politics is often lacking among graduates. This includes the necessary patience and time it needs to grow within an organisation
  • Command of technology is important
  • A class on where student experience failure and how to deal with it could be highly valuable
There is a disconnect between academia and practice due to faculty who believe they know what they should be teaching. Business Schools are supposed to provide great thinkers and people with the necessary hard skills to hit the ground running: to what extent are Business Schools responsible, to what extent are companies responsible and to what extent individuals?

Attendees finished the day in the Beyond the Tip of the Iceberg: Networking Session and had the opportunity to engage in an open-format interactive session where they identified and discussed with their peers challenges that they face at their institutions.

The next morning, Dean Soumittra Dutta discussed New York – the Epicenter of Creativity and Transformation. He described Cornell Tech in New York City and its implications on disruption in Higher Ed and economic development: An alternative ecosystem to Silicon Vally that combines business education, computer science and engeneering while being close to Business. The ambitious vision is to transform New York ‘s economy by horizontally affecting existing industries with innovative technological disruption. The incredibly resourced poject showed innovation by an interdisciplinary set-up going so far that faculty hiring decision are done by an interdisciplinary committee, faculty offices were abandoned and impact became a promotion criterion for faculty.

Creating sustainable ecological and financial systems was discussed in the final session titled Unconventional Leadership in a Complex World: social innovation through partnership & creative thinking. Tijuana was one of the most dangerous cities on earth according to homicide statistics and the place where Torolabs works, an art collective that creates change on the microlevel by applying social innovation. Leveling canals, buidling farms, bringing together architects, artists, psychologists, business men, researchers, MBA students and engineers to create a community in the middle of the most dangerous hot spots of Mexico led to a 85% decrease of the crime rate. Participants saw a wonderful example how impactful change is possible.

Questions for reflection to take home:

  • Is social media adequately embraced by academia?
  • What is the importance/impact of machine learning for your school and business in general?
  • What should business schools be doing other than teaching students to get a job?
  • How are you adapting to the different behavior of younger generations (shorter attention spans, listening skills)?
  • Are you comfortable with embracing change? Are you comfortable with the uncomfortable? How to prepare for what's coming next?
  • Are you, your students, your alumni, your institution lifelong learners?
  • Should business schools be managing expectations upon graduation? Who is to blame? Parents, business schools?
  • Do your programmes teach failure?
  • Are you ready for the technological change that affects almost all industries?

EFMD Celebrates New EPAS Accreditations and Re-Accreditations

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We are very happy to announce that the EPAS Accreditation Board has recently awarded EPAS accreditation to one new programme, and that two programmes were successfully re-accredited.

The following programme has been recognised by the EPAS quality label for the first time:

Peter Faber Business School, Australian Catholic University, Australia
- Bachelor of Commerce

“The Peter Faber Business School, Australian Catholic University is honored to become part of the global EPAS family. While the process was demanding, it reinforces to us the value of receiving EPAS accreditation which recognises quality in the field of business and management. We appreciate the observations and recommendations of the accreditation team which will guide further quality improvements to our Bachelor of Commerce as we seek excellence in a quality business education programme. We look forward to a long a rewarding association with EFMD and EPAS,” said Susan Dann, National Head of the Peter Faber Business School.

The two following programmes have been successfully re-accredited:

Chulalongkorn Business School, Chulalongkorn University, Thailand
- Master of Science in Finance (English Programme) 

"We are much honored that the Master of Science in Finance Programme has been granted a 5-year accreditation from EPAS, the highest mark any programme can achieve," commented Pasu Decharin, Dean of the Chulalongkorn Business School. "After the first 3-year accreditation received back in 2015, the MSF Programme has passionately embraced EPAS guidance and recommendations from the previous peer review team and diligently implemented measures and activities that help us to be even better than we were 3 years ago. As we learn about the EPAS recognition of the hard work the MSF Programme has put in and the resulting quality improvements it has achieved, we rejoice and celebrate together and look forward to an even brighter future at Chulalongkorn Business School."

LUT School of Business and Management, Lappeenranta University of Technology, Finland
- MSc in International Marketing Management 

”We are delighted at LUT School of Business and Management to continue to be a member in EPAS family. We value the international recognition and the rigorous accreditation process that has helped us tremendously in our pursuit of excellence and quality in education,” declared Sami Saarenketo, Dean of LUT School of Business and Management.

David Asch, Director of Quality Services & EPAS Director, commented: “We are delighted to welcome the Peter Faber Business School into the EPAS community and to celebrate the re-accreditation of two excellent programmes. The EPAS accreditation from EFMD is one of the most demanding yet effective ways to certify the quality of a programme in the field of business and management. We would like to warmly congratulate all three schools for the tremendous work they put into the development of their programmes and for the completion of the accreditation process.”

EPAS was launched in 2005 and in 12 years has had a considerable impact on the quality of business school programmes all over the world. There are currently 108 programmes from 81 institutions across 38 countries accredited by EPAS. For more information on EPAS visit www.efmd.org/epas

Season's Greetings 2018

EFMD Wishes 2017 homepage

Triple Helix: Managing Regional Innovation Ecosystem - Webinar

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Webinar: 12th December 2017, 6 pm CET Time

Objective of the Webinar

This webinar aims to bring two distinctive perspectives from an academic and a policy and practitioner perspective. Both speakers will address issues related to the emergence, development, structuring and management of regional innovation ecosystems (mostly now in a context of smart specialisation), including strategies and challenges for policy and governance. Since we are in a Triple Helix backdrop, the interactions around universities, industry (in the broader possible sense) and government (all types) will be also in focus.

Target audience

Traditional Triple Helix members – predominantly academics and innovation consultants, specialising in innovation systems, knowledge transfer, university-industry collaboration, science parks and incubators, and other topics related to the Triple Helix model.

Talk 1: Regional innovation systems, new approaches to mapping potential and fostering co-operation - by Alasdair Reid

Regional innovation systems theory and policy has evolved considerably over the last 20 years since first emerging in the mid-1990s as a new strand of thinking. The capacity to map and analyse the capabilities, networks and outputs of RIS has grown and novel approaches to capturing and mapping data (quantitative and qualitative) are being experimented to support regional smart specialisation partnerships to develop strategies. In parallel, the policy instruments and policy delivery mechanisms are evolving to reflect much more open, complex and diverse types of co-operation that can occur within and across regional innovation systems. This presentation will provide insights from recent and on-going research carried out both the mapping of regional innovation ecosystems (including the context of the smart specialisation process) as well as outlining new policy approaches that can help strengthen regional innovation systems.

Talk 2: Reverse thinking regarding the place of SMEs in a regional eco-innovation system - by Christian Saublens

Today, most policy makers start to look how the regional assets are able to enhance innovation. This seems to have a limited effect. Shouldn’t they start to analyze what regional enterprises need to innovate and be competitive in order to redesign the support services? For a lot of reasons SME, representatives have difficulties to understand the intervention logics of public and academic stakeholders. This has for consequence i.a. a mismatch between the offer of public support and the entrepreneurs’ expectations. Should the actors of the innovation ecosystem better consider the enterprises’ needs, the type of innovation matching the 5 critical functions of the enterprise and the interactions between the enterprise with its customers as well as with public and semi-public actors.

The Presentation will focus on the following issues:

  • Policy support system of an innovation eco-system,
  • Innovation eco-system of an enterprise,
  • What type of innovation for each of the enterprise core assets?
  • How can policy makers detect and respond to the enterprises’ needs?
  • What can enterprises expect from the high education stakeholders?
For all practical information, please visit the event's webpage.

The Business of Impact: Does Anyone Use Management Research?


Business schools have been criticised for decades for lacking relevance in their teaching and research. And for good reason in some cases. However new research shows that the disconnect is hardly their fault alone, and Simon Linacre argues that now is the time for business schools to lead the way for all social science research in recognising co-creation and cyclical approaches.

In their now seminal piece in Harvard Business Review in 2005, Bennis and O'Toole seemed to touch a real nerve in their assertion that business schools had lost their way, and lacked the 'courage' of other professional schools in medicine and law to define the standards that would benefit their professional students. When the article was published, I had been with Emerald Publishing for just over a year, but its effect seemed seismic. As a publisher with over 100 business and management journals at the time, we took it very seriously, and reflected on what it might mean for business schools, many of whom were our customers. How should we develop our journals to meet the new demands that might come our way?

In truth, the article did not seem to change anything at first. However, in the last dozen years the business school industry has seen gradual, but nevertheless major, changes. Enhancements to accreditation processes, government demands such as impact case studies in the UK's Research Excellence Framework and initiatives like EFMD GN and FNEGE's Business School Impact System (BSIS) have all made business schools more relevant, but without changing the some of the major drivers in play that disincentivise academics from building greater impact from their research and teaching.
CoverFrustration at this lack of movement and aware of the role played by publishers in this stasis, Emerald commissioned some original research in 2017 from Research Consulting, which was published in November in a white paper titled 'The business of impact: does anyone use management research?'. Emerald did this to firstly prove that the relevance gap was there, and secondly to get some clues about what could be done about it. That there is a gap is quite clear - for example, a whopping 97% of academics feel their research has some sort of relevance outside academia, but only a third feel incentivised enough to actually engage with practitioners. What came through loud and clear is that while there is ample opportunity on both sides to engage, the structures in place actively prevent this happening.
So, can anything be done? There are many ideas starting to take shape in the white paper, and there is a good deal of excitement and resolve at Emerald to start working on these in the coming months and years. To take just one idea, changing the dynamics of how research is conducted, rewarded and indeed published with co-creation as the new model is a paradigm shift that would close the gap quickly. This won't be easy, but making research more relevant may mean switching from a linear model of knowledge transfer to a more cyclical one of 'knowledge mobilisation'. In other words, relevant business and management research should develop from an acute awareness and recognition of the real world context, which is more likely to be built through co-creation. 

Put simply, the more researchers see the problems affecting professionals, the more their research questions will be relevant for practice. Do this, and the seismic shift started by Bennis and O'Toole may yet shake us all from our beds.

