EFMD Awards EQUIS Accreditation to SWUFE SBA, ESC Rennes & University of Groningen FEB

EQUIS accreditation ESC Rennes Groningen SWUFE 

EFMD would like to warmly congratulate SWUFE School of Business Administration, ESC Rennes School of Business & University of Groningen Faculty of Economics and Business who have just been awarded EQUIS accreditation.

This takes the number of accredited schools to 152 across 40 countries.

"As the first business school in western China accredited by EQUIS, we are proud and delighted to join the EQUIS community and will utilize the platform to improve our management education and contribute to the prosperity of economic development in western China."
Prof. Gang Kou, Executive Dean & Prof. Bintong Chen, Dean, School of Business Administration, Southwestern University of Finance and Economics

“Receiving the EQUIS accreditation represents for our school a great satisfaction. For our faculty and staff, our students and alumni, and for all of our stakeholders. In the particular case of the ESC Rennes, this achievement corresponds to a final stage of a quality improvement process which started in 2008 with EPAS for our Grande Ecole Programme. The ESC Rennes aims now to fully use its new status of EQUIS accredited institution as a powerful mean to reinforce the implementation of its strategic plan, based on the international dimension of its faculty, its programmes and its student body.”
Dr. Olivier Aptel, Director General & Dean, ESC Rennes School of Business

“We are very proud to have attained the EQUIS label. It proves that our quality and performance meet high standards. International accreditations increase the attractiveness of FEB for our stakeholders, like students, staff and potential partner universities, which AACSB has already proven. EQUIS further strengthens our position; we now rank among the world’s top 1% business schools. The added value for students is that employers in the private and public sector will know that the best graduates in business and economics come from the University of Groningen. And for our education and research programmes it means an incentive for continuous improvement, since only that way we can retain the label.”
Prof. Harry Garretsen, Dean, Faculty of Economics and Business, University of Groningen

Prof. Michael Osbaldeston, the EFMD Director of Quality Services added, "We are delighted to warmly welcome the new schools into the EQUIS community. Accreditation from EFMD is one of the best and most complete ways to certify the quality of a business school as accreditation involves an extensive self-assessment by the School, a visit of an international review team who spend several days interviewing many different people in the School, and finally a very experienced jury evaluating the assessment and findings of the review team to determine whether the School should be granted accreditation. There are currently no substitutes for such an in-depth assessment of quality and the three schools should be commended for their commitment to excellence."

The benefits of accreditation include:

  • Information for the global education market on the basis of substance
  • International recognition of excellence: international development
  • Mechanism for international benchmarking with the best
  • Sharing of good practice and mutual learning
  • Agenda for quality improvement and future development
  • Acceleration of quality improvement in international management education
  • Legitimacy to internal and external stakeholders that you have a strong international reputation (donors, alumni, government) and that your school meets the high standards of the best business schools in the world
  • Becoming part of a network of top schools to develop relationships with fellow EFMD accredited schools for research, exchanging best practices on programmes, etc.
  • International Legitimacy vis-a-vis recruiting international students, creating double degree partnerships, forming international exchange relationships, recruiting executive development custom programme clients, recruiting new faculty.
More information on EQUIS is available at www.efmd.org/equis

Key EFMD Events in the First Half of 2015


Before the winter / summer break, we would like to update you on the key EFMD events planned for the first half of 2015. You may want to register now while your calendar is not too full or perhaps share the events with colleagues who might be interested in attending.

The EIP 2014 Winner Webinar on "BHP Billiton & Billiton Group Learning" will be held on 12 January.  This web based event is focused on the “Executive Leadership Programme – Leaders’ teaching, shifting culture”.

20 January is the date for the EIP 2014 Silver Award winner the category of Professional Development, namely Cabinet Office & Saïd Business School University of Oxford & Deloitte. The theme is “The Major Projects Leadership Academy - An innovative programme allowing major UK government projects to deliver on time and budget”

The 2015 EFMD Conference for Deans & Directors General will be held 29-30 January, kindly hosted by ESADE in Barcelona, Spain.  A meeting by invitation only, for those with chief executive (top management) responsibility and authority in EFMD member business schools and centres.

Module two of the Research Leadership Programme - Cycle 5 will take place on 3-4 February, in Brussels, Belgium hosted by EFMD and EURAM. This module is focused on "The School View - Organization of Research Activities".

The next EQUIS XXL Accreditation Seminar will take place on 18-19 February at the EFMD premises in Brussels, Belgium.  The seminar is targeted at institutions already awarded eligibility or accreditation as well as institutions currently preparing their application for eligibility. It is relevant for Accreditation Officers (EQUIS Project Leaders), Deans and Associate Deans in charge of accreditations.

Copenhagen Business School in Denmark is the venue for the 2015 EFMD Entrepreneurship Education Conference. It takes place on 25-27 February with overall theme of  "Entrepreneurial Leaders, Educators and Students - A mindset for the Future".

The EFMD (ESMU) - HUMANE Winter School develops the leadership potential of talented administrators by making them fully aware of the concepts and practices of strategic management in a European context, and the importance of integrating academic matters, finances, human resources, governance, leadership and communication strategy in the elaboration of university strategy. The 2015 HUMANE Winter School takes place on 1-6 March in Valencia, Spain.

The 2015 EFMD MBA Conference will take place in Rome, Italy at the premises of the LUISS School of Business and Management. This event on 8-10 March is entirely focused on "Redesigning the MBA".

"Developing Middle Management: The Strategic Lifeblood of the Company" is the theme of the next Sharing Best Practice CLIP Workshop that will take place on 19-20 March in Barcelona (Spain) hosted by Gas Natural Fenosa.

The 2015 EFMD Conference for International and External Relations, PR, Marketing, Communication and Alumni Professionals will take place in Vancouver (Canada) on 25-27 March. Hosted by Simon Fraser University, this event will focus on "Understanding, Identifying and Building a Distinctive Business School Brand".

April will see the 2015 EFMD Conference in the MENA Region taking place on 12-14 April, hosted by  HEC - École des hautes études commerciales de Paris in Doha, Qatar. The theme will be : “Building Dynamic Networks and Partnerships for the Region".

Vilnius, Lithuania is the venue of the 2015 EFMD Doctoral Programmes Conference which is hosted by the  ISM University of Management and Economics. This event will start on 11 May and will end on 13 May 2015.

Said Business School, University of Oxford will be hosting the 2015 EFMD Higher Education Research Conference on 3-4 June. EFMD aims to facilitate research and dialogue on topics related to Higher Education Institutions (HEIs) and business schools by bringing together academics from management, higher education and other fields. This years' theme is: "The Legitimacy and Impact of Business Schools and Universities".

Also in June, the 2015 EFMD Annual Conference will take place on 7-9 June in Brussels, Belgium.

More the latest updates on all the events is available on the EFMD website.

Business Education Faces a Challenging and Disruptive Future, finds Global Research

See Futur 2014

Traditional business education models are being disrupted by technology, the introduction of MOOCs, market competition, university fees and increasingly demanding employer and employee needs, finds a wide-ranging new report called See the Future.

Conducted by CarringtonCrisp, the education market research and consultancy for business schools and universities, and supported by ACCA (the Association of Chartered Certified Accountants) and the EFMD (European Foundation for Management Development), See the Future gathers views from Deans or Directors at business schools and also employers - CEOs and chairman - from 63 countries.

See the Future reveals that business education providers face four main challenges - costs, staffing issues, technology and market competition. They are being forced to reconsider the content of their degrees, with a growing shift towards a multidisciplinary approach to meet the demands of students and corporate business. Lifelong learning will remain important, but lifestyle learning will come to the fore because of technology developments. Key findings highlighted in the 48-page report show that:

  • 70 per cent of business school respondents agree or strongly agree that “technological innovation will bring new entrants to the business education market”
  • Just over 90 per cent said “technology will promote the growth of new business models for business education.”
  • 90 per cent agree that “business schools will develop flexible degrees that allow students to mix study and work
  • 75 per cent agree that business schools will develop new products to help younger and older workers who no or only limited experience of higher education.
  • Only 50 per cent of employers are aware of MOOCs, but 70 per cent agree that “more training and development in our organization will be delivered online in the next five years.”
  • The view from employers is that they want value for money, with quicker, cheaper and more substantial impact from training and development. They have a growing acceptance of online learning as it removes travel and accommodation costs. However, while online learning is popular, the majority, at 80 per cent, agree that “Executive education for senior managers and directors will remain face to face.”
CC logoAndrew Crisp, from CarringtonCrisp and author of the report said: “This situation is not a perfect storm, but the Dean who sticks their head in the sand and fails to think about how best to position their school for the future risks their school and its students being left behind.”

Alan Hatfield, director of learning at ACCA, commented: “Anytime, anywhere learning is on the rise, providing students with the flexibility to learn at their own pace and around their other commitments such as work and family. When they hire new talent, employers believe a professional qualification is essential or desired. As a professional body, ACCA is committed to business education - working with universities, MOOC providers and business schools around the world, we aim to ensure the future of business education remains relevant and valued.”

Eric Cornuel, Director General and CEO at EFMD, concluded: “It has been clear for many years that the pace of change in business education is accelerating.  Understanding the drivers of change and the demands of those seeking to learn in the future are key to our member schools delivering effective solutions. More and more, our members recognise the need for business to be studied in a wider context, to see the impact it has on society.  To this end, there is a growing need for business schools to work with other faculties, departments and experts throughout universities and beyond to ensure students receive a rounded education.

For more information, you can download the full 48-page report. The press release is also available in Chinese, SpanishPortuguese.


For further information:

Helen Thompson, ACCA Newsroom
tel: +44 (0)20 7059 5759 
mob: +44 (0)7725 498 654 

Matthew Wood, EFMD
Tel: +32 2 626 9542 mob: +32 479 473 999 Twitter@EFMDNews matthew.wood@efmd.org

Andrew Crisp, CarringtonCrisp
Tel: +44 20 7229 7373 mob: +44 7802 875260 Twitter@agcrisp andrew@carringtoncrisp.com

Building Cybersecurity Capacity: Essential New Resource for Decision-Makers

cybersecurityThe first global online resource for building cybersecurity capacity has been launched. The Cybersecurity Capacity Portal will help coordinate international efforts in cybersecurity through sharing of information and best practice, to support decisions and investments that can significantly enhance safety and security in cyberspace.

The Cybersecurity Capacity Portal has been created by the Global Cyber Security Capacity Centre, based at the Oxford Martin School, in partnership with Oxford’s Saïd Business School. It gives policy-makers, governments, agencies, international and regional organisations, industry groups, academics, NGOs and others with a role in cybersecurity capacity building, information on a wide range of essential elements of cybersecurity; from national policies, regulation and protecting against cybercrime, to encouraging responsible cyber culture and building skills in the workforce and leadership – as well as technological developments to enable better cybersecurity.

Content is collated by a team of researchers at the Global Cyber Security Capacity Centre. They bring publically available material including government directives, case studies, articles, videos and industry insights together within the portal to act as a central point of reference. Users can also join discussion groups or suggest new content to ensure that the portal contains the latest thinking on threat-related issues.

The portal also contains information on the work of the Centre, which works to understand how to deliver effective cybersecurity both within the UK and internationally. Organisations collaborating with the Centre in this work include the Organization of American States and the World Bank.

Centre Director, Professor Sadie Creese, comments: “Building capacity in cybersecurity is essential to keeping our online environments, societies and economies safe and prosperous. This new portal will be a one-stop shop for essential information on what is already being done around the world and what we can learn from those experiences to enable us to better increase the scale, pace and quality of cybersecurity."

David Upton, Professor of Operations Management at Saïd Business School, co-chairs research into internal cyber attacks: “Cybersecurity needs a multi-pronged approach, and here at the Business School we’ve been focusing on education, leadership and skills,” he said “It’s increasingly clear that these risks need to be addressed at executive level, not just by the IT Department, and this portal will be a key source of information to help with this.”  

Anyone with an interest in cybersecurity can visit and view information on the dedicated website.

2015 EFMD Doctoral Programmes Conference: Exploring the Doctoral Journey

doctoral2015 bannerYou are kindly invited to attend the 2015 EFMD Doctoral Programmes Conference  on 11-13 May 2015 that will be hosted by ISM University of Management and Economics in Vilnius, Lithuania. 

The theme for this year's conference will be "Exploring the Doctoral Journey: Excellence, Ethics and the Student/Supervisor Experience". The overarching theme of the conference will focus on the experience of doctoral candidates and supervisors. Speakers will challenge the existing models for doctoral education and key questions to be discussed will include:
  • What criteria do doctoral candidates use to select a programme and school?
  • How do candidates and supervisors experience the supervision process?
  • How can the programme director support the supervisor and candidate?
  • What is the impact of the programme on the doctoral candidate’s career and personal development?
  • What are the mechanisms to ensure quality programmes?
Following up on some of the sessions from the 2014 Doctoral Programmes Conference in Lappeenranta, in-depth discussions have also been scheduled on:
  • Integrity and ethics in research
  • The relevance of research

The feedback of the discussion groups will be used to update EQUAL’s Doctoral Programme guidelines.

 Registrations will be open in the New Year and you will be able to benefit from an early fee registration fee until 13 February. 

More details about programme, practical information and registration will be posted in the coming days on the 2015 Doctoral Programmes Conference webpage or you can also contact Griet Houbrechts.

2015 EFMD MENA Conference – Registration Now Open

MENA conf bannerPlease note that registration is now open for the 2015 EFMD Conference in the MENA Region, hosted by HEC Paris in Qatar and sponsored by GMAC® in Doha, Qatar, on 12 to 14 April 2015. 

Please register before the 31 January 2015 to benefit from the early bird fee. 

The theme for this year’s event is: Building Dynamic Networks and Partnerships for the Region. 

The EFMD MENA conference brings together business schools, companies, NGOs and the private sector to share and exchange ideas and best practice on management education and development across the region.

The conference will be chaired by Prof. Denis Everette, Dean of NorthWestern University in Qatar and includes a distinguished list of speakers including:

  • Laoucine Kerbache, CEO and Dean, HEC Paris in Qatar
  • Mahmoud Triki, Dean, Mediterranean School of Business, Tunisia
  • Karine Lejoly, Director, Innovation & Pedagogy, HEC Paris
  • Aziza Ellozy, Professor of Practice and Founding Director of the Center for Learning and Teaching at the American University in Cairo
  • Amol Dani, Chief Operating Officer, Georgetown University in Qatar
  • Mouna Bendahou, HEM Tangier Director
  • Sara Strafino, School Services EMEA, GMAC
  • Marina Ranga, Senior Researcher, Stanford University
  • Christine Baldy Ngayo, PhD, Key Account Development Director, HEC Paris Executive Education
  • Nasser Al Ansari, Chairman, QDVC
  • Emil Nehme, CEO, Nehmed Group
  • Ahmed Al Balushi M Omani, CEO, Bank Muscat
  • Abdulla Al Mehsadi, CEO, Msheireb Properties
  • Karim Seghir, Dean, School of Business, American University in Cairo
The final afternoon of the MENA Conference (14 April 2015) will be devoted to the EFMD quality improvement systems: the accreditation services (EQUIS, EPAS) and the mentoring programme (EDAF). This session is included in the conference fee.

For the latest details, please check the dedicated conference website or please do contact Caroline Taylor with any questions you may have.

Crossing Borders - Obstacles and Incentives to Researcher Mobility

Norden researcher mobilityThis report consists of two studies, each providing extensive data on researcher mobility in the European Nordic region and beyond.

The first study, Nordic Crossing, approaches mobility issues from the policy angle and offers a survey of existing mobility policies and programmes at EU-level, and it shows how these have filtered down to national level policies and programmes.

Major drivers and motivations for temporary mobility, as identified here, include: Personal capacity building through meeting new people, Gain inspiration from contact with new colleagues, Strategic reasons such as conducting stays at (prestigious) universities.  For university researchers: Get more time and ‘latitude for action’ to focus on research and for industry researchers: Get the opportunity to conduct and publish empirical research. Regarding permanent mobility within academia, this report highlights as main drivers: Better platforms for research careers, and showing their ambition as a researcher. For universities, mobility is a strategic tool. As main barriers, this report highlights: family situation, lack of funding, lack of independence and lack of opportunities.

The second study, Mobility of researchers in the Nordic region, is based on interviews of individual Nordic researchers who have been internationally mobile or mobile between academia and industry.  It concludes with detailed figures and experiences on international mobility during the research career and during the  last three years, as well as involving a move to a new employer in another country and involving a research visit to another country without a change of employer.

For more information, you can download the 146-page research report from the Norden website.

Please also do check the EFMD upcoming events  to find out more about the:
  • EFMD-EURAMResearch Leadership Programme
  • EFMD Doctoral Programmes Conference
  • EFMD Higher Education Research Conference

Season's Greetings and Best Wishes from EFMD

efmd 2014 wishes

Creating People Advantage 2014-2015: How to Set Up Great HR Functions

BCG peopleadv coverBusiness leaders today are faced with an extremely dynamic business environment, characterized by technological innovation, blurring boundaries among industries, shifts in customer behavior, scarcity of talent, and huge variations in growth across regions. HR functions need to help companies meet these challenges as true strategic partners.

This new report, the eighth in The Boston Consulting Group’s Creating People Advantage series, explores key trends in people management by considering ten broad HR topics and 27 subtopics. In this year’s survey, 3,507 respondents from 101 countries participated. In addition, 64 HR and non-HR executives at leading companies around the world were interviewed. The following are highlighted findings:

HR capabilities correlate with economic performance. Companies that have strong capabilities in HR topics—such as talent and leadership; engagement, behavior, and culture management; and HR strategy, planning, and analytics—show significantly better finan­cial performance than companies that are weaker in those areas.

Analytics and key performance indicators (KPIs) give HR a seat at the table. There is a strong correlation between the use of KPIs and the strategic role of HR. HR leaders who want a role in strategic discussions with the business must be able to quantify workforce performance. This goes beyond “input” metrics, such as cost and head count, toward more sophisticated “output” indicators, such as productivity.

KPIs should link to strategic actions. Even high-performing organizations, which are generally more data driven, do not use their KPIs systematically to formulate strategic actions. A clear prioritization and selection of KPIs and tools is needed to achieve best-in-class results.

Globally, the leadership and talent management topics are the ones in the most urgent need of action. Across industries and regions, most respondents identified leadership, talent management, behavior and culture, HR and people strategy, employee engagement, and strategic workforce planning as the topics that are most urgently in need of action by their organization.

BCG peopleadv logosHR departments need to be more consistent in their investment decisions. Many organizations need to invest their efforts in HR topics more strategically to build capabilities. Among the three HR topics rated as most important (out of a total of ten), companies showed merely average capabilities, and they were not specifically targeting their investments to improve those areas.

HR needs to listen more to internal clients. Non-HR respondents reported a strong need for action with regard to approximately 40 percent of HR topics, particularly in core HR capabilities, such as staff capabilities and communication.

Fundamentally, the report identifies three hallmarks of great HR functions:
  • They connect by partnering with stakeholders inside and outside of the company to improve operational and financial performance.
  • They prioritize by using data-driven insights to identify and focus on the most urgent HR priorities.
  • They create an impact by using KPIs and steering tools to support the organization and its strategic goals.

The report also includes case studies of specific HR best practices from Deutsche Lufthansa AG, PepsiCo, and Transnet. You can download the 40-page report for free from the BCG website

EFMD Call for Participation in the 2015 GMAC Corporate Recruiters Survey

correcsurEFMD invites your to participate in the 14th Annual Corporate Recruiters Survey

The survey is conducted by GMAC with partners EFMD, the MBA Career Services & Employer Association (MBACSEA).

Register Your School Today

Visit www.gmac.com/surveysignup confirm your participation before the 30 January 2015 deadline. More details about the survey timeline and benefits are available at www.gmac.com/corporaterecruiters.  