Simon Linacre is Head of Business, Management & Economics Journals at Emerald Publishing


5th Deans and Directors Conference - NBEAC - Creating Impact With CPEC


NBEACNational Business Education Accreditation Council (NBEAC), was established by Higher Education Commission (HEC) in 2007 to assure quality in business education degree programs. NBEAC is a national level accrediting authority to organise and carry out comprehensive program of accreditation.

EFMD has a long standing cooperation with NBEAC-HEC. It has provided resources for the training of its experts and regularly participates to NBEAC events and conferences. EFMD has established a strong presence in South Asia, among which five in Pakistan in Karachi, Islamabad, Lahore and Sukkur.


NBEAC’s Deans and Directors Conference annually brings together more than 100 deans and directors of business schools for strategic level discussions. This year’s theme is “Business Education: Creating Impact with CPEC”. The conference will focus on the balance required between global paradigms versus the need to customise business education in Pakistan according to the local needs. Both businesses and business schools in Pakistan – small or large, urban or rural – face competition for products and services created by the spread of information technology and globalisation. However, the context, culture and heritage demands a certain degree of indigenisation in management practices and in business education. The conference program is designed to increase the effectiveness of business education in Pakistan, through debate on the mentioned issues and through related refinements in the accreditation process.


  • To evaluate the extent to which business education in Pakistan is preparing graduates to contribute to the local and global economic activities.
  • To identify unique themes and specialisations for business education in Pakistan, keeping local needs and global trends in perspective.
  • To discuss the balance between indigenous vs. international curriculum content for effective business education in the country.
  • To share the experiences of education leaders from Pakistan and other countries, of creating a balance between indigenisation and globalisation of business education in their countries.
  • To identify ways in which accreditation can be used as a framework for addressing the challenges associated with convergence and divergence.
For more information on the programme please go here or download the conference brochure here.

Free Webinars - 2017 Excellence in Practice Awards

The EFMD Excellence in Practice Awards (EiP) recognise outstanding and impactful Learning & Development partnerships in the domains of Leadership, Professional, Talent and Organisation Development. To learn more about the winning cases from 2017, we invite you to join our free webinars.

EiP Winners Gold2017 webpage
EiP Winners Silver2017 webpage

Cisco Global Technical Leader Programme
Cisco & LIW

Tuesday 21 November 2017 (3:00pm CET)
Webinar Registration

Creating a Culture of Innovation
Telenor & INSEAD

Monday 27 November 2017 (1:00pm CET)
Webinar Registration

Nokia Adaptable Leader Programme - Turning VUCA to Advantage
Nokia & Complex Adaptive Leadership & Abilitie

Monday 4 December 2017 (1:00pm CET)
Webinar Registration

Enabling Positive Futures at Old Mutual Wealth
Old Mutual Wealth & Accelerance
Tuesday 5 December 2017 (3:00pm CET)
Webinar Registration

Tackling a Crisis
Diabetes UK & Novo Nordisk & Ashridge Executive Education
Friday 8 December 2017 (12:00pm CET)
Webinar Registration

Filling the Senior Leadership Pipeline at Mars, Inc.

Mars & Center for Creative Leadership (CCL)
Thursday 18 January 2018 (4:00pm CET)
Webinar Registration

Developing Leaders of Growth Companies
ANZ & University of South Australia Business School
Tuesday 23 January 2018 (9:00am CET)
Webinar Registration

Are you interested in taking part in the 2018 EFMD Excellence in Practice Awards?
Feel free to join the Information Session webinars on 11 December, 9 January and 1 February.
For further information, please visit www.efmd.org/eip or contact This email address is being protected from spambots. You need JavaScript enabled to view it..

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Innovation in Leadership - Take part in this new Special Interest Group (SIG)

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Join Nokia, Baloise, Bayer, Siemens and SwissRe, alongside our sponsor and subject matter expert Hult International Business School, for an intensive learning journey in the framework of EFMD Special Interest Group on “Innovation in Leadership."

Good leaders matter, and good leadership can transform an organisation. Given the challenges we all face in the VUCA environment, we need leaders that can build resilience coupled with agility. We also need leaders who can prepare for an uncertain future whilst dealing with immediate challenges of disruption and competition that can emerge from largely unknown sources.

By joining this SIG, you will get a chance to experiment with new techniques, philosophies and technologies and share as well as debate the results of that experimentation. The SIG will therefore be intensely practical and will look at emerging research and pre-implementation experimentation.

Do not miss the chance to be part of the leadership innovation drive in a diverse group of leading companies and learning disruptors. Explore cross-functional strategies, capitalising on open sharing with your peers!

This group is sponsored by Hult International Business School (including Ashridge).

We expect the SIG to have a duration of around 9 months. This will depend on the agreed work schedule and deliverables. It would involve at least one immersive field trip. The first virtual session will take place either on 28 November 2017 9AM CET or 1 December 2017 9AM CET.

More information on the SIG background, objectives and deliverables as well as the application form can be found on the SIG webpage.

If any further question, do not hesitate to contact Shanshan Ge at This email address is being protected from spambots. You need JavaScript enabled to view it..

AUC School of Business Launches Business Forward

2The new knowledge portal will provide insights and analysis on business and economic trends in Egypt and the Arab region.

Forward-thinking business content has a new name: As part of its continuous efforts to blend world-class education with meaningful business and economic analysis, the AUC School of Business launched the dynamic Business Forward content platform on November 6.

Capitalising on its unique position within the School, Business Forward sets out to disseminate knowledge by taking an in-depth look into trends and developments and how they impact local and regional economies. It does so through a variety of content that relies on interviews, features and opinion pieces, while also utilising visual storytelling through videos and infographs.

“Business Forward is fortunate to have prominent members of the business community – who are also members of the Dean’s Strategic Advisory Board – on its editorial board,” says Sherine Meshad, associate director of communications and marketing at the School of Business.

“Dalia Wahba, Neveen El Tahri and Tarek Tawfik have their hands on the pulse of business in Egypt, while Aliaa Bassiouny, Ayman Ismail, Kevin O’Connell and Ghada Howaidy are all deeply engrossed in cutting-edge business research developments.”

Scrolling through the online platform, readers will find that content is packaged and linked together in a way that naturally leads from one piece of informative content to the next. Want to learn about the vision and strategy for the New Administrative Capital? Right this way, please. Want to take stock of the post-devaluation effects on the Egyptian economy? Thoughts are unlikely to fluctuate on that one. Want to understand the business models behind the booming fitness and fashion industries? Read through the featured “Passion Projects”.

“Through a diverse set of content, we are setting out to reflect on how trends and developments in different industries and sectors impact the overall economy,” says Amira Salah-Ahmed, managing editor of Business Forward.

“The content featured in our launch package, for example, looks at how economies are built around things like fashion and fitness, while also painting a comprehensive picture for readers of the latest trends in financial technology, as well as giving an overview of urban development by examining the vision for the New Administrative Capital.”

Business Forward complements such engaging topics with notable events, activities and research happenings at the AUC School of Business. The platform will also create a space for dynamic discussion through its opinion section, featuring articles from guest contributors, prominent professors and business leaders.

“Business Forward stems from the commitment of the AUC School of Business to connect the business world with that of academia,” says Interim Dean and Associate Professor at the School, Nizar Becheikh.

“It aims not only at disseminating the wealth of knowledge created by the School and its different research centres in layman language, but also at providing analytical and thought-provoking intake on current issues.”

Digital times might very well be changing the way information is consumed, but the pursuit of knowledge remains the same. To this end, Business Forward is focusing its efforts on delving into the timely and relevant issues impacting business and economy locally and regionally, all while presenting this information to readers in an easily accessible and engaging way.

2017 EFMD GN Asia Annual Conference: Concluding Remarks

2017 EFMD GN Asia Annual Conference homepage

Guest Post by Peter Little, Chair of the Conference
Bali, Indonesia - 27 October 2017

Throughout the conference six themes emerged, namely: technology, data analytics, internationalisation, impact, accreditation, and leadership. 


First, technology in one form or another underpinned each session. We saw how Microsoft is now reaching into quantum computing with staggering power to process information - this technology trend offers positive opportunities for business schools to create operational efficiencies, increase our knowledge of our students' learning journeys and enrich the student experience.

Professor den Hollander, AO, Vice-Chancellor of Deakin University, showed us how she has used technology, including Artificial Intelligence, to completely re-conceptualize her university. She provided a deep insight into how universities and business schools may well look in the future. And let us not forget that Deakin University has achieved the highest student satisfaction rating in Victoria for five years in a row. The students, digital natives, clearly enjoy the rich experience provided by her digital strategy. 

We also saw how the Open University Business School has successfully built a global business using online learning. Technology is central to Open University's business model, student experience and learning outcomes. Similarly, Pertamina’s corporate university is largely founded on E-learning and, as Dr Karantina Marhaeni demonstrated, it enables the company to provide modular learning to all level of employees in far-flung locations with positive outcomes for learning and workplace performance.

Lawrence Smith took us to the edge of technology enabled learning: micro modular learning – the ultimate in just in time, just enough and just for me learning. This is learning for busy professionals, even refreshing their knowledge on their way to meetings. It also offers a methodology for large companies wanting to provide continuing professional education for employees whose skills and knowledge needs are constantly evolving. All with powerful outcomes. Micro learning also offers a massively growing market for continuing professional education. An important related issue as outlined by Professor Rajendra Srivastava, Dean of the Indian School of Business, is the need to help students "learn to learn". Should this be a graduate outcome, setting students up for life-long learning especially through the use of technology?

Data analytics

Data analytics was also a recurring theme. Clearly, technology enables us to capture in a timely way, data about our markets; our students – their performance, their experience, their sentiments about the business school and university. Data analytics, as we saw, enables us to measure learning outcomes (helpful for accreditation purposes); and we were shown how analytics enable us to better understand academic performance and to view research performance in new ways.

Dr. Alison Lloyd, Director, Institutional Research and Planning, The Hong Kong Polytechnic University, demonstrated the extensive data analytics programme of her University which underpins its drive for academic and operational excellence. Likewise, Jason Lawrence, Market Development Director, East Asia, GMAC highlighted the critical importance of data gathering and its analysis as the keys to helping MBA students and MBA programmes to find each other in a congested international market place.


Internationalisation was another recurring theme emphasising that internationalisation is an indispensable aspect of business school success today. We saw that internationalisation of management education is part of the public policy of ASEAN and an important strategy for Indonesia as demonstrated by the work of Indonesia's NUFFIC and Share - amongst others facilitating international student exchange.

Internationalisation is also central to the Open University business school business model, to GMAC and, importantly, to the accreditation programmes offered by EFMD. EQUIS accreditation, in particular, upholds internationalisation as a core principle and aspiration.

Technology and data analytics, as we also saw many times throughout the conference, aid the internationalisation process. They also assist with generating impact and identity in the international market place.

We also considered the question whether internationalisation is simple. In answer to this question the discussion showed that internationalisation may be simple or extremely complex depending upon a School's level of aspiration. Thus, we saw it is relatively easy for us all to reach out to others for collaboration, exchange and research if we have the mind and will to do so and to continue to do so. On the other hand, building global programmes is a more complex long-term, and resource intensive journey. Nevertheless, it was clear from our discussions that in order to properly serve our students, our faculty and the business world we should be taking the international journey – it is and will be part of our continuing journey of success as business schools.


We were fortunate to hear an excellent presentation from Dr. Yuan Ding, Dean, CEIBS, China on how his Business School was created to generate impact on management education in China but now has a global impact. He emphasized how important it is for leaders to think specifically about impact and how they can create it and measure it in the School’s various activities - a new measure of leader performance? Also, he emphasized the value of rewarding faculty who create impact for business managers, leaders, and industry.

Both Dr. Yuan Ding and Professor Srivastava referred to their aspiration to close the gap between theory and practice as a mounting challenge but one which is designed to create impact upon and relevance to the corporate community.


While this conference was not focused upon accreditation, it was still a recurring theme. Firstly, speakers referred to it as a framework for Business School leaders helping to raise their schools to best practice international standards; helping with quality; continuous improvement; and internationalisation.

We also heard how the BSIS process helped CEIBS to measure its impact. We saw accreditation helping corporate programmes, online programmes, entire Business Schools to drive success. EQUIS, EPAS, CLIP, EOCCS, and BSIS were all mentioned.


Not surprisingly, leadership emerged as the key to us achieving success in a highly competitive, constantly changing global world of business. Disruption, we heard, is an ever present threat and opportunity. Whether we can harness the opportunities which our speakers identified from their own journeys will depend upon the minds of business school leaders.

As Dean Williams, Faculty Chair, Global Change Agent Programme, Kennedy School, Harvard University, said, we need leaders who can bring the human dimension to the technological age. They will be adaptive, boundary-spanning leaders - mobilizing people to face reality. And, please don't forget the emerging reality which Professor den Hollander shared with us - the digitised university. It is here - a new reality!

Thus, the context and environment for business schools has changed and is changing - it is no longer like it was in 1997 or 2007. This poses serious questions for us as leaders. As Professor Srivastava so aptly stated: we should as leaders dream the future - imagine outcomes - and be learning from the future.

To go further - Some points for reflection

  • How do you rate your digital journey?
  • How do you rate your data analytics capacity?
  • Are you investing sufficiently in cutting edge technology which will enrich the student experience and running of your School?
  • Are you active in TEL/online learning?
  • Have you considered micro/modular learning?
  • Do you see your School as being on a journey of transition or transformation using imagination, creativity, and wisdom?
  • Are you measuring impact – what is the true impact of your Business School?
  • What are the new dimensions of internationalisation open to you – how deeply is internationalisation embedded in the psyche and leadership of your School – what can you leverage to be distinctively international?
  • What is on your leadership agenda for technology?
  • What is your leadership narrative? What positive messages do you communicate to your students, your faculty, your corporate customers about the future success of your Business School?
  • Does your narrative project any urgency about adapting to the future – not just clinging to and projecting history and the status quo? Remember, narrative matters
Have a look a the photo album of the conference here

The First Global Conference on Creating Value

The First Global Conference on Creating Value
In partnership with the Customer Value Foundation
Leicester Castle Business School (De Montfort University, Leicester, UK)
May 23-24, 2018 Supported by The Journal of Creating Value

Confirmed Leading Thought-Developers and Speakers include:

  • Prof Chris Baker - William Temple Professor of Religion and Public Life at Goldsmiths, University of London and Director for Research at the William Temple Foundation, UK
  • Ann Francke – CEO, Chartered Management Institute, UK
  • Prof Christian Grönroos - Professor Emeritus of Service and Relationship Marketing at Hanken School of Economics, Finland
  • Prof Stuart L. Hart - the Steven Grossman Endowed Chair in Sustainable Business, University of Vermont, Co-Director of the new Sustainable Entrepreneurship MBA (SEMBA) Program, USA
  • Prof Irene Ng - WMG, University of Warwick, UK
  • Prof Peter Shaw - Founding Partner and Executive Coach - Praesta Partners, former Director General – UK Govt
  • Prof Michael Shafer - Founder and President – Warm Heart (NGO)
  • Angus Thomson - Head, Vaccine Confidence & Coverage at Sanofi Pasteur
  • Prof Stephen Vargo - Professor of Marketing, Shidler College Distinguished Professor, University of Hawai‘i at Mānoa, USA
How do we create and assess ‘value(s)’ in a turbulent global economy?

Value creation underpins all business transactions and engagement (Mahajan, 2016). We all seek value for our businesses, as well as for ourselves and for our society. However, because we are so immersed in our day-to-day functional management, we often overlook opportunities for value creation, possibly to the detriment of our businesses and societal needs (Eisenhardt & Martin, 2000).

Successful businesses and leaders create value (mostly unconsciously) for their eco-systems which encompass: companies, customers, employees, partners and stakeholders. In the First Global Conference on Creating Value, business leaders/practitioners and leading academics from around the world will come together to exchange views, and to share and learn from each other regarding the problems, the potential and the real life uses of value creation, and how it can transform management, organisations and institutions.

The conference will employ settings which allow business leaders, policy makers and academics to work together through action research to develop projects they wish to see emerge which would help them in value creation. The conference will provide relaxed, meaningful and purposeful opportunities to debate latest thinking on value creation and service. It will offer improvements for developing: the worth of companies/institutions, their longevity, and their ability to be predict and address disruptive forces. Equally, it will embed a value creation leadership style and mindset - going far beyond traditional and functional management approaches - so as to avoid value destruction in the future.

We welcome innovative and fresh and thought-provoking approaches. Indicative suggested topics, among others, include: value creation for customers; creating value for your businesses and society; value destruction; values and the relationship with (organisational) culture(s).

Who Should Attend?

  • Practitioners from all business sectors and geographical/national regions;
  • Academics from all disciplines e.g. marketing, economics, operations, human resource management, accounting and finance, organisational behaviour, sociology, psychology, history, geography etc;
  • Policy-makers from government, non-governmental, not-for-profit and social enterprise offices and agencies.
The conference very much welcomes attendees and participants from a wide range of disciplines and spheres.

Please note: Paper presentation is not obligatory in order to attend the conference. The conference organisers also welcome delegates who wish to come and contribute to the debate and network in this vital first gathering on this vital and seminally important topic for the twenty-first century.

Key Dates: 

  • 31st December 2017: Deadline for submission of abstracts, session proposals
  • 31st January 2018: Notification/Decisions returned on abstracts and submissions
  • 5th February 2018: Early Registration
  • 30th March 2018: Author submission of final papers/sessions
  • 30th March 2018: Registration Deadline
More information

For more information, please visit the Global Conference website or contact This email address is being protected from spambots. You need JavaScript enabled to view it. / or This email address is being protected from spambots. You need JavaScript enabled to view it.

Business Education Jam: Global Conversations


The Business Education Jam is back!

The 2014 Business Education Jam was a massive, free-flowing convergence of ideas, concepts and collaborations, and with over 6,000 participants started a path towards a more powerful model for business education. The findings of this transformational event informed change at business schools across the world and continue to serve as a powerful resource today.

This hallmark event will reach expanded audiences, adopt an even more interactive format, and address the unique challenges facing business education in each region of the world. Through a series of global dialogues, we will accelerate understanding of management education by combining a distinctive edX EDGE course with a regional symposium.

Please join the first in this series of global dialogues. Business Education Jam: Africa will include an interactive edX EDGE course throughout November in addition to a symposium on November 7th in Johannesburg, South Africa. Join with leading educators and members of industry to identify pressing regional issues that business schools face in Africa. Presented by AACSB, Boston University Questrom School of Business, EFMD, and GMAC, the Business Education Jam: Africa is hosted in collaboration with the Gordon Institute of Business Science (GIBS) in Johannesburg, South Africa.

Jam sponsors
Whether you engage online or in person, the conversations will inform each other and the symposium will be live streamed. You don’t have to live in Africa to be part of this important dialogue and make an impact. Contribute your ideas or come to learn more. Both are free, but registration is required.

Learn more and register today at www.bu.edu/jam!

EQUIS Success Story: Universidad de los Andes School of Management - UASM

Universidad de los Andes
EQUIS 20th Anniversary - Blog Series
Towards internationalisation and faculty growth - By Eric Rodríguez, Dean of Universidad de los Andes School of Management.

Universidad de los Andes School of Management (UASM) was founded in 1972 in Bogota, Colombia. It is part of Universidad de los Andes, a private university founded in 1948. The School has been accredited by EQUIS since 2003, and in 2015 it successfully underwent the EQUIS, AMBA and AACSB reaccreditation visits over a month and a half period. The School is one in eight institutions in Latin America holding the triple international accreditation, and the only one in Colombia with such a distinction.

One recommendation coming consistently from all the three PRT visits was the need to increase the number of core faculty, taking into account the School’s growth over the past 15 years. This was in due course with the School’s decision taken since the early 2000’s to increase, not only the number of faculty, but also their academic qualifications, in response to the School’s commitment to high quality management education.

The School’s quest for enhancing its faculty was aligned with the University’s long-term faculty development strategy. As part of it, since 1998, the School partially sponsored 44 faculty to develop their Ph.D. studies abroad. This implied a significant financial effort. The sole requirement for participants was returning back to the University upon completion of their degree. Having proven successful, this strategy had to be complemented in view of the imperatives of accelerated growth and the imminent generational transition and the ensuing faculty renewal.