Sign-up efforts are now underway to encourage schools to take advantage of the benefits of partnering with us in the survey, including access to exclusive interactive benchmark reports and data reports for your recruiters and employers.

Benefits to Job Placement and Career Services/Student Advising Offices at Schools:

  • Attract recruiters to your school by understanding employer recruitment strategies look like in your region.
  • Guide your students in their job search and career decisions using robust employer hiring and salary projections.
Benefits to Employers and Recruiters Completing the Survey:

  • Give the companies that recruit your students the inside advantage! Employers also receive access to the interactive data report – giving them much sought-after insight into hiring practices, salary norms, and current industry demand.
The deadline to register to participate in the 2015 Corporate Recruiters Survey is 30 January 2015. We would like to invite all of the EFMD members to take part.

If you have any questions, please email christophe.lejeune@efmd.org

EQUIS Reaccreditation for 10 Leading Business Schools

EFMD would like to warmly congratulate the following schools who have recently been reaccredited by EQUIS:

•    Hanken School of Economics, FinlandEQUIS logo13 LR
•    SKEMA Business School, France
•    University of Mannheim Business School, Germany
•    Business School, The University of Auckland, New Zealand
•    Victoria Business School, Victoria University of Wellington, New Zealand
•    University of Stellenbosch Business School, South Africa
•    School of Business, Economics and Law, University of Gothenburg, Sweden
•    HEC Lausanne, Université de Lausanne, Switzerland
•    Loughborough University School of Business and Economics, United Kingdom
•    Management School, University of Sheffield, United Kingdom

"To get a renewed vote of confidence from EQUIS is yet another proof of Hanken's activities being internationally competitive. Accreditations are a must for universities with international ambitions. For us, this accreditation confirms that we are on the right track with our strategic areas, which are research, internationalisation and corporate contacts."
Prof. Eva Liljeblom, Rector, Hanken School of Economics
"Only five years after its birth, SKEMA Business School has obtained its EQUIS accreditation renewal, and this for five years! With this five-year accreditation, our school joins the small circle of “fully EQUIS accredited” schools – eight in France and 69 worldwide. This five-year accreditation recognises SKEMA’s unique global strategy in the field of higher education, as well as reinforcing our model and its excellence on the world stage."
Prof. Alice Guilhon, Dean, SKEMA Business School

"For us, EQUIS accreditation means being committed to the continuous advancement of the school. It supports us when facing future challenges of global management education. Therefore, we are honoured that we have been awarded with a five-year EQUIS accreditation for the third time."
Dr. Jürgen Schneider, Dean, Mannheim Business School

"We are delighted to have been reaccredited by EQUIS and recognised for our quality and performance over the last five years. As a leading Business School in New Zealand we are committed to striving for excellence and quality in all that we do. EQUIS is part of that journey. Our aim is to ensure our research, teaching and service are not only relevant and impactful and that they make a difference to NZ’s economic growth and prosperity."
Prof. Greg Whittred, Dean, Business School, The University of Auckland

"We have demonstrated not only high quality in our teaching, research and engagement activities, but also a high degree of internationalisation. Accreditation is the best way to certify the quality of Victoria Business School. This process involves an extensive self-assessment, a visit by an international review team which spends several days interviewing staff from across the School and the University, and external stakeholders, followed by evaluation by an experienced jury. Our students and stakeholders can be assured that that they are associated with an institution with high international standards, a significant level of internationalisation, a balance between high academic quality and professional relevance, and that the needs of the corporate and public policy communities are well integrated into our activities. Most importantly, students can be assured that they will receive international recognition for their qualifications, which is extremely important in today’s highly interconnected global environment."
Prof. Robert A. Buckle, Pro-Vice Chancellor & Dean of Commerce, Victoria Business School, Victoria University of Wellington

“The University of Stellenbosch Business School (USB) is delighted with its 5 year EQUIS accreditation. It confirms our ideal to be the foremost Business School in and for Africa. We shall use this as basis to serve our students, clients and international partners with even higher quality business research and education. We are committed to develop the wonderful potential of the African continent and her people.”
Prof. Piet Naudé, Director, University of Stellenbosch Business School

"We are proud and happy to have been re-accredited. Being accredited means that we can compete for the best students and researchers in the international arena, and is a prerequisite to collaborate with high-quality business schools around the world."
Prof. Per Cramér, Dean, School of Business, Economics and Law, University of Gothenburg

"HEC Lausanne is honored to have received the trust of the EFMD with our most recent Equis reaccreditation. We appreciate the insights and support we have received from the Quality Services team throughout the process and were impressed by the rigor and quality of the Peer Review Team.  We have set ambitious objectives and look forward to implementing the feedback we have received and continuing to work with our stakeholders and colleagues in the EFMD network to achieve them."
Prof. Thomas von Ungern-Sternberg, Dean, HEC Lausanne, Université de Lausanne

"We, as a School, are very proud of our ‘triple crown’ accreditation, which places us in a very elite group of world-class business schools around the world. Being re-accredited by EQUIS today confirms the importance we place on innovation, knowledge creation and a global perspective, and how serving the needs of students, business and society – regionally, nationally and globally – lies at the heart of our School. As one of the first business schools to have a year’s professional placement as part of our undergraduate degrees, we have developed resilient, long-standing partnerships with businesses both at home and around the world, and those partnerships live at the centre of who are as a School. EQUIS re-accreditation cements the School’s relevance in today’s fast-changing, global business environment."
Prof. Angus Laing, Dean of Business and Economics, Loughborough University School of Business and Economics

“We are delighted to be awarded EQUIS accreditation for the second time, which cements our position as a leading management school.  Accreditations are a key barometer for Sheffield University Management School and we’d like to thank EFMD and both the EQUIS Peer Review Team and Awarding Body for acknowledging our continued success. I am especially proud of our note of excellence in the new EQUIS standard around ethics, social-responsibility and sustainability – these themes shape our Mission, Vision, research and strategic focus. The School is committed to raising its international reputation for quality research and learning provision and continuing to improve against the EFMD standards in developing management education.”
Prof. David Oglethorpe, Dean, Management School, University of Sheffield

Prof. Michael Osbaldeston, the EFMD Director of Quality Services, added, "I would like to congratulate the schools that have gone through the reaccreditation process. If you are a student, parent, recruiter or have an interest in business education then the first and most important credential to look for in a school is does it have accreditation from EFMD."

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

Decoding Motivation: Global Insight into Motivational Drivers of Corporate Training

decoding motivationInternational companies think they understand motivation, but they actually face a complex range of considerations that they often fail to grasp—leading to wasted training opportunities”. This is the main finding from EF’s latest global research report entitled ‘Decoding motivation: global insight into motivational drivers of corporate training’. It also finds that:

There are big differences between countries in their willingness to undertake training – 62% of respondents in Brazil and 60% in China say employees are very willing to undertake training. By contrast, in European countries willingness is much lower: Germany (32%), Spain (34%), Sweden, UK and France (all 38%)

The specific factors that motivate change greatly during the lifecycle of a training program and vary hugely between countries, so a one-size fits all approach is not viable.

54% of respondents think motivation is the responsibility of the individual rather than the organization. This balance needs to be redressed if companies are to reap better returns from their training programs.

Once training has started, more emotional factors connected with the supporting environment kick in. Companies need to dynamically adapt motivational strategies along the training cycle to provide effective motivation at each stage.

Rewards are seen as the best motivational tool across the board, but should be used alongside other techniques. As a secondary tool, competition is more effective in some countries, while direct motivation is better in others. But companies should not shy away from penalties as these can also be very effective.

There are significant differences too between local authorities/public sector on the one hand, and the majority of industry sectors on the other.

Key motivations for motivating learners, as identified here are:
  • Dynamically adapt motivational strategies along the training cycle.
  • Continue to take an active interest in employees’ training.
  • Make sure the employee can fit the training into their schedule.
  • Provide a good learning environment.
  • Create a culture that enables training benefits to be realized.
  • Tailor motivation to different markets.
This report is based on a survey of over 1,000 senior executives responsible for staff development, and provides insight on ten countries: Brazil, China, France, Germany, Mexico, Russia, Spain, Sweden, UK and the US. For more information, you can download the 36-page report (after registration). Also available from the EF (Education First) website are country reports on Brazil, China, France, Germany, Mexico, Russia, Spain, Sweden, UK, US. These cover next to specific insights also detailed recommendations.

Back Down to Earth? Business School Leadership in a Time of Disruption

Guest post from Prof. Ken Starkey, Nottingham University Business School, and Dr Christophe Lejeune, EFMD

changeUniversities are faced with a situation of ‘creative destruction’ (The Economist, 2014) or, even worse, a ‘campus tsunami’ (Wall Street Journal, 2012) which has the potential to change the traditional configurations of university education radically.

Disruptive forces facing the sector include: a cost crisis; changing labour markets; new technology; new competition (for example, in the business school context, for-profit providers such as BPP); changing ‘consumer’ expectations; and global competition for students, for the best faculty,
and for space in academic journals. The balance between the traditional bricks and mortar model and web-mediated education may well be close to a tipping point.

Thomas et al (2013) present three scenarios for the future of business schools. Their best case scenario involves a renewal of the historical purpose of business schools in emulating elite US schools such as Harvard with two key goals: management education that produces effective business leaders and research that has a positive impact on the practice of management. Increased stakeholder value is generated through improvement in education and moving closer to practice. Thomas and colleagues also present a scenario they consider to be the most likely ― ‘muddling through.’ One where there is little change, apart from some niche specialisation, and schools carry on as they are. This seems unlikely to us.

We would argue that without change, as demand falters the conditions become ripe for Thomas et al’s (ibid) third, negative scenario, a ‘race to the bottom’, a period of stagnation and inevitable shakeout. Host institutions continue to demand more of business schools but the market is increasingly fragmented by new entrants, international and private providers, able to do things cheaper. Schools become less competitive and less interesting to better informed students faced with a proliferation of choice and delivery models.

In such an environment, the only schools that will survive and thrive are those that learn to innovateInnovation
in a strange business sector which, unlike others, is characterised by entry but not exit (Christensen and Eyring, 2011). Universities have tended to survive because there has been a dearth of disruptive competition and disruptive technology, coupled in the business school case with rising demand fuelled by globalisation. The rules of competition have been set by the elite through ‘the Harvard effect’ and the ‘Carnegie ladder’ with a common goal of heavy emphasis on research, doctoral programmes and particular degrees (the MBA, for example). The strategy of most schools has been imitation, not innovation, supported by accreditations, league tables, journal lists, etc.

This situation is unlikely to last. Top schools in more elite universities will be able to rely, in the medium-term, on students who are willing to pay for a campus experience but there is now a significant and growing group who will want education tailored to their needs (e.g. work combined with study, blended learning, online learning …) and at cheaper cost in this age of austerity. State support for and regulation of the sector are declining, allowing new entrants to make inroads with strong political support. We are witnessing significant falls in demand, even for what were once premium products such as the MBA, which we would suggest has now become a ‘burning platform.’

In the words of Michael Barber, one of the most significant architects of UK public sector reform, particularly in schools when he headed Tony Blair’s Prime Minister’s Delivery Unit, An Avalanche is Coming and higher education faces a ‘revolution’:  ‘Our belief is that deep, radical and urgent transformation is required in higher education as much as it is in school systems. Our fear is that, perhaps as a result of complacency, caution or anxiety, or a combination of all three, the pace of change is too slow and the nature of change too incremental’ (Rizvi et al, 2013: 3). The drivers here are technology and new entrants. Look at what Christensen himself is offering through Harvard’s new on-line service, HBX. According to Rich Lyons, Dean of Haas School, UC-Berkeley, half of US business schools could be out of business by 2020. And according to Christensen himself, half of US universities could face bankruptcy within 15 years.

Top schools will survive, although we would not want to hazard a guess at how many will be able to continue to operate with current ‘profit’ margins. We know what top schools do and what aspiring top schools need to do. Top schools are research intensive and teaching intensive with a strong research-led teaching culture and a shared faculty commitment to optimising the student experience (Anteby, 2013). Leadership in these schools is about strengthening this culture and innovating when it becomes necessary, as Harvard is doing with HBX. In top business schools good deans do what any good leader does ― promote a shared sense of purpose and direction, clear identity and a strong brand, and challenge complacency, caution, and anxiety. In second tier schools, however, where business school and university agendas often differ, it is an unusual dean who can convince university management to take his/her business school seriously beyond the lure of the cash cow role too many business schools have been forced to adopt.

We propose a fourth scenario ― ‘back down to earth.’ This will almost certainly require, as described by the Higher Education Funding Council (HEFCE), doing more with less and changing work cultures.  We note that funding bodies and our political masters are adamant that complacency is not appropriate! Our scenario will involve deans courageous enough to challenge the almost ubiquitous imperative of churning revenue (based on large student numbers of undergraduate and unsustainable numbers of international postgraduate students) and to justify the role of the business school more effectively, committed to developing an academic  learning community (of staff and students) rather than just running a business. In this scenario, we consider it possible to ‘thrive and prosper’ without necessarily emulating Harvard or any other elite US schools. There could well be a symbolic price to pay in pursuing it, which would involve challenging the shallow rhetoric of ‘grandiosity’ (Alvesson, 2013) now widespread in academic contexts which requires setting our sights lower and more realistically. It is striking, and bizarre, how many business schools nowadays claim to be pursuing ‘excellence’, achieving ‘world-class’ and aim to be in the ‘top X’ of a media-inspired global élite while only a very few national champions can actually hope to achieve the holy grail of ‘world-class excellence.’ Those schools claiming to play this game without actually the capacity or any realistic hope of sufficient investment to achieve it (and thus over-selling themselves) are most likely to lose in the race to the bottom.

However, those business schools that re-calibrate and pursue the ‘back down to earth’ scenario will have opportunities to thrive in a different way, namely by recognizing, valuing, and working with their local communities of internal and external stakeholders and engaging with them on a sustainable basis. Indeed, the local benefits of many business schools are too often forgotten, if not disregarded for the sake of the ‘grandiosity’ rhetoric. In the ‘back down to earth’ scenario, business schools will be proud of and value their impacts closer to home and be more critical of globalisation as the only game in town. Business schools engaged with a local community will strive to: (1) support local entrepreneurs and businesses, big or small; (2) develop research activities for the sake of local, regional and national economic development; and (3) interact and share knowledge with local business and civic leaders. It remains to be seen how this scenario might work out or how business schools might address the challenges it creates. With this in mind, EFMD has recently launched a tool called ‘Business School Impact Survey’ (BSIS) to help business schools assess and promote their impact on the local environment.

To the extent that they are ready to pay the entry price of the ‘back down to earth’ scenario, business schools will need leaders who have the credibility, aspiration, and courage to challenge the narrative of hyper-growth and hyper-success that afflicts many in the sector. It is time to rethink our capabilities, our ambitions, and our metrics for discussing success.

You can download the full leadership series as a PDF publication here.


Alvesson, M. (2013) The Triumph of Emptiness. Consumption, Higher Education, and Work Organization. Oxford: Oxford University Press.
Anteby, M. (2013) Manufacturing Morals. Chicago: University of Chicago Press.
Christensen, C.M. and Eyring, H.J. (2011) The Innovative University. Changing the DNA of Higher Education Inside Out. San Francisco, CA: Jossey-Bass.
Rizvi, S., Donnelly, K. and Barber, M. (2013) An Avalanche is Coming: Higher Education and the Revolution Ahead. London: IPPR.
The Economist (2014) Creative Destruction. 28 June.
Thomas, H., Lee, M. and Wilson, A.D. (2014) ‘Future scenarios for management education’, Journal of Management Development, 33(5): 503–519.
Wall Street Journal (2012) Changing the Economics of Education. 4 June.

Business and Business Schools Need to Look Towards the UN’s Sustainable Development Goals

Goal1Guest Post from Matthew Gitsham, Anthony Buono, Jean-Christophe Carteron, Jonas Haertle

The United Nations was established at the end of World War II with the goal of ensuring peace and security. As the decades have passed, it is increasingly clear that achieving this goal requires not just short-term diplomacy, but also long-term investment in tackling the root causes of conflict: confronting poverty and environmental degradation and promoting human rights – building what is now dubbed a “safe and just space for humanity.”   

To help achieve this, the UN is now coordinating the world’s largest-ever consultation, developing ‘Sustainable Development Goals’ (SDGs) to guide national policymaking and business strategy 2015-2030. This is a strategic planning exercise for humanity.

Sustainable development has come a long way since the phrase was coined in 1987 and has gone from fringe to mainstream in business.

Certainly, there are still plenty of businesses resisting sustainability – Oxfam research suggests businesses spend €44m a year lobbying Brussels to weaken EU climate regulations. Yet some of the strongest advocates for more ambitious action on sustainability are now in the business community. For example, Philips, Yara, DSM, GSK and SABMiller are now putting goals on wellbeing and sustainability at the heart of their corporate strategies. At the recent UN Summit on Climate, over 1,000 companies from 60 countries called for a stable price for carbon.

In parallel, sustainability is moving to centre-stage in business education. The business community has taken the lead in calling for this, realising that new thinking and new competencies are required of business leaders – something hard to achieve without significant change in business schools.

Business schools are increasingly integrating sustainability themes into learning objectives and teaching approaches, and investing in faculty development. 73% of the Higher Education Institutions (HEIs) that committed to take action on sustainability at the Rio+20 Summit have now published details of their progress.

Business schools are also working collaboratively through platforms like the UN-supported Principles for Responsible Management Education (PRME), the Academy of Business in Society, and the Globally Responsible Leadership Initiative. Over the past two years for example, PRME has created a group of champion schools and eleven regional chapters, as well as delisting those schools that fail to report any progress.

Regulators, accreditors and rankings providers have stepped up too. In the UK, the Quality Assurance Agency for Higher Education (QAA) recently published guidance setting out how it expects HEIs to integrate sustainability themes into learning objectives, teaching approaches and assessment. Ethics, responsibility and sustainability now make up roughly 14% of the accreditation criteria for the European Quality Improvement System (EQUIS), one of the chief accreditors of business schools. BusinessWeek now includes sustainability in its ranking of business schools.

But as businesses push for the SDGs to be as ambitious as possible, what do we in business schools still need to do? Goal5

We need leadership from deans and faculty to build on the progress we’ve made already – we need to think collectively about what our fundamental purpose and contribution to the SDGs is, and how we make that real in what we do. We need to align research and education towards contributing to the new SDGs, embedding sustainability across the curriculum and how we manage our campuses.

And we need more help from others. Regulatory authorities need to follow the lead of agencies like the QAA, accreditors like AACSB should follow the lead of EQUIS, those like the Financial Times and QS providing rankings need to follow the lead of BusinessWeek. We need to build on all these emerging efforts to develop a really thorough and robust mechanism for providing prospective students and employers a real benchmark in understanding how well different schools are doing.

This is how we as business schools will remain relevant and play our part in developing a generation of business leaders who can play an active role in achieving the SDGs.

Matthew Gitsham is director of the Centre for Business and Sustainability at Ashridge Business School, UK. Anthony Buono is professor of management and sociology and director of the Alliance for Ethics and Social Responsibility at Bentley University, US, Jean-Christophe Carteron is director of Corporate Social Responsibility at Kedge Business School, France, Jonas Haertle is Head, Principles for Responsible Management Education Sec & Academic Affairs, UN Global Compact Office, United Nations.

Call for Applications: President Clinton One Million Dollar Challenge

HultPrize logoCall for applicants tackling early childhood education! Final deadline for applications is 21 December 21 2014.  Apply now by visiting the Hult Prize.

The Hult Prize Foundation is a start-up accelerator for budding young social entrepreneurs emerging from the world’s universities. Named as one of the top five ideas changing the world by President Bill Clinton and TIME Magazine, the annual competition for the “the Hult Prize” aims to identify and launch the most compelling social business ideas—start-up enterprises that tackle grave issues faced by billions of people. Winners receive USD 1 million in seed capital, as well as mentorship and advice from the international business community.