In 2015 the EQUIS PRT visit and advice was instrumental to trigger the launch of a new recruitment strategy based on international standards and ensuring the allocation of time and resources to guarantee its success. This strategy emphasised on searching for highly qualified candidates with strong research interests, drawn from top universities around the globe. Internationalisation, multidisciplinarity and strong commitment to research were the guiding criteria. The strategy targets 80 core faculty by 2020 and it has already proven clear results. The number of faculty has grown 38% in the past five years. Almost all core faculty hold a Ph.D. (73% in 2013 versus 88% in 2017). This growing trend began in 2010 when only 57% held a Ph.D. degree. The recruitment of new faculty, many coming from abroad, has also increased the number of international faculty from 16% in 2013 to 26% in 2017.

For a Latin American School it’s not easy to attract international candidates, but over 14 years of accreditation and reaccreditation processes with EQUIS, the School has strengthen its research quality and productivity and has become an interesting geographical spot for young international candidates to develop a promising academic career. 

Over these years, the different EQUIS accreditation processes have helped the School develop its strategic objectives, such as having a strong group of highly qualified faculty, and address its shortcomings in order to offer Latin American students high quality education that can help to change and impact the country and the region.

Discover other EQUIS Success Stories:

The SCG Bangkok Business Challenge @Sasin 2018

bangkok challengeAdvocating sustainable development and innovation engagement, Sasin Graduate Institute of Business Administration of Chulalongkorn University invites graduate student teams in all disciplines, business and non-business, to compete in ‘The SCG Bangkok Business Challenge @Sasin 2018’ (formerly ‘The mai Bangkok Business Challenge @ Sasin ), Thailand’s only global intercollegiate post-graduate start-up competition. The competition is co-hosted with Siam Cement Group (SCG), a leading business conglomerate in the ASEAN region with the commitment of conducting business in line with good corporate governance and sustainable development principles since its establishment in 1913, following a royal decree of His Majesty King Rama VI.

Online registration and submission of Opening Round Summary Business Plans is open between 19 October and 5 December 2017. Competition dates for Semi Final Round, Play-off Round, and Final Round at Sasin, Bangkok, Thailand, are 8 – 10 February 2018.

Some past Grand Prize winners include teams from Aarhus School of Business, Denmark; Technical University of Denmark, Denmark; Rice University, USA; University of Oregon, USA; Queensland University of Technology, Australia and Cornell University, USA. Some past HRH Princess Maha Chakri Sirindhorn’s Sustainability Award winners include teams from Prasetiya Mulya Business School, Indonesia and SP Jain Institute of Management and Research, India. The past Houston Technology Center Asia Innovation Award winners include National Chiao Tung University, Taiwan; American University of Sharjah, United Arab Emirates and Queensland University of Technology, Australia.

Setting a new precedent in the standard of global business plan competitions, the objectives of the competition are to encourage scalable new venture creation by instilling entrepreneurial spirit into graduates’ minds and planting the seeds of entrepreneurship and innovation within institutions of higher education; create commercial value for R&D efforts, especially those originating from university research centers; provide an international platform in which representatives from postgraduate programmes across the globe compete, learn from each other and foster stronger network; provide a business matching platform for start-ups, potential partners and investors; and bring sustainability concerns to mainstream commercial venture.

This is a unique opportunity for your students to challenge themselves against teams of students from many of the best academic programmes in the world. This prestigious event promises to provide an unforgettable and invaluable transformative action learning experience for all the participants.

For complete details of the team member combination possibilities, including comprehensive eligibility and official rules, please go here.

Entrepreneur's Guide to Building a Successful Business

 Jebens Design The Entrepreneurs Guide illustration

The Entrepreneur's Guide to Building a Successful Business: great advice from hundreds of business owners and operators in 14 countries is the latest addition to EFMD’s Sustainable Business portfolio of free education/training materials.

The new guidebook is available as a free download and aims to enable and promote responsible and sustainable business development and growth. Almost every business enterprise begins as a small business and over 90% of the world’s small-to-midsize enterprises (SMEs) employ a similar percentage of the world’s working population. This means that the world's economic structure is basically carried on the backs of small-to-midsize businesses. EFMD believes that this often over-looked sector deserves closer insight from a skills-building, business education perspective.

Who needs to read this publication?
The list includes business development professionals, students, academics, business schools and anyone who falls under the label of entrepreneur, including the experienced, the inexperienced, the unemployed, the underemployed and those working inside existing businesses (“intrapreneurs” in the jargon).

Every field, every industry and every continent has entrepreneurs and business developers. Indeed, nowadays most people will experience a period of self-employment at some point in their lives before they retire. Don’t be fooled by the term small-to-mid-size enterprises. For the record, though, definitions vary, enterprises hiring one to ten people are called micro-businesses; firms that employ up to 50 people are small businesses and those that grow to employ 100-200 individuals are usually classified as mid-sized. Even though they may be small, they pack a punch. Across the globe, SMEs are a main source of new jobs. According to OECD, SMEs also tend to be more innovative in knowledge-intensive services and new technologies and they make up the bulk of the tourism trade (the world’s largest industry) by constituting up to 97% of the world's total number of leisure enterprises. So hardly surprising that the economic strength of almost every nation rests firmly on the health of its small-to-midsize business creators and operators. The first edition of The Entrepreneur's Guide to Building a Successful Business was the culmination of a four-year study by Jonathan Scott that examined the numerous success and failure factors involved in running a small business. The new updated second edition follows up on the original endeavour and added months to Scott's total research and writing efforts.

EntrepreneursguideThe Entrepreneur's Guide to Building a Successful Business is written and contributed to by entrepreneurs for entrepreneurs.

At the end of the day, the book is meant to:
  • help, motivate and inform
  • supplement and balance other books on business and entrepreneurship
  • approach the study of entrepreneurship in a practical and understandable manner
  • avoid unreadable prose, unverifiable trends and overly theoretical material.
We hope we have succeeded and you enjoy the book.

Please Note
Any organisation or institute wishing to voluntarily translate our new book into another language for the purpose of enabling economic growth, please let us know. After written permission is granted, we allow translators to sell printed copies of the book and keep all proceeds; however, e-copies of all translations must be made available at no charge and a complete digital copy must be sent to EFMD so that we can freely share it with our networks.

Download your free copy.

Participate virtually in the 9th Global Peter Drucker Forum

Drucker forum
We are pleased to invite you to participate virtually in the 9th Global Peter Drucker Forum that will be broadcasted worldwide live on 16 and 17 November.

This year’s programme includes a special parallel session on the future of Management Education and Research in the context of Growth and Inclusive Prosperity.

The panel will be composed of:
  • Santiago Ingiuez, President of IE University and ASTD;
  • Julia Wang, Leader of the Drucker Academy Hong Kong;
  • Heiko Hutmacher, Chief HR officer of Metro Group;
  • Johan Roos, Chief Academic Officer of Hult ;
  • Tony O'Driscoll, Head of the Duke CE Leadership Initiative, who will moderate the session.
As technology marches forward through there relentless unfolding of time, it is leaving in its wake wave-upon-wave of disruption at many levels: Societal, Economic, Institutional and Commercial.

This session serves as the "opening chapter" of a book that is yet to be written on how the practice of leadership, the discipline of leadership development and the approach to conducting management research must evolve to maintain synchrony and relevance in an increasingly connected, complex and changeable business environment.  In a society of organisations and institutions that are facing unprecedented volatility, uncertainty, complexity and ambiguity we must revisit the fundamental existential question on the nature and purpose of leadership. Why does leadership exist and what is its purpose in a seemingly paradoxical world where the more digitally connected we become the more physically polarized we behave. Maintaining continuity by deftly navigating these polarities while maintaining ongoing growth and prosperity for all is the pre-eminent leadership challenge today.

Our intention during the session is to surface the most important questions and positions that leading thinkers and practitioners have around:
  • The role that leadership must play in maintaining continuity during increasingly disruptive times
  • The leadership qualities and capabilities required to navigate the polarities and tensions the emerge in a new normal of constant disequilibrium
  • The mechanisms available to develop these qualities and capabilities at the pace and scale required maintain continuity, growth and prosperity in times of accelerated discontinuity
To register to the full free live stream, please go here and use the code EFMD17GPDF.

For those who would still be able to join in person, registration for the Drucker Forum is still open and the EFMD partner discount of 10% can be obtained by using the group code "EFMD"

Please see the full conference program here.

EQUIS Success Story: University of Stellenbosch Business School

EQUIS 20th Anniversary - Blog Series

Do internationally formulated accreditation standards apply to schools in the African context? Piet Naudé, Director of the University of Stellenbosch Business School (USB), evaluates his experience. 

When I arrived at the University of Stellenbosch Business School (USB) in 2014, I had at that point not had experience of specific international business school accreditation processes. My experience was limited to external national accreditation of professions like Engineering, Architecture and Industrial Psychology.

I was somewhat hesitant about the upcoming EQUIS process as I assumed it could lead to a situation where internationally formulated standards are simply applied blindly to schools in an African context. This could have a homogenising effect on schools that attempt to respond to their context in a mission-specific way. And it could reinforce the hidden idea that a Western “centre” determines what happens on an African “periphery”. 
I was, however, pleasantly surprised at both the spirit and the actual work done with us by a very professional review team. The team consisted of experienced business school colleagues with a good grasp of the realities and constraints under which we operate. They were well prepared and gave detailed attention to our self-reflecting report, creating a base for meaningful questions and interactions. 

The peer review team, furthermore, acted in a spirit of true academic and collegial peers by pointing out the many strong points at USB, urging us to exactly strive for contextual impact and relevance. This was hugely encouraging as at that point USB had been without a full time Dean for 18 months, and the colleagues worked under huge stress.