You are invited to apply to the 6th annual Hult Prize! Each year, the Hult Prize awards US$ one million in start-up capital to the team of students that creates the top sustainable start-up which can solve President Bill Clinton's challenge.

This year, early childhood education is tackled and regional rounds of competition in Boston, San Francisco, London, Dubai and Shanghai will be held.

Applying is easy, and does not require you to submit an idea! Open to every college and university student on the planet, the Hult Prize is calling on you to create the next big company that gives children around the world access to early education. If you advance to one of the regional final rounds, you will then pitch your start-up enterprise to a panel of esteemed judges. One winning team per region will advance to our summer accelerator program and compete in the Global Finals which is hosted by President Bill Clinton at the Clinton Global Initiative annual meeting in September. The winner will take home one million dollars to launch their new company that will change the world!

Join the world's largest student competition and crowdsourcing platform for social good and compete to launch the next bid idea that will change the world! Please go here to find out more about past winners, for instance the 2013 Hult Prize winning team on Global Food Crisis was: Aspire | McGill University. You can apply now by visiting The Hult Prize.

Leading Across Borders & Generations: Call for Submissions

ILA callpapersThe 17th Annual ILA Global Conference will take place 14-17 October 2015 in Barcelona, Spain.  You are kindly invited to submit proposals for the theme: “Leading Across Borders and Generations”

The 2015 conference theme, Leading Across Borders and Generations, may at first appear simplistic; however, further consideration underscores its inherent complexity. Leading refers both to the persons leading (the leaders) and the processes that they and others engage in together (leadership). While borders and generations might seem unrelated, their pairing draws attention to how each generation perceives and experiences the concepts of borders and leading.

Borders can be physical or invisible, natural or constructed, crossed casually or cautiously, associated with pride or defeat. The experiences of each generation arguably impact their perceptions concerning the relevancy of borders. Compare, for example, the experiences of younger Europeans who have always traveled easily between EU countries, with those elders who remember challenges crossing some of the same borders during WWII, to others who live within newly created or erased borders. Now, those traveling through cyberspace may question the relevance of borders entirely.

Every day, wicked problems – epidemics, climate change, terrorism, and scarcities of water, food, and energy – confront humanity without regard to borders. At the same time, breakthrough research is advancing the human life span to over 100 years, creating a population that spans not three but five generations. Identifying, respecting, and engaging the mindsets and skillsets of each generation will greatly improve the chances of discovering and successfully implementing solutions.

Whether considered literally or metaphorically, the challenges associated with Leading Across Borders and Generations are often significant, requiring an understanding of and attention to history, cultures, attitudes, and laws. These same factors can complicate leadership processes and transitions. An emerging emphasis on cross-sector leadership approaches requires new levels of understanding and cooperation.

The conference presentation tracks break down into: All-Conference Theme, Business Leadership, Leadership Development, Leadership Education, Leadership Scholarship, Public Leadership, and Youth Leadership.

The deadline for ALL submissions is 1 February 2015.  Session Submissions can take the format of: Panel Discussion, Refereed Symposium, Symposium, Workshop or Pre-conference Workshop.  Individual Submissions can have the format of: Individual Presentation,  Interactive Roundtable Discussion, Paper Presentation, Refereed Paper Presentation, Display Poster or Refereed Display Poster.

Please consult the ILA website for a detailed Call for Proposals as well as for all conference information.

Survey Results: E-Learning in European Higher Education Institutions

EUA logoThis new EUA publication analyses the results of a survey conducted by EUA in late 2013 which gathered 249 answers from higher education institutions (HEIs) from across Europe. Key findings include:
  • The vast majority of institutions offer blended learning and online learning courses (91% and 82% respectively).
  • Less frequent, but seemingly also on the rise, were other forms of provision such as joint inter-institutional collaboration and online degree courses.
  • Nearly half of the surveyed institutions said they already had an institution-wide strategy (for e-learning) in place, and one fourth were preparing one.
MOOCs are still of high and seemingly growing interest at European universities. At the time of the survey at the end of 2013, only 31 of the responding institutions (12% of the sample), offered MOOCs or were just about to launch them. But almost half of the institutions that did not offer MOOCs indicated their intention to introduce them. The motives for developing MOOCs were generally: international visibility was by far the most common motivation followed by student recruitment. Other prominent motivations were the development of innovative teaching methods and rendering learning more flexible for the institution’s own students.

EUA elearning coverThe 92-page report has dedicated sections detailing:
  • National and institutional strategies
  • Institution-wide use of e-learning and types of provision
  • Flexibility of online learning
  • Number of students engaged in e-learning
  • Use of e-learning in disciplinary and generic skills teaching
  • Infrastructure and support
  • Support and incentives for students and staff
  • Institutional management and coordination
  • Quality assurance
  • Real and intended benefits of e-learning
  • Future prospects for e-learning
  • Institutional take-up of MOOCs in Europe
  • Institutional experience of MOOCs
 For further details, you can download for free the 92-page report.

New CLIP Report Showcases 70 Best Practice Examples in Corporate Learning and Development

CLIP Report2014coverCompanies are under ever greater pressure to manage their learning and people development processes strategically. EFMD's Corporate Learning Improvement Process (CLIP) was created to provide an assessment tool, that seeks to identify the key factors that determine quality in the design and functioning of corporate learning organisations.  

The third edition of the CLIP report is now available and excellent practice examples detail how the CLIP-accredited companies have successfully been approaching learning and development challenges. The 70 examples are organised under five main headings:

Contributing strategically
This section deals with planned change and organisational development. The examples highlight successful approaches in making learning the strategic agent for transformation, a corporate cultural integrator or a global integration process. Strategic contributions by a CLO can take the approach of development consulting for the business units or implementing myriad learning strategies. Other examples explore client training as a strategic activity, initiatives aimed at managers in particularly uncertain environments or the co-production of change management interventions.

Integrating people processes
Achieving more impact for learning is the overall driver in the examples in this section, with integration of people processes as the common denominator. The three-way interface between people development, line management and learning is all-present. Context must also be taken into account. Varying from one CLO to the other, the focus may be on covering the most strategic executives, tilting towards strategic workforce planning or implementing an expanded learning mandate covering some 10,000 managers.

Positioning the learning organisation
The examples in this section revolving around positioning are mostly internally focused on the integration towards a single source of formal training, the implementation of a global matrix structure or the establishment of centres of expertise. Budgeting issues and governance mechanisms as well as the role of learning as branding ambassador for the group are also covered.

Designing learning services
The 14 examples in this section break down into three types. While there is no clear-cut demarcation line, there are elements related to balancing internal and external resources, choreography of learning experiences (curriculum, methodologies, evaluation and physical environment) and to multi-location deployment. Expertise of corporate learning team members is the overarching driver when it comes to successful implementation.

Sequencing learning initiatives
The CLIP body of knowledge suggests that sequencing learning initiatives is a major approach for CLOs to achieve a greater impact on business results. The examples in this section focus on talent pipeline interventions and learning paths. It is the interplay between didactic methodologies and the profiles of learners that drives success.

This 2014 report is based on over 500 days of learning expert reviews and allows to observe that transitioning to a learning environment that is grounded in the workplace reality of learners is aclip challenge for any corporate learning function.

CLIP involves internal self-assessment against a set of rigorous standards drawn up by leading members of the corporate learning community is combined with external review by experienced peers. The CLIP Criteria Framework consists of nine chapters, 28 standards and 128 criteria.

Companies having achieved the CLIP accreditation are: Akademie Deutscher Genossenschaften ADG, Alcatel-Lucent, Allianz SE, ArcelorMittal, BBVA, Capgemini, Credit Suisse AG, EDF Group, Gas Natural Fenosa, GDF SUEZ, Grupo Santander, MLP Finanzdienstleistungen AG, Novartis International AG, PSA Peugeot Citroën, Siemens AG, Swiss Reinsurance Company Ltd, UniCredit Group.

If you would like to receive a copy of the latest CLIP report please email Mrs Shanshan Ge.

Successful Launch of ‘An Engaging Place to Work’ Special Interest Group

engageAchieving high levels of employee engagement remains a key priority for many companies, yet it also is challenging especially given the current difficult economic environment. The Special Interest Group (SIG) “An Engaging Place to Work” has started to explore strategies to build the “workplace of your dreams”. The goal is to advance the critical field of employee engagement in concrete terms, by creating a menu of “best practices” and jointly developing innovative “next practices”.

Ten leading companies are participating in this SIG: Allianz, Alstom, Baloise, Mazars, Merck/MSD, Pirelli, Repsol, Swiss Re, UBS and UniCredit.

The group met for the first time in early November 2014. The meeting was facilitated by Dr Siegfried Hoenle and Dr Simon Stoepfgeshoff and focused on three key questions:

  • How can we make engagement a true business priority?
  • How can we facilitate an effective process to improve engagement levels in a complex, multi-layered global organization?
  • How we shape key engagement drivers to drive successful outcomes?
The case examples and open discussions generated no easy answers, but many new practical insights and immediate take-aways:

  • Where companies use an engagement survey, why not rotate responsibility from department to department rather than keeping it in HR?
  • We know from research that higher engagement leads to higher client satisfaction and higher profits: starting with employee centricity might be the key to sustainably higher performance.
  • Technology allows for new ways to enhance employee engagement: on-line “Jams” allow the totality of a global workforce to get into a dialogue across hierarchical levels.
The member-driven SIG will “keep engagement up” and meet again, both virtually and face-to-face. Among other subjects, it will review how companies can engage the Gen Y employees, lovejobchallenge the assumption that engagement always has to be surveyed and study company examples of engagement leaders.

Also, in the spirit to foster peer learning and peer exchange, more successful case examples will be reviewed and discussed, also from companies which have implemented a unique model of engagement in an unconventional way.

The next face-to-face-meeting will be hosted by Repsol in Madrid on 26- 28 April 2015.  Several virtual sessions will be conducted in its build-up.