The peer review team also assisted us in identifying important areas for improvement. The value of external reviews is that one is able to see aspects of yourself that under the pressure of operational requirements, slips your eye and your mind. The team also created opportunity for us to determine improvement areas ourselves, with clear targets set over the subsequent years.   
The accreditation process therefore confirmed our resolve to be a contextually based African Business School that plays an international and global role by adhering to the broad quality standards set for schools around the world.
The full five year re-accreditation empowered us to increase our strengths and to ensure that over time we also addressed some of the short-comings. This is the whole idea: Continuous quality improvements for giving better service to our students, alumni, business partners and civil society.    
EQUIS had really helped us to confirm our vision to be an African School of global repute.
Piet Naudé
USB Director 

Discover other EQUIS Success Stories: 

Recruiting, Managing and Developing Doctoral Talent

2017 EFMD Doctoral Programmes Conference banner 2048x486

Guest post by Mark Smith, Dean of Faculty, Grenoble Ecole de Management, France

In the late 1990s the consultancy giant McKinsey coined the term the “war for talent” to describe the rising competition for talented employees at the time. While there has not been exactly been a war between business schools, there is an on-going series of battles for top talent among both emerging and experienced academics. There is in fact another series of minor battles also occurring, the annual battles for the best doctoral students. The EFMD and Grenoble Ecole de Management recently organised a conference for the community of programme directors, heads of doctoral schools and other professionals working in doctoral education in order to consider the challenges business schools face in recruiting, managing and developing doctoral talent. This short article was inspired by the speakers, participants and organisers of the EFMD Doctoral Programmes Conference in Grenoble, for which I thank them.

Why Compete for Doctoral Talent?
Doctoral programs are resource-intensive activities that are unlikely to become a source of revenue, and in fact demand considerable investment and commitment from schools. Yet, at another level, such programmes are a key activity for developing business school reputation both among stakeholders and, increasingly, for rankings. Further, among academics, doctoral work is intrinsically rewarding and a rich doctoral programme can be considered an additional lever for recruiting and retaining experienced academics.

The doctoral researchers themselves may also be a lever for business school development. The best doctoral students can provide a boost for publications, data collection and increased capacity in pedagogic and research activities. With engaged research projects among stakeholders, doctoral students can also open up new networks, creating new connections for business schools with emerging and established networks.

Attracting Doctoral Talent
Attracting talent in this competitive, hi-tech age is, however, not so easy. In addition to within-sector competition, business schools are also competing for the brightest minds against other large organisations with attractive graduate programs and more generous terms and conditions – competition for a diminishing pool of traditional talent. Schools may need to go beyond their borders and also meet the challenges of generation and technological gaps.

A coordinated social media strategy can offer new opportunities to connect with potential talent but it requires engagement from faculty who may be reluctant to contribute. Experts point out that schools need use their faculty in order to both exploit their networks and provide content (research results) to attract talent who tend to rely on new forms of media for their information and to form opinions on schools’ reputations. In this way, social media may allow schools to develop and expand their ‘communities’ from which doctoral students may emerge while exposing potential talent to the richness of their academic environments.

Managing Doctoral Talent
The development of talent is an inherent part of the good doctoral programme. The combination of courses, working with experienced researchers and developing one's own research project provide many opportunities. However, talent development is much more than the relatively narrow research skills required to become faculty. Future employers seek graduates with a range of skills, the potential to have impact and future leadership skills. Doctoral programmes thus need to integrate training plans that go beyond research methods to conduct their own research and to publish in high-ranking journals.

Programme directors in doctoral schools are key drivers for developing doctoral talent but it is at the level of supervisor where real action may be required. Just as human resource managers rely on line managers to put organisational policies into place, programme directors need to rely on supervisors in the development of doctoral talent. Such policies include respect and understanding for the diversity of doctoral students by gender, ethnicity and nationality as talent increasingly comes from a wider range of backgrounds. New methods of training and development such as serious games may provide possibilities for training supervisors and others working with doctoral students.

Developing Doctoral Talent
A revised perspective on talent at the doctoral level also opens up opportunities beyond those traditionally provided by the academic career track. Business school networks should be able to provide greater opportunities for doctoral graduates in a variety of sectors and therefore expand their own impact – addressing that perennial problem of business school relevance and impact. Doctoral students can be reconceptualised as a means to promote relevance through networks and projects engaging with a full range of stakeholders and also providing opportunities for doctoral graduates of the future. Here co-funded academic-industrial doctoral programmes provide a framework for engagement at both the institutional and individual level.

Doctoral graduates from business schools are not necessarily destined for the academic career track and their futures as business leaders, entrepreneurs or policy experts require business schools to equip them with the relevant skills, career pathways and networks. Indeed the EFMD conference heard evidence showing that academics who can integrate their experiences from other sectors can have an important impact upon business school development. Business school academics engage with the “real world” but do not necessarily value the skills required to do so – doctoral students need these skills and need to appreciate their value.

Innovation and the Future of Doctoral Talent
In order to respond to these shifting demands for talent, doctoral programmes need to innovate and adapt. Yet doctoral studies have not necessarily been at the forefront of innovations and resistance to new forms of doctorate remains. There is a tension between demands for fit-for-purpose doctoral programmes and legitimate concerns that innovations may lead to lower standards or a lack of recognition. It is up to accrediting organisations, business schools and programme directors to provide relevant programmes that develop the required competences for doctoral graduates without
diminishing the elite position of the doctorate in the educational hierarchy. In order to develop their relevance and retain their standards, developments in doctoral qualifications require the confidence of communities both inside and outside academia.

The community of professionals working with doctoral programmes should be rightly proud that their graduates learn perhaps the most valuable of all skills – they learn how to think. The next step is that graduates leave equipped and inspired to enter all sectors and organisations in order to demonstrate the potential value and impact for society at large of a doctorate in business and management. A graduate holding a doctoral degree has a passport to do anything they wish and the role of business schools and their doctoral programmes should be to open the eyes of their graduates to the potential opportunities and provide the skills and competencies for their talent to have an impact.

EQUIS Success Story: School of Management, Xiamen University

EQUIS 20th Anniversary - Blog Series

Prof. Jianming Ye, Dean of the School of Management, Xiamen University (SMXMU), explains how the institution went from a three-year EQUIS accreditation to a five-year accreditation and how EQUIS standards helped SMXMU excel in international rankings.

Xiamen University (XMU) was founded in 1921 by Tan KahKee, the “Henry Ford of Asia”. As a harbor at the starting point of the ancient Maritime Silk Route, Xiamen had for centuries been known for its entrepreneurs, so Mr. Tan started XMU with a school of business, majors in accounting and banking and a call to “promote awareness of world cultures.” 

The School of Management, XMU (SMXMU), now one of China’s oldest and best business schools, was designated as one of the five national key disciplines in business administration and the Ministry of Education (MOE) ranks the School’s accounting as #1 in China. SMXMU has one of the first authorized MBA and EMBA programs in China, both of which are now Top 10 in China; the EMBA is famed as one of China’s “Five Golden Flowers.”

SMXMU was awarded 3-year EQUIS accreditation in 2013. In response to the Peer Review Team’s advice and under EQUIS standards, SMXMU conducted a comprehensive assessment of external environment and internal resources to further clarify its development strategy. Moreover, it has optimized the decision-making processes for teaching, research, internationalization and alumni and corporate connection in order to ensure a sustainable ecological system.

For example, SMXMU has spared no efforts to conduct improvement measures to improve its international recognition outside of East and South East Asia.

In 2013, SMXMU became one of 20 founding members of the Alliance of Chinese and European Business Schools (ACE), which was officially inaugurated in France on 31 May 2013 with EFMD as the patron.

In 2014, SMXMU joined as the Asian partner of the global leading OneMBA program. Despite initial difficulties, the School successfully implemented the OneMBA program with EQUIS standards as its guidance. As of 2016, 322 OneMBA students from 28 countries have studied in SMXMU.

Along the years, SMXMU has promoted internationalization in student exchanges, faculty recruitment and research. It also excelled in such international rankings as:

  • 2014, Forbes ranked SMXMU’s full-time MBA 7th, part-time MBA 8th and EMBA program 8th in “China’s Best Business Schools of 2014”;
  • 2014, Financial Times (FT) ranked the School’s open and customized EDP programs 46th and 53rd globally;
  • 2014, Manager rated SMXMU 1st in “Student Satisfaction” for 10 consecutive years;
  • 2015 and 2016, FT ranked SMXMU OneMBA program 34th and 29th in the world, respectively.
In 2016, SMXMU successfully obtained five-year EQUIS re-accreditation and is proud to be one of the 167 institutions around the world—the “1% of leading business schools”—holding the EQUIS quality label.

On the occasion of EQUIS’ 20th anniversary, SMXMU would like to convey its sincere congratulations to EQUIS and EFMD for their great achievements, as well as express many thanks to EQUIS for helping the School consolidate advantages, overcome shortcomings and make progress on future initiatives.

Discover other EQUIS Success Stories: 

EQUIS Success Story: Nottingham University Business School


EQUIS 20th Anniversary - Blog Series

In 2016, Nottingham University Business School welcomed an EQUIS peer review team for the third time, having previously been accredited for two spells of three years. Alistair Bruce, the School's Dean, discusses the customised nature of the process. 

Our School is distinctive in having three international locations, the original UK operation and parallel activity at the University’s Malaysia and China campuses, established in 2000 and 2005 respectively. This presents challenges in explaining the common principles underpinning operations in each location alongside local differences in the specifics of operation, the idiosyncrasies of financial reporting, local regulatory frameworks and requirements, and the different stages of evolution at each campus, which are reflected in observable, though narrowing, performance differentials, for example in terms of research outputs.

Preparation for the visit was, for the first time, managed by our new Accreditation Standards Committee (ASC). This body, chaired by the Dean and linking all campuses via videoconference, aims to professionalise our support for accreditation. It involves regular meetings of those responsible for leading the School’s accreditation, as well as discipline, programme and functional (e.g. research) leads and is supported by a dedicated Accreditation Manager. The ASC manages the scheduling of work, strengthens buy-in to the process and embeds accreditation and continuous improvement at the heart of the School’s work.

The PRT’s visit was by some distance the most productive and enjoyable we have experienced. The tone was set by an experienced and sensitive Chair who was able to stimulate a rich and open set of conversations with a range of groups by encouraging mutual trust, frank self-reflection, celebration of achievements and honest identification of challenges. There was a genuine sense of developmental engagement, that the PRT was working with us, rather than merely testing our performance against the standards. This offered an interesting contrast to our earlier PRT visits and appeared to signal a nuanced and welcome change of approach.

The positive feeling was echoed across the range of groups, our academic and administrative staff, students, alumni, corporate partners and advisory boards, which met with the PRT. In my view, the richness of the experience was largely a function of the team’s deep knowledge and experience of the business school world and context. For example, they understood the particular need for business schools within larger institutions to retain a distinctive identity and a degree of strategic autonomy and agility in order to sustain and enhance competitive profile and position. Several very positive suggestions emerged during discussions and in the recommendations, particularly in relation to further development of an authentic international operation. The team also recognised the value of the School’s strong community culture, which underpins its structures and processes in delivering its mission.

The outcome of the visit was our first five year accreditation, an enormously important validation of the collective efforts of our core team and of all of our stakeholders.

The positive nature of the experience inspired me to make myself available as a PRT member and I’m already looking forward to my second assignment in this capacity. It’s a role which I’d highly recommend!

Alistair Bruce, 
Dean of Nottingham University Business School

Saint Mary’s Sobey School of Business Unveils Economic Impact to the Region Thanks to BSIS


Business leaders, entrepreneurs, government leaders and academics gathered in Halifax today to celebrate Saint Mary’s University Sobey School of Business and its significant impact on the local economy, as it unveiled the results from the Business School Impact System (BSIS) report. The Sobey School of Business is the first school in North America to take part in BSIS, a process that was developed by EFMD Global Network and FNEGE. The BSIS is designed to assess regional economic, intellectual, cultural and social impact using both quantitative and qualitative indicators.

The purpose of the study was to display its economic impact to the maritime region through its scholarship and its graduates living, working and starting businesses in the Atlantic Provinces. Some of the standout annual impacts include:

  • 329 million dollars contributed annually to the Nova Scotia economy;
  • 250 international students take their first job in this region;
  • 45% of our 800 graduates stay in the region to work;
  • Regular relevant research related directly to Atlantic Canada on topics such as innovation, leadership, ethics, sustainable fisheries, boosting our wine industry, immigrants in the labour force, women in government and more;
  • Students in Enactus launched 34 businesses, created 156 jobs and saved taxpayers one million dollars.
“We know that through collective impact we can accelerate change and create a better world for those who come after us,” said Patricia Bradshaw, Dean of the Sobey School of Business. “We are proud to release our benchmark impact with purpose report. We commit to continuing to measure and grow our contributions to regional prosperity. These results demonstrate that we make a significant contribution to the economy of Nova Scotia and to the social and intellectual fabric of the region. We hope to inspire others to join us in creating shared value and to tracking impact.”

To download the full Executive Summary of the Creating Impact with Purpose report, please go here

About the Business School Impact System
The Business School Impact System (BSIS) scheme is designed to determine the extent of a school’s impact upon its local environment – the city or region in which it is located. The scheme was initially designed by FNEGE (the French National Foundation for Management Education) and is already well established in the French higher education arena.

The BSIS process has been adapted for an international audience and is now offered in a joint venture between EFMD Global Network and FNEGE as a service to EFMD members in any part of the world.

To learn more about BSIS, please visit the BSIS website here.

Three New Schools Join the EQUIS Business School Accreditation Family

EFMD Blog header EQUIS all
EFMD would like to warmly congratulate Insper Instituto de Ensino e Pesquisa, Faculty of Business Administration at the University of Economics Prague and the Indian School of Business which have just been awarded EQUIS accreditation.

This takes the number of accredited schools to 170 across 42 countries.

Please read below what the Deans of the newly accrediteds schools say about the achievement.

“ISB is proud to join the select group of schools that have received the prestigious EQUIS accreditation. It is an endorsement of our the quality of our programmes, particularly internationalisation, corporate connections, and ethics. The accreditation recognises that our processes for quality control in all aspects of the running of our school meet rigorous international standards of excellence," said Rajendra Srivastava, the Dean of ISB. "We are confident that the EQUIS accreditation will enhance our school's appeal to potential international applicants, especially in Europe,”

Marcos Lisboa, the Dean of Insper commented the school's achievement: "Achieving the EQUIS accreditation has been part of Insper’s strategic objectives for long and it is supported by a twofold consistent rationale. First, it was a way of fostering improvements at Insper, having international accreditation standards as benchmark. This is by far  the main value of accreditation, which has been already achieved. Second, the EQUIS accreditation is a powerful way of introducing the School to international partners and communicating to the domestic market, including students and organisations, not only the school’s quality standards but also its commitment to continuous improvement."

“To get ranked among the top business schools has been a long and demanding journey. Obtaining accreditation is for us however not only a great success, but also a great commitment,” added Ivan Nový, the Dean of the Faculty of Business Administration at the University of Economics Prague.

Martin Schader, the EQUIS Director, added: "We are delighted to welcome three new schools into the community of EQUIS accredited schools. The EQUIS community includes now 170 institutions from 42 countries worldwide. EQUIS accreditation ensures a rigorous quality improvement process, benchmarking the School against a set of international standards in terms of governance, programmes, students, faculty, research, and foremost, internationalisation, ethics, responsibility and sustainability, as well as corporate engagement. There are currently no substitutes for such an in-depth assessment of quality.”

The list of reaccredited schools is available here.

More information on EQUIS is available at www.efmd.org/equis

EQUIS Success Story: Tongji SEM

Tongji SEM
EQUIS 20th Anniversary - Blog Series

International Accreditation Boosts Tongji SEM’s Ranking of Master in Management 

In recent years, international accreditation has not only significantly improved teaching and research ability of the School of Economics and Management, Tongji University (Tongji SEM), but also effectively enhanced the international rankings and brand influence of the school.

In April 2016, after successfully obtaining the five-year EQUIS re-accreditation, Tongji SEM consecutively earned AACSB accreditation and AMBA re-accreditation, becoming one of the only four business schools in mainland China holding the three most prestigious global accreditations. 
Attaining these accreditations has helped to enhance the school’s recognition and qualified it for improved rankings by authoritative international ranking bodies.

In 2014, after obtaining EQUIS accreditation, Tongji SEM was ranked number 65 for the first time by Financial Times. This ranking body requires either EQUIS or AACSB accreditation. In 2014, Tongji SEM was one of the only two business schools in greater Chinese ranked by Financial Times.

In 2015, taking accreditation as a catalyst, the teaching and research quality of the School was improved substantially. In the meantime, the employment and salary levels of the graduates of Tongji SEM increased remarkably, while the amount of international publications was raised by 20 percent year-on-year. In that year, SEM was ranked 52nd worldwide. In 2016, with persistent efforts, the Master in Management programme of the school edged into world’s Top 50 by the Financial Times ranking. 

EQUIS is one of the world's top two authoritative and influential accreditations for business schools. 2017 witnesses the 20th anniversary of EQUIS, which pays special attention to the continuous improvement of the teaching and research quality and the internationalization and corporate connections of business schools.

So far, there are only 167 schools and universities from 41 countries around the world having obtained EQUIS accreditation, accounting for only 1 percent of the world's 15,000 business schools.

Discover other EQUIS Success Stories: 

EQUIS Success Story: SKEMA Business School

EQUIS 20th Anniversary - Blog Series

Prof. Alice Guilhon, dean of SKEMA Business School, explains how the EQUIS Accreditation has helped in the merger of two well-established French schools and implement the necessary actions plans.

SKEMA Business School was created in 2009 by a merger between two well-established French schools: ESC Lille whose history dated back almost 121 years, and CERAM the school that for 47 years had been located in Europe’s biggest science park, Sophia-Antipolis.

The merger’s objectives were twofold:

Respond to the globalisation of markets and the economy by training talents able to work on all continents;
Respond to the digitalisation of the economy by putting knowledge and information management at the heart of its research and teaching programmes, emphasising creativity and entrepreneurship, multiculturalism and international management.

This merger thus had nothing to do with a desire to reduce costs, economise resources or rationalise our territorial implantation. It was rather a strategic project aiming to create a new type of school with the following characteristicsthe school should be multisite with its own campuses in several countries and locations, all involved in the local economy; its students were to acquire a global vision of the world with innovation as the leitmotif for learning.

When the new brand was launched in 2009, only the EFMD supported it – mostly, academic killjoys predicted our certain demise. Eight years later, many of us have seen others imitate us, either by pursuing mergers or by adopting a multisite strategy

SKEMA’s first strategic plan from 2010 to 2015 focused on making the merger a success and establishing our international development. Our accreditation by EQUIS was a precious guide to our success in achieving this first plan. Apart from an “instrumental” view of accreditation, we concentrated on the EQUIS guidelines to succeed in our merger and implement the necessary action plans. Amongst these were the SKEMA balance score card – a real tool for tracking our activity that includes key processes each of which refers to the strategic indicators defined by EQUIS, namely, status, quality of students and programmes, international activity, corporate relations and executive education, ethics and corporate social responsibility. An array of 22 strategic indicators and hundreds of operational indicators are tracked each year by SKEMA’s departments and managers. Since 2009, we have been implementing a culture of excellence, quality and continuous improvement that has enabled the school to focus on its strategic objectives.

Often the cultural differences inherent to mergers give rise to serious conflicts and psychosocial problems. Our approach focused our collaborators on developing the school, being client centred and having an efficient organisation. This meant that no time was wasted listening to a discourse lamenting the good old days, or “it was better before” etc. In this way, in November 2009 we announced the name SKEMA and in June 2010 we opened our campus in the United states!

I would like to take this opportunity to address my heartfelt thanks to EQUIS and EFMD, not only for supporting SKEMA, but also for having given us the tools and capabilities to succeed so efficiently in this extraordinary strategic project!

Yours sincerely


Discover other EQUIS Success Stories: 

New Study Identifies How Students Use School Websites to Decide Where to Study

Generation web

The cost of a degree programme and its ranking position are the two most sought after pieces of information for students when looking at a business school website, reveals the ninth edition of the GenerationWeb study by CarringtonCrisp, supported by EFMD.

More than 600 undergraduate and postgraduate students from 57 nationalities took part in the study which found that course fees (chosen by 82%) and rankings (78%) were the most important elements on a business school website.

Conversely, the information that prospective students are least concerned with is alumni profiles, with only 18% citing it as important content on a business school website.

Andrew Crisp, author of the study comments: “The business school market gets more competitive every year and prospective students want to know first what a course will cost them and second, how prestigious it is compared to rival schools. The low position for alumni profiles is surprising, but may be an indication that students are sceptical of alumni profiles neatly marketed to them, preferring to get views on the strength of a school directly from friends and peers on social media.”