If your organization is interested in joining this SIG, please note that few places are still available at reduced fees.  For more information, please contact Mrs. Shanshan Ge.

EFMD Corporate Advisory Seminar - New Frontiers in Employee Engagement

brainYou are warmly invited to discover, share and discuss the outputs from the EFMD Special Interest Group on “An Engaging Place to Work”, by joining us on 28 April 2015 at Repsol in Madrid, Spain for a one-day EFMD Corporate Advisory Seminar.

Across industries and geographies the question of how a company can become and stay an engaging place to work is being discussed with increasing intensity. Not only is creating an engaging place to work the right thing to do from a human and organizational health perspective, it also translates into significantly enhanced financial results. Creating a place where employees are happy and proud to work for is one of the few opportunities for leading companies to differentiate themselves lastingly from the competition.

This is why the EFMD Special Interest Group (SIG) “An Engaging Place to Work” has been exploring new and practical ways to conceptualize, measure and enhance employee engagement. In this SIG leading brands like Allianz, Alstom, Baloise, Mazars, Merck, Pirelli, Repsol, Swiss Re, UBS and UniCredit have joined forces to share, debate and look ahead. The goal has been to advance the state of practice in concrete terms, creating a menu of “best practices” and jointly developing innovative “next practices”.

In this Corporate Advisory Seminar (CAS) we would like to share the insights resulting from our intense exchange and debate them with an enlarged group of high-calibre-practitioners. In particular, we would like to jointly look into the future of engagement and explore answers to some imminent questions, like, for example:

  • What are the key drivers of engagement, now and going forward?
  • Beyond running surveys: how can we make engagement relevant and actioned-upon in our organizations?
  • What are new an unconventional ways to create work places that allow employees to happily perform and innovate?
This seminar will build on practical research and cases, leveraging applied social science and leading business practices. Sharing is at the core of what we do and we look forward to assembling a truly engaged group of practitioners to push the boundaries in this field.

Dr. Siegfried Hoenle, Managing Director of Talent & Leadership Solutions and Visiting Professor at IE Business School, has agreed to facilitate the SIG and Dr. Simon Stoepfgeshoff, Director of Corporate Programmes at Executive School of Management, Technology and Law at St Gallen, will provide inputs and co-facilitate this seminar. Further guest speakers will provide input on critical topics of interest.

This workshop is dedicated to corporate learning and corporate HR practitioners from companies. EFMD corporate members benefit from a reduced participation fee. For more information, please contact Mrs. Shanshan GE.

EQUIS XXL Accreditation Seminar

equis2013You are cordially invited to join our EQUIS XXL Accreditation Seminar and gain first-hand insights on how to manage an EQUIS accreditation project successfully!

EFMD is offering this 2-day EQUIS XXL Accreditation Seminar on 18-19 February 2015 at the EFMD office in Brussels, Belgium.

The Seminar follows a new format that has been specially designed to provide in-depth guidance on how to successfully complete the different steps of the EQUIS accreditation process. A similar format has already been offered twice to the EPAS community with great success.

Participants will gain detailed understanding of how to compile a Datasheet and Self-Assessment Report, how to organise an effective Peer Review Visit and how to manage the post-accreditation phase including the write-up of progress reports. The objective of the Seminar is to move distinctly beyond the EQUIS documents and to let participants gain in-depth knowledge on the Dos and Don’ts of managing an EQUIS accreditation project.

The Seminar is targeted at institutions already awarded eligibility or accreditation as well as institutions currently preparing their application for eligibility. It is relevant for Accreditation Officers (EQUIS Project Leaders), Deans and Associate Deans in charge of accreditations.

Participants must already possess a good working knowledge of the EQUIS system, which requires at the very minimum, a careful study of the EQUIS documents (Standards & Criteria, Process Manual, Process Manual Annexes) before the start of the Seminar.

School representatives looking for an introductory overview of the EQUIS system are explicitly discouraged from registering for this Seminar.

Please note that the number of places is limited, so please register today to secure your attendance. You can view the complete programme here. Or please do contact Marielle VAN RENTERGHEM with other questions. We are looking forward to welcoming you in Brussels. The EQUIS Team.

Call for Papers: Legitimacy and Impact of Business Schools and Universities

HERC15 banner-bannerIt is our pleasure to announce that the submission of papers for the 2015 EFMD Higher Education Research Conference  will open on the 1st December 2014. We welcome and encourage submissions of research work within the following areas of academic enquiry:

  • Track 1: Legitimacy of business schools and universities
  • Track 2: Impact of business schools and universities

All submissions will be subjected to a competitive double-blind review process on the basis of originality, rigour and relevance. Preference will be given to papers that deal directly with impact and/or legitimacy of business schools and universities. The best proposals will qualify for presentation at the conference.At the end of the conference, the best papers will be invited for a regular submission to a special issue of a peer-reviewed journal.

HERC15 datesThe Annual EFMD Higher Education Research Conference serves as an anchor event for a community-building effort to encourage research on busi ness schools and their role in higher education. It also serves as a platform to facilitate the cross-fertilization of research by scholars from management, higher education, as well as other fields.

The forthcoming conference taking place in Oxford on 3-4 June 2015 will be the fourth organised in this series. Previous events have been hosted by The Lorange Institute of Business in Switzerland, Paris-Dauphine University in France and the Stockholm Business School in Sweden.We look forward to receiving your submission and welcoming you in Oxford!

If you have any questions, please do contact the EFMD Research and Surveys team. Also please do pass this message onto any of your colleagues who might be interested in submitting a paper.

Pathway: A Tool for Telework Placements Abroad

Pathway bannerStudents need international experience and strong foreign language experience to be competitive on the employment marketplace while to keep growing companies nowadays find it necessary to develop an international growth strategy. One innovative way to meet both these needs is for companies to have international interns work remotely. The Pathway tool supports internships at-a-distance from start to finish.

Developed during successful experiences of virtual internships using open source code. It allows higher education institutions to offer companies:
  • Access to qualified students, coached by academic mentors,
  • Cost-effective channels to new knowledge, new markets and native language speakers,
  • A possibility to further explore the trend of teleworking
The main features of Pathway:
  • Best practices to follow for the organization of virtual internships,
  • Matching students with internship offers,
  • A model internship charter between student, study programme and company, including communication, tasks, deliverables and deadlines,
  • Follow-up and evaluation system for interns from a distance.
Use it free! The open source code to develop a Pathway tool for your institution is available for download. The manual and screencasts explaining the use of the tool are available via this web address as well. The Pathway software is also available as open source code, under the GNU General Public Licence. The software can be freely used, changed, and shared (in modified or unmodified form) by anyone who wants to develop a customized version of the tool or who wishes to integrate it in an already existing system.

Pathway logoAdditional insights about setting up a university – business partnership in order to support long-term use of the Pathway tool can be obtained from the PROVIP website. Should you require further information please contact mariet.vriens@kuleuven.be, or address your questions to Boriana.marinova@efmd.org

The Pathway tool is one of the main outcomes of the PROVIP project. Pathway was developed as a tool to support the internship process and tested during PROVIP. Document sharing is possible but Pathway is not intended as a system for content collection. The privacy of the internship content remains subject to the agreement between student and company. Content that is shared is protected through standard web security protocols and guidelines.

Business School Accreditation: Inside Insights

Please read on to find out about the long-term rewards of accreditation in four top schools as well as the challenges for accreditation bodies:

Grenoble logoGF kemmyGrenoble Business School and Kemmy Business School: Embedding Accreditation Management
Julie Perrin-Halot (Grenoble Ecole de Management, France) and Rachael Weiss (Kemmy Business School, University of Limerick in Ireland) argue that it provides long-term rewards when accreditation management is embedded into the life of institutions: “It is what we are doing with our accreditations internally that provides the greatest value”.  Authors Perrin-Halot and Weiss believe that two primary factors are sustainable means of embedding accreditation:

  • Institutionalising accreditation: a quality office.
  • Operationalising accreditation: a system for data management, please click to read more.

GF IESAIESA Venezuela: How to get Accreditation Right
Maria Helena Jaén outlines the accreditation experience of IESA in Venezuela.

  • Accreditation is a tough decision, touching on a school’s foundations and posing strategic challenges noy only for students and alumni but most especially for the school’s leadership, faculty and administrative staff.
  • Our experience with accreditation shows that the process requires committed academic and administrative leadership, supported by faculty members who are convinced that attaining accreditation is good for the school and for themselves. Please click to read more.

HEC-Liège: From EPAS to EQUIS and AACSB … and from AACSB to EPAS
GF14 3 HECL logoThe mix of EFMD and AACSB accreditation models helped achieve a rapid improvement of the quality assurance system.  Anne-Joelle Philippart (HEC-Liège in Belgium) describes the key steps of :

  • Involving stakeholders, both internal and external.
  • Defining  graduate profiles documented by about 15 measurable Intended Learning Outcomes.
  • Re-organising faculty members around education background and qualification maintenance.
  • Clarifying the school’s mission, vision and strategy, please click to read more.

The Challenges facing business school accreditation
Business schools face many serious challenges that, as Michael Osbaldeston explains, have deep implications for accreditation bodies. Michael highlights that:

  • GF 3logosEQUIS was conceived as an accreditation system rooted in respect for diversity of institutional and cultural contexts. It promotes no “one best model” of a business school and does not impose standardisation of programme design, course content or delivery mode.
  • Two issues at the heart of EQUIS that have engendered continuous debate since its foundation are exactly what is meant by the term “internationalisation” and how best to assess “high-quality research”, please click to read more.

Intended Learning Outcomes (ILOs): A Key Aspect of Programme Accreditation
ILOs seem to cause many schools and programme directors considerable difficulty or even resistance, Chris Greensted and Ulrich Hommel examine the issues.

  • ILOs are a statement of what a student will know and be able to do at the end of a (degree) programme or at the end of each component course.
  • ILOs should not only be clearly written but their achievement should also be measurable in some form.
  • Six principles for developing ILOs. Please click to read more.