The study’s other key findings include:

  • The number of students who search for business school videos on YouTube and other video sharing platforms has increased again to 42%. Amongst undergraduate and postgraduate students, 59% watch videos on business school websites.
  • The trend for searching for business school information on social networking sites has continued with 48% responding that they use these channels. Five years ago, fewer than a fifth of respondents used these channels when considering where to study.
  • Facebook is the most used platform (92%) of those who use social media to get business school information followed by LinkedIn (71%), WhatsApp (71%), Instagram (62%), Google+ (43%) and Twitter (38%).
Regardless of the channel being used, interesting and engaging content is vital. Andrew Crisp concludes: “With thousands of business schools in the world, differentiation can be a challenge. The problem with many business schools’ ads, is that they say little that is different to competitors. Prospective students want hard evidence of why a school is different and right for them, but presented as a story, not a hard sell.”

Please visit BusinessSchool.guru and CarringtonCrisp websites to learn more or contact This email address is being protected from spambots. You need JavaScript enabled to view it. for press (+44 (0)7789 698630).


The research was carried out in April and May 2016 amongst 609 undergraduate and postgraduate students (65% female / 35% male – 57 nationalities). Since 2007, the study has reviewed almost 200 business school websites. In the current study, 37 business school websites were reviewed. 


CarringtonCrisp is a specialist higher education consultancy, providing market research, strategy consulting and creative services across higher education globally. The company was established in 2003 and has worked with more than 130 institutions in over 30 countries. 

Almost 2 Billion Euros: This is the Annual Impact of Eight Business Schools on the Economy of their Region

A recent Business School Impact System (BSIS) report shows that eight Business Schools have an annual impact of 1,9 billion Euros on the Auvergne-Rhône-Alpes region.

The aim of this impact assessment exercise was to determine the extent and nature of impact in case of the following schools:

  • emlyon business school
  • Grenoble Ecole de Management
  • Grenoble IAE
  • Groupe ESC Clermont
  • IAE Auvergne
  • iaelyon School of Management
  • IAE de Saint Etienne
  • IAE Savoie Mont Blanc
Some key findings include:
  • 1,9 billion euros annual financial impact
  • Almost 700 researchers-faculty members, with high internationalisation
  • Around 32 000 students into the Schools’ degree programmes
These results confirm that Business Schools have not only a direct financial impact through the budget, but also an indirect impact through the money students, employees and professors spend in the region.

This was the first time in France that management education institutions worked as partners to measure their impact. The Schools now hope that the positive results will enable them to help the region develop further its policies in the higher education, research and innovation areas.

“We are thrilled to have participated in a collective project within the Auverge-Rhône-Alpes region. For us, it is not only the first collective process of its kind in France, it is also our school’s first BSIS experience. We are now working on a second impact measurement process upon the Clermont-Vichy-Auvergne metropole,” says Françoise Roudier, Director General, ESC Clermont Group.
About BSIS
The Business School Impact System (BSIS) scheme is designed to determine the extent of a school’s impact upon its local environment – the city or region in which it is located. The scheme was initially designed by FNEGE (the French National Foundation for Management Education) and is already well established in the French higher education arena.

The BSIS process has been adapted for an international audience and is now offered in a joint venture between EFMD Global Network and FNEGE as a service to EFMD members in any part of the world.

To learn more about BSIS, please visit the BSIS website here.

Drucker Forum Live Stream: Special Offer for EFMD Members

Drucker16We are pleased to invite you to participate virtually in the 8th Global Peter Drucker Forum that will be broadcasted worldwide live on 17 and 18 November.

As a longstanding partner of this leading management conference we can provide our members with a special discount of 50% from the standard rate of €240.
As discounted live stream tickets are limited and available on a first come, first serve basis, please register as soon as possible.
To take advantage of the reduced fee enter the group code 'member-2016' here.

The 2016 conference theme "The Entrepreneurial Society" will be discussed by world class thinkers and practitioners, such as Clayton Christensen, Harvard Business School, Sara Armbruster, VP, Steelcase, Tim Brown, CEO, IDEO, Mariana Mazzucato, Sussex University, Alexander Osterwalder, Entrepreneur and business model innovator, Herminia Ibarra, INSEAD, Rajeev Vasudeva, CEO, Egon Zehnder, Gary Hamel, London Business School, Roger Martin, Martin Prosperity Institute, and Curtis Carlson, Founder and CEO, The Practice of Innovation, former CEO of SRI.

Please see the full conference program here.

EDC Paris, UWE Bristol and RMIT Accredited by EPAS

EFMD Homepage header EPAS accreditation UWE RMIT EDC
We are happy to announce that the EPAS Accreditation Board has recently awarded EPAS accreditation to three new programmes from business schools from Australia, France and the United Kingdom.

The following programmes have been recognised by the EPAS quality label:

Master of Business Administration (Executive) – Melbourne campus and online
at Graduate School of Business and Law, College of Business, RMIT University, Australia
"The Graduate School of Business and Law at RMIT University, Melbourne Australia, is delighted to achieve EPAS accreditation for our MBA (Executive) programme. EPAS accreditation challenged the school to examine in detail the design and delivery of our programme, programme outcomes and quality assurance processes. Undertaking EPAS enabled us to reflect deeply on the underlying philosophy of our programme, to ensure we have an Executive MBA that encompasses traditional disciplines, whilst exposing students to innovative and disruptive business practices,"
said Mark Farrell, Head of Graduate School of Business and Law at RMIT University. "With a curriculum underpinned with Design Thinking, we are producing graduates capable of developing a range of solutions to tackle complex problems. We recognise that EPAS is the beginning of the journey and that we need to constantly improve if we are to remain competitive. If you are a business school that has not yet taken the step towards EQUIS accreditation and are unsure if you are ready, I would strongly recommend that you consider EPAS in the first instance. The result will be a much improved programme, and a deeper understanding of the benefits of rigorous external accreditation."

Master in Management (Grande Ecole Programme)
at EDC Paris Business School, France
“EDC Paris Business School initiated the EPAS accreditation process 4 years ago since we are convinced that an international environment is compulsory to progress. Today, we are honored to receive EPAS accreditation and delighted to take part in the community of EFMD accredited institutions,"
commented Jean-Marcel Jammet, Managing Director & Dean, EDC Paris Business School. "The accreditation process has been a great opportunity to rethink our internal processes and offer better services to our students. We are fully aware that efforts and progress still have to be pursued but we can count onto the EFMD to help us to fulfill our missions. We are grateful for their help and support during the entire process of accreditation and would like to thank the peer review team and the accreditation board for their valuable comments and support”.

BA (Hons) International Business
at Bristol Business School, Faculty of Business and Law, University of the West of England, UK
"I am absolutely thrilled to have secured EPAS accreditation for our BA International Business Course. The accreditation is an important commendation of the quality of the programme and it reflects our commitment to internationalisation, corporate engagement and continuous improvement. It also endorses the strong vision that we have within our Business School," said Donna Whitehead, Pro-Vice Chancellor and Executive Dean at Faculty of Business and Law, UWE.

We are also very happy to announce that the EPAS Accreditation Board has also reaccredited the Master in Insurance and Risk Management programme at MIB Trieste School of Management, Italy.
“We are proud of maintaining the prestigious EPAS accreditation, rewarding the increasing level of internationalisation of MIRM editions and strengthening MIB Trieste School of Management partnerships with the European insurance market leaders,” commented Vladimir Nanut, Dean of MIB Trieste School of Management.

David Asch, Associate Director of Quality Services & EPAS Director, commented: “We are delighted to welcome three new institutions to the community of EPAS accredited programmes. The programme accreditation from EFMD is one of the most demanding yet effective ways to certify the quality of a programme in the field of business and management. We would like to also warmly congratulate MIB Trieste for their reaccreditation. All four schools made tremendous progress in terms of the development of their programmes and should be commended for their strive for excellence.”

EPAS was launched in 2005 and in 10 years has had a considerable impact on the quality of business schools programmes all over the world.

As of October 2016, 104 accredited programmes from 76 institutions across 35 countries have been awarded EPAS accreditation. For more information on EPAS visit www.efmd.org/epas

“What Happens if a Business School Disappears? The Intellectual Foundation of BSIS”

The Business School Impact System (BSIS), offered in a joint venture between the French National Foundation for Management Education (FNEGE) and EFMD Global Network, identifies the tangible and intangible benefits that a business school brings to its local environment through seven dimensions: 


The Business School benefits from this in-depth impact analysis on several levels. To name a few, BSIS impact analysis helps in increasing the awareness within the business school of the significance of its impact on the Region; an in-depth study of their activity’s impact gives numerous members of the school a better image of their job and value they create, of what they are doing and why they are doing it; the BSIS report constitutes a powerful tool for communication with the external stakeholders; and last but not least, the reviewers’ recommendations help the school to improve its impact.

In their paper “What Happens if a Business School Disappears? The Intellectual Foundation of BSIS”, recently published in the Journal of Management Development, two BSIS co-directors, Michel Kalika (Université Lyon III and IAE Lyon and EFMD Global Network) and Gordon Shenton (EM Lyon Business School and EFMD Global Network), together with Pierre-Louis Dubois (Université de Montpellier and FNEGE) present the methodological issues of the work that led to develop the BSIS system and present this innovative impact assessment system in more detail. Based on the exploratory interviews and the literature review, the authors were able to identify three main categories of impact: the financial impact; the impact on the regional community; and the impact on attractiveness and image.

To download the full paper, please visit the Emerald website here.

Sixth International Business School Shanghai Conference in October 2016

300x600With the support from EFMD Global Network, the Sixth International Business School Shanghai Conference (IBSSC) hosted by Antai College of Economics and Management (ACEM), Shanghai Jiao Tong University, will be held on 16-18 October 2016.

With the theme of “Technology and Management”, this conference will foster in-depth discussion on the interaction between the development of technology and management education.

Indeed, recent years have witnessed revolutions in communication, management strategies of enterprises, digital technology and new media. Scientific and technological developments inevitably lead to innovations in both theory and practice in management, which in turn drives further scientific and technological developments. A phenomenon that will surely continue. 

As we celebrate the 120th anniversary of Shanghai Jiao Tong University, more than 250 deans from leading business schools and key business education stakeholders will gather at the Antai College of Economics and Management. Participants will exchange views and further explore the development of business schools, while promoting cooperation between business education in China and other countries. To date, the following professors have confirmed to deliver speeches at this year IBSSC:

  • Prof. Edward Snyder, Dean of Yale School of Management, Yale University, USA
  • Prof. Peter Todd, Dean of HEC Paris, France
  • Prof. Bernard Yeung, Dean of NUS Business School, National University of Singapore, Singapore
  • Prof. G. "Anand" Anandalingam, Dean of Imperial College Business School, UK
  • Prof. James G. Ellis, Dean of Marshall School of Business, University of Southern California, USA
  • Prof. Gregory Whitwell, Dean of The University of Sydney Business School, Australia
  • Prof. Kalok Chan, Dean of CUHK Business School, The Chinese University of Hong Kong, Hong Kong, China
  • Prof. Hirokazu Kono, Keio Business School, Keio University, Japan
  • Prof. Zvi Wiener, Dean, School of Business Administration, The Hebrew University, Israel
  • Prof. Robert Helsley, Dean of Sauder School of Business, University of British Columbia, Canada
  • Prof. Srilata Zaheer, Dean of Carlson School of Management, University of Minnesota, USA
  • Prof. Gregory Whitwell, Dean of The University of Sydney Business School, Australia
  • Prof. María de Lourdes Dieck Assad, Dean of EGADE Business School, Tecnológico de Monterrey, Mexico
  • Prof. Ira Solomon, Dean of Freeman School of Business, Tulane University, USA
  • Prof. Scott DeRue, Dean of Ross School of Business, University of Michigan, USA
  • Prof. Assylbek Kozhakhmetov, President, Almaty Management University, Kazakhstan
    Speaker: Prof. DING Yuan, Vice President and Dean, China Europe International Business School (CEIBS), P. R. China
  • Prof. Branislav Boricic, Dean of Faculty of Economics, University of Belgrade, Serbia
    Prof. XIE Danyang, Dean of Economics and Management School, Wuhan University, P. R. China
  • Prof. Sergey Myasoedov, Vice-Rector of the Russian Presidential Academy of National Economy and Public Administration (RANEPA), Russia
  • Prof. Bill Glick, Dean of Jones Graduate School of Business, Rice University, USA, and Chair of AACSB Board of Directors
  • Mr. Sangeet Chowfla, President & CEO, GMAC
Who should attend?

  • Presidents and Vice Presidents, Deans/Directors/Rectors and Associate Deans/Directors/Rectors from leading business schools, colleges and universities worldwide
  • Directors of international accreditation
  • Top executives from international organisations in the business education industry
For those registered to the conference, EFMD Global Network will host a free session on Market Trends, Quality & Accreditations, from the afternoon of 18th until the morning of 19th, to provide the conference participants with an opportunity to learn more about the EFMD Global Network services for our member organisations. To mention but a few key services, we will talk about EOCCS (Online Course Certification System) – an international online course certification system designed to evaluate the quality of online business and/or management-related courses that either stand-alone or constitute part of a certificate or programme, and the Job Fair for PhD and DBA in Management, where best international schools from around the world will have the opportunity to recruit new talents for their academic teams.

For more information please visit the event's website.

Registration is available here.

EFMD Awards EPAS Accreditation to Four New Programmes

EPAS 2016 JuneWe are happy to announce that the EPAS Accreditation Board has recently awarded the EPAS accreditation to three Institutions from Canada, Estonia and United Kingdom. We are delighted to welcome two new countries, Canada and Estonia, to the EPAS pool!
Four new programmes from three institutions have been recently recognised by EPAS quality label:

Faculty of Management, Laurentian University, Canada
- Bachelor of Commerce in Sports Administration (Bcom-SPAD)
- Bachelor of Business Administration (BBA on-campus only)

Dr. Stephen Havlovic, Dean of the Faculty of Management, Laurentian University, declared: “The international EPAS accreditation of our undergraduate business programs is a significant milestone for the Faculty of Management in light of our commitment to excellence in developing socially responsible leaders for the global business world. It’s a visible assurance of quality for current and future students, alumni and employers. As a bilingual university working in a very competitive higher education environment, it was important for us to be globally recognized for the excellence of our programs.”

Estonian Business School, Estonia
International BBA Programme 

Prof. Arno Almann, Rector of the Estonian Business School, said: “This is enormous recognition for EBS. It shows that the quality of our studies is up there with the very best business schools around the world. Such accreditation represents validation of what we’ve done to date in developing our study programmes and in ensuring the quality of our teaching and the competitiveness of the education we provide. It also boosts the reputation of both EBS specifically and Estonian higher education generally, and opens up new opportunities for our students and lecturers for working with recognised European universities.”

Faculty of Business, Oxford Brookes University, UK
MBA Programme

“As one of the original recipients of EPAS accreditation, the Faculty of Business at Oxford Brookes University is delighted to continue that tradition by receiving both a five-year re-accreditation for our undergraduate Bachelors in Business programme set as well as a 'first time' five year accreditation for our innovative, online Global MBA. We have always valued highly the rigour of the EPAS accreditation process in cross-checking our own quality assurance and delivery systems and helping us to achieve our aspiration of providing an outstanding student experience at all levels of study. But in addition to that rigour, we also greatly welcomed the collegiality of the accreditation panel in working with us and their constructively critical approach, all of which of course is only made possible by the hugely supportive EFMD administrative team,” said Mr. Chris Blackburn, Pro Vice-Chancellor, Dean of the Faculty of Business, Oxford Brookes University.

Prof. David Asch, Associate Director, Quality Services & EPAS Director, commented: “We are delighted to welcome three new Institutions into the community of EPAS accredited programmes, adding two new countries, Canada and Estonia, to the pool of EPAS accredited programmes. The programme accreditation from EFMD is one of the most demanding yet effective ways to certify the quality of a programme in the field of business and management. We would like to warmly congratulate all three schools for the tremendous work they put into the development of their programmes and for the completion of the accreditation process.”

EPAS was launched in 2005 and has had a considerable impact on the quality of business schools programmes all over the world. With the accreditation of those 4 new programmes, EPAS  adds 2 new countries, Canada and Estonia, to its portfolio. As of June 2016, 102 programmes from 74 Institutions across 35 countries have been labelled EPAS. 

The list of re-accredited programmes is available here.

For more information on EPAS visit www.efmd.org/epas

Eight Programmes Successfully Reaccredited by EPAS

EPAS logo13 LRWe are happy to announce that the EPAS Accreditation Board has recently reaccredited eight programmes from seven institutions:

The following programmes have been reaccredited by EPAS:

ICHEC Brussels Management School, Belgium
Master in Business Management

Faculty of Business Studies, University of Vaasa, Finland
Master’s Degree Programme in Finance

J.E. Cairnes School of Business & Economics, National University of Ireland Galway, Ireland
BSc in Business Information Systems

Faculty of Behavioural, Management and Social Sciences, University of Twente, Netherlands
 - BSc International Business Administration
 - MSc Business Administration Programme Set

Faculty of Economics and Administration, King Abdulaziz University, Saudi Arabia
Executive MBA

Faculty of Business, Oxford Brookes University, UK 
BA Business and Management Programme Set

Newcastle Business School, Northumbria University, UK
Undergraduate Framework for Business and Management
Please read below what the Deans of the reaccredited schools say about the achievement.

“EPAS re-accreditation comes as the recognition of an intensive work on high-level education, intellectual quality and the transmission of our values, in a world shaken by terror and hateful acts of violence. Despite the extraordinary context of the terrorist attacks in Brussels, the visit was maintained and went on smoothly, and we wish to thank the Peer Review Team for their calm determination in fulfilling their role.” Prof. Brigitte Chanoine, Rector, ICHEC Brussels Management School

“Standing out in the academic education market is important. Getting recognition for excellence from an external party gives the degree programme a valuable advantage in the competition for Finnish and international students. The received recognition bears significance also because the quality of education programmes will get even more emphasis once international master's programmes become subject to a tuition fee for students coming outside the EU.” Prof. Jukka Vesalainen, Dean of the Faculty of Business Studies, University of Vaasa

“We have received the news with great enthousiasm and we are very gratefull for all the energy,  time and expertise that has been mobilised by the EPAS Team to review our program. Would you please be so kind as to extend my thanks and appreciation to the members of the committee. Apart from the accreditation as such, the exercise has once again proven to be an important learning and quality improvement experience at an important moment in the development of the program. We will carry the label of approvement with pride and see to it that the recommendations of the review committee will seriously be implemented.” Prof. Theo Toonen, Dean of the Faculty of Behavioural, Management and Social Sciences, University of Twente

"We are glad to have our EMBA programme reaccredited by EPAS. Our EMBA is one of the most popular programmes in the region. It's designed and promoted for working professionals. This recent reaccreditation decision as well as the accreditation by AACSB and AMBA reconfirm the high quality and robust continuous improvement process of the programmes being offered by our school. King Abdulaziz University is the top Arab university in the region and always wants to maintain its leadership position."  Dr. Ayman Fadil, Dean of King Abdulaziz University

“With 19 programmes, Newcastle Business School has the largest suite of EPAS accredited courses in the UK. This re-accreditation confirms the quality of our learning experience, the industry-relevance of our curriculum and the increased international opportunities for our students and academic colleagues. We are delighted and honoured to be part of the EFMD community.” Prof. Kevin Kerrigan, Executive Dean of Newcastle Business School, Northumbria University

Prof. David Asch, Associate Director, Quality Services & EPAS Director added: "I would like to warmly congratulate the seven Institutions that have successfully gone through the EPAS reaccreditation process. Their achievement illustrates these Institutions’ commitment to the continuous improvement of the quality of their programmes. The highly demanding EPAS standards ensure that the accredited programmes are designed and delivered so that they are both academically rigorous and have practical relevance for students in today’s global environment."

EPAS was launched in 2005 and has had a considerable impact on the quality of business schools programmes all over the world. As of June 2016, 102 programmes from 74 Institutions across 35 countries have been labelled EPAS. 

For more information on EPAS visit www.efmd.org/epas