If you are interested in knowing more about EQUIS, or about EPAS or about EFMD Deans Across Frontiers (EDAF).

Call for Papers: Cosmopolitanism, Innovation and Society

EURAM15 bannerThe next EURAM conference will take place in Warsaw, Poland on 17- 20 June 2015, hosted by Kozminski University. The theme of the conference “Uncertainty is a great opportunity” is aimed to open an interesting and fruitful dialogue about why contemporary management theory and practice do not adequately address the phenomenon of uncertainty.

You are kindly invited to submit your paper to the EURAM’s Strategic Interests Groups (SIGs) or to the Conference General Track. Please click for full details. EURAM conferences provide an ideal opportunity for scholars and practitioners, as well as doctoral students to share and discuss their most recent high quality work with other experts in their research fields.

Professors Katerina Nicolopoulou (Strathclyde Business School), Nada Kakabadse (Henley Business School) and Jose Alcaraz (Murdoch University) will be chairing the EURAM track theme on “Cosmopolitanism, Innovation and Society (SIG Innovation). A cosmopolitan disposition (mindset, ways of thinking) is an important angle in conceptualizing, operationalizing and managing issues of contemporary transnational relevance such as innovation, as well as issues with societal relevance, in the inter-related areas of sustainability, leadership and entrepreneurship. Please do check the more detailed SIG description and submission guidenlines.

The dominant stream of thoughts tells to safeguard against uncertainty, although on both theoretical and practical grounds we should ask if that is possible. Uncertainty is seen as an unpredictable force that can jeopardise our organising efforts. Uncertainty is supposed to leave us in the dark and not knowing what to expect and when. Moreover, the uncertainty that we are living in today is not limited to financial markets, economic and socio-political macro environments. In the age of hyper connectivity the uncertainty we are facing is evident in virtually all areas of the organisational life.

At the EURAM’ event, responses will be sought to the following questions:
  • How and in which ways do the drivers of uncertainty change?
  • What resources do organisations need to develop in order to capture the changes that uncertainty may bring?
  • Which organisational forms and configurations respond better to the challenges of uncertainty?
  • What concept of leadership is most suited to steer organisations through the waves of unexpected and unpredictable storms?
  • How can we better educate people to make them more competent individuals who are confident with uncertainty?
  • How should organisations manage their boundaries in order to be able to absorb changes that uncertainty causes?
  • Are the concepts that we already seem to know well such as innovation, knowledge, intellectual capital, leadership, responsibility, sustainability, diversity assuming new meanings at the time of uncertainty?
If you wish to submit a paper, the important deadlines are: Deadline for paper submission: 13 Jan 2015; Notification of acceptance: as of 17 March 2015; Early bird: 9 April 2015; and Authors late registration: 21 April 2015. For all latest updates, please check the conference website.

2015 EFMD MBA Conference in Rome - Early Bird Deadline Approaching

Please join us in Rome from the 8-10 March 2015 for EFMD’s 2015 MBA Conference, hosted by LUISS School of Business and Management.mba2015

The conference theme is Redesigning the MBA and our Steering Committee has put in place a programme that will address many of the current concerns and challenges facing the MBA. Sessions include:

What will the world look like in 2020? Tim Jones, Director, The Future Agenda, UK

Panel - What will the MBA look like in 2020?
Three speakers from different backgrounds will share their perspective for the future. What will change, what will disappear and how does your school need to adapt?
Luigi De Vecchi, Chairman Continental Europe for Corporate and Investment Banking, Citi Bank, IT
Anna-Victoria Anderson, Current MBA Student, LUISS School of Business & Management, IT

Confessions of an MBA Director – Redesigning the MBA
How did you redesign your programme? What was the consultation process and which challenges did you encounter? Gloria Batllori, Director, MBA Programmes, ESADE Business School, ES

The conference will also give you plenty of time and opportunity to network and discuss with colleagues and peers in moderated discussion groups on topics such as:
  • Student expectations: Students or customers? How do you set limits? What does this new relationship mean for your institution?
  • Innovative ways to capture student experience: Blogs, apps, videos, social media etc. How do your students really experience your programme? How can you use their insights to improve the student experience?
  • Faculty management: How do you get your faculty to be more student-responsive and student-focussed? How do you help foster new teaching styles?
  • Engaging corporate partners: How can you involve corporate partners and make sure your teaching caters to their needs?
The EFMD MBA community is one of the key global MBA networks and the aim of the conference is to bring together MBA directors (full-time, part-time, distance learning or executive) to share and exchange ideas whilst also providing practical tools and examples that are applicable for your day-to-day work.

By registering before 28 November 2015, you will benefit from our advantageous early bird registration fee.

More information on the conference programme, speakers and logistics is available via the EFMD website. With other questions, please contact Diana Grote.

Hopefully we will  see you in Rome next spring!

2014 State of the Industry Report: Spending on Employee Training Remains a Priority

ATD Industryreport2013 saw organizations continuing to invest in training and development for their employees. Technology continues to play a significant role in the delivery of training while the role of instructors remains steadfast.

The Association for Talent Development's, "ATD 2014 State of the Industry report" paints a picture of an industry that is stable and consistent. A diverse group of 340 organizations participated to this survey in the period May-July 2014. The main findings include:

  • In 2013, organizations on average spent $1,208 per employee on training and development. This is a small 1 percent increase over last year.
  • The number of learning hours used per employee also slightly increased to 31.5 hours from 30.3 hours.
  • On average, direct learning expenditure per employee is $1,208, however, there are many factors that influence this number for an organization. The size of the organization and industry in which it operates are two significant influencers.
  • The cost per learning hour available slightly increased from 2012 to 2013. In 2013, organizations report that the cost to have one hour of learning available was $1,798, which is a 1.5 percent increase over 2012, or $26. After several years of significant increases, the cost per learning hour used fell in 2013 by $15, which could mean organizations are effectively distributing training to more employees. This theory is supported by the decrease in the reuse ratio, which fell from 47.5 in 2012 to 46 in 2013.
  • The reuse ratio compares the number of learning hours available with the number of learning hours used. Typically the reuse ratio ranges between 40 and 60. This shows that organizations are providing a healthy amount of new content while effectively using existing content.
  • Organizations continue to spend almost two-thirds of their direct learning expenditure on internal services (63 percent). Internal services include items such as the learning department staff salaries (including benefits and taxes), travel costs for the learning staff, administrative costs, nonsalary development costs, and nonsalary delivery costs (for example, classrooms and online infrastructure)—but does not include learners' travel expenses or loss of work time.
  • External services—which include consultants and services, content development and licenses, and workshops and training programs—account for 27 percent of expenditures, and tuition reimbursement accounts for 10 percent. This distribution is relatively unchanged from 2012.
  • Learning departments are responsible for providing content that addresses a wide variety of topics and needs. About one-third of their content is focused on managerial and supervisory skills, mandatory and compliance training, and profession- or industry-specific training. The remaining two-thirds of content cover topics such as processes and procedures, customer service, sales training, and executive development, to name a few.
  • Training is available in a variety of delivery methods. More than two-thirds of organizations' formal learning hours involve an instructor, 55 percent take place in an instructor-led classroom, 9 percent is led online by an instructor, and 5 percent is led remotely by an instructor.
  • Twenty-five percent of training hours used were completed through an online course, with 16 percent using a self-paced online program. Formal training hours continue to most often involve an instructor, with 70 percent of training hours used in 2013 being led by an instructor. The amount is unchanged from 2012.
For more details, please go to the analysis by author Maurie Miller. Also available for you is a 10 mins podcast from the ATD, Association for Talent Development.

IMD Releases New World Talent Ranking

imdIMD has just released its first annual World Talent Report. The report introduces the IMD World TalentRanking based on the long-established IMD World Competitiveness Yearbook. It assesses a country’s ability to develop, attract and retain talent for companies based on three factors:
  • Investment and development in local talent, reflecting investment in education: including: Public expenditure on education (in total and per pupil), Pupil-teacher ratio (primary and secondary), Apprenticeship, Employee training, Female labor force
  • Appeal, reflecting ability to retain home-grown talent and attract overseas talent: including: Cost of living, Attracting and retaining, Worker motivation, Brain drain, Quality of life, Foreign skilled people
  • Readiness, reflecting a country’s ability to fulfil market demands with its talent pool: including: Labor force growth, Skilled labor, Finance skills, International experience, Competent senior managers, Educational system, Science in schools, University education, Management education, Language skills
IMD TalentRankingThe top countries have a balanced approach to the three factors,” said Professor Arturo Bris, Director of the IMD World Competitiveness Center.

The ranking is based on over 20 indicators, some statistical and others drawn from an IMD survey of 4,300 international executives. The Competitiveness Center’s database tracks the evolution since 2005.  Highlights of the report include:
  • The ranking is led by Switzerland (1), Denmark (2), Germany (3), Finland (4) and Malaysia (5). The US comes in 12th. At the bottom are Venezuela (59) and Bulgaria (60).
  • In investment and development, Denmark leads ahead of Switzerland (2) and Austria (3).
  • Switzerland leads in appeal, followed by Germany (2), and the US (3).
  • Switzerland is highest-rated for readiness, ahead of Finland (2) and the Netherlands (3).
  • Based on data from 2005 to 2014, Canada, Denmark and Switzerland are the only countries ranked in the top 10 every year. Sweden has been in the top 10 since 2007. Singapore reached the top 10 in six of the ten years.  
Changes in ranking from may stem from economic or socio-political issues that affect policies,” Bris said.
For more details, please download the 48-page report. The IMD World Talent Ranking as a table is also freely available.

The Class of 2014: Insights from the Newest Crop of B-School Alumni

gmacA graduate business education continues to be a rewarding experience for students in terms of their personal and professional experience as well as financial gains. GMAC collected survey responses from 849 global alumni who graduated in the class of 2014 in the annual poll conducted in September/October 2014, and highlights include:

Employment Rates for Class of 2014 B-School Alumni: Alumni from programs located in the United States and India had greatest rates of employment participation (ranging from 82% to 98% depending on degree type) compared with alumni elsewhere in Asia-Pacific, Europe, and Canada.

Employment Spans Many Sectors: The most common industry sectors by citizenship for class of 2014 b-school alumni are:
  • Africa/Middle East: Products and services (39%), technology (17%)
  • Asia-Pacific: Consulting (26%), finance and accounting (26%)
  • Canada: Consulting (33%), finance and accounting (22%)
  • Europe: Consulting (32%), product and services (21%)
  • India: Technology (28%), consulting (25%)
  • United States: Products and services (19%), finance and accounting (16%)
GMAC alumniStarting Salaries Vary by Work Location: As with employment findings, starting salaries for class of 2014 alumni are influenced by a number of factors, such as years of work experience, industry, and job function, as well as differences in regional industry norms and cost-of-living, for example. The graphic at the right shows the median annual base salary by work location (please see chart).

Outcomes Drive Value of Business School:
  • Ninety-five percent of these new business school alumni consider their degree to be a good to outstanding value.
  • These recent alumni base their value assessments on outcomes—how their graduate management education prepared them for their careers, developed their qualitative analytical skills, and laid the groundwork for leadership positions.
  • In addition, they linked increased earnings power, quantitative skill development, and opportunity to build a professional network to overall value.
  • An overwhelming majority (95%) of class of 2014 alumni would recommend a graduate business degree to others.
  • A variety of other measures illustrate this, as well—92% of alumni agree their education was personally rewarding, 88% professionally rewarding, and 66% financially rewarding. Fresh from completing their programs, when asked if they would still have pursued a graduate management degree, 93% would still do so
For more details, please download the article from this week's GMAC News.

Talent Management: Instrument for Business Transformation

Heidrick Struggles coverAccording to this new White Paper by Heidrick & Struggles the key charge for the Chief Human Resources Officer (CHRO) functionally is to turn talent management into an instrument of business transformation that advances strategy, develops agile leaders, and coalesces in culture. As CEOs have increasingly recognized the value of talent to drive business outcomes, CHROs are expected to transform traditional HR practices into powerful competitive advantages creating a new way of working in a world of continuous change.

Transforming People = Transforming Business: As chief change officer, exceptional CHRO seek to do the following:
  • Transform and leverage HR technology
  • Cultivate a compelling employer brand from the inside out and the outside in
  • Innovate in engagement and retention strategy
  • Re-focus leadership development
  • Lead continual cultural renewal and organisational reshaping
For more information, please download the 12-page paper from Heidrick & Struggles.

For talent development, you may also be interested in the 2014 Winners of the EFMD Excellence in Practice Awards.  You can for instance attend the upcoming EFMD Webinar on 1 December: Crossing the Chasm: How the Saltire Fellowship Programme is Developing Entrepreneurial Leaders for Scotland: Saltire Foundation & Babson Executive Education, Babson College. It is the SILVER Award 2014 winner in the category of Talent Development.

You can also read about the GOLD Award 2014 in “Talent Development": Developing International Leadership Talent and Stimulating Significant Culture Change: FrieslandCampina & Ashridge Business School. It is available from the EFMD ISSUU library
In “Solving the global talent equation”, Mike Johnson offers thoughts in this Global Focus article on the challenges facing business leaders tasked with managing organisations today and tomorrow.  Mike Johnson is also author of “The WorldWide WorkPlace: Solving the Global Talent Equation", Palgrave 2014
Real-life, real-time learning is explored in another recent Global Focus article: Executive Development: A cry for immediate impact. Authors Thorsell and Bridge at Mannaz argue that executive development today is about immediate impact with instant relevance to increasing performance.

Impact of Rankings on European Higher Education Institutions

EUA Rankings coverThe "Rankings in Institutional Strategies and Processes" project is the first pan-European study of the impact and influence of rankings on European higher education (HEI) institutions. It covers 171 HEIs in 39 countries. The new 59-page research report is available for free as a EUA Publication. The report concludes that cross-national comparisons are an inevitable by-product of globalisation and will intensify in the future. It is crucial, therefore, that institutions improve their capacity to provide meaningful, comparative information about institutional performance to the public.  The authors refer to an institution’s capacity to generate comprehensive, high-quality data and information to underpin strategic planning and decision-making. The key findings can be summarised as follows:

  • Identifying the precise role that rankings play in institutional strategies and processes is challenging due to the complexity of the context in which the HEIs operate and the number of factors that HEIs need to take into account when developing their strategies.
  • The term “ranking” has come to be used as tantamount to any measurement of higher education performance. This interchange of concepts may arise because regardless of the accountability or transparency instrument in question, the results are often displayed as a league table or ordinal ranking.
  • HEIs pay attention to rankings as one source of information among others. The way in which HEIs study or reflect upon rankings is not systematic or coherent, and may occur at an informal as well as at a formal level.
  • The main user groups of rankings identified in the project were both external (governments or education authorities in general and international students) and internal (institutional leadership and the academic community as a whole).
  • While HEIs can be highly critical of what is being measured and how, the evidence showed that they can still use rankings in a variety of ways: i) to fill an information gap; ii) for benchmarking; iii) to inform institutional decision-making; and last but by no means least iv) in their marketing efforts.
  • The institutional processes that are impacted by rankings fall into the following four categories: i) mechanisms to monitor rankings; ii) clarification of institutional profile and adapting core activities; iii) improvements to institutional data collection; and iv) investment in enhancing institutional image.
  • Thus, rankings have helped generate a greater awareness of the changing dynamics of the higher education environment, both nationally and internationally, and especially in response to increasing focus on quality and performance.
Finally, the report provides a 16-point Framework for Guiding Institutional Responses to Rankings centered around four core questions:
  • What is your institution trying to do?
  • How is your institution trying to do it?
  • How does your institution know it works?
  • How does the institution change in order to improve?
For more information, please download the full report from the EUA website.

How Being Embedded in your Region Helps Growth

GF14 3 BSISventThomas Bieger explains how the University of St.Gallen used the new Business School Impact Survey to consolidate and build on its local roots.

Imagine you are the chief executive of an airport whose customers are rather dispersed. Some of them live up to 100 miles away, which is true of a minimum of 40% of hub transfer passengers.Your main concern is your airport’s international positioning against the major hubs and their worldwide competition. Your main markets are international transfer passengers and international airlines. You therefore recruit top staff and specialists from an increasingly competitive international labour market.

However, access to local resources is key for the expansion of your airport, the local labour market, rail and road access, subsidies for those public services that your airport delivers and the development of neighbouring businesses. Simultaneously, the regional environment sees the negative impacts, such as direct externalities like noise; and many locals regard indirect externalities, such as the role of the airport as a representation of globalisation, as a threat.

Many companies with operations fixed to a specific location face similar challenges. They compete in international markets but have to combine their international reach – even their global reach – with their local and regional roots. They rely on local resources and regional and national laws regulate them.

BSIS SGallen logoThe same is true of business schools – not just traditional, campus schools but also multi-campus universities and virtual business schools offering pure e-learning
products. All of them need to nurture their local roots. For example, they need at least a legal local base to ensure accreditation. Further, they draw on the brand and image of their home base.

Compared to other institutions of higher education, business schools face a specific challenge regarding caring about this local “embeddedness” because:

  • their graduates work for global companies and not for the regional economy and society as do most medical doctors, lawyers and teachers that traditional comprehensive universities produce
  • to achieve their global ambition, they rely on the professors and leadership that the global faculty market provides
  • from the public’s point of view they are often those responsible for bad management practices and are even the source of economic crises. This is most predominant in respect of the best business schools in a country with a dominant market share. Many view these schools as embodying an ever-present risk that their alumni
  • will feature in tomorrow’s negative headlines about incompetent managers.

BSIS bannerAll of the above are reasons why the University of St Gallen in Switzerland has undertaken the Business School Impact Survey (BSIS) assessment process offered by EFMD Global Network and FNEGE (French National Foundation for Management Education).

The University of St Gallen’s vision is to establish and further its position in the worldwide university landscape. However, 20% of its overall financial budget originates from its region, the Canton of St Gallen, while only 10% of its students do.As one of 10 state universities in Switzerland, it is the only specialised
university whose graduates … please click to read more.

Needed for Success: Inclusive plus Responsible Leadership

Leadership Opp coverInclusive Leadership: Vertical, siloed business-hierarchies are being replaced with increasingly flat and modular structures, making a different type of leader essential for future success, according to this new report. It furthermore states that inclusive capabilities must become synonymous with excellent management and leadership. Through their skills in adaptability, building relationships and developing talent, inclusive leaders are able to increase performance and innovation.

This report suggests A Five-Point Framework for change. It sets out to develop and embed inclusive leadership over a two to three year timeframe, and should be used in tandem with the online resource kit which provides the practical tools.

The Framework acknowledges that each organisation has unique challenges, environments and cultures, and is designed to be flexible to those needs. It does not need to be used in a linear way:
  • Vision – set out why inclusive leadership matters to your business and set achievable targets
  • Lead – build a group of sponsors from across the business
  • Develop – put inclusive capabilities into the core of management and leadership
  • Embed – make inclusive leadership sustainable by embedding in day-to-day process
  • Evaluate – track impact and ensure accountability at the senior level
For more details, please download the 28-page report. The authors also identified three critical success factors to ensure the development of inclusive leadership in an organisation is successful and sustainable:
  1. Establish senior leaders and managers as sponsors and role models for inclusive leadership
  2. Build a group of change agents equipped to embed inclusive leadership
  3. Position inclusive leadership as part of an overall organisational programme of change

Leadership INSEAD logosThe five Dimensions of Responsible Leadership: A changing world demands a new leadership style emphasising societal impact and commitment to the common good. In this new article, Henri-Claude de Bettignies (INSEAD) highlights that this new leadership style consists of five dimensions: Awareness, Vision, Imagination, Responsibility and Action. All five dimensions need to be considered at the individual, organisational, and societal level. Please click to read the full article.

Making the Most of the Hiring Process

GF14 3 crsThe latest Corporate Recruiters Survey offers a positive MBA hiring landscape and highlights what is most important for employers in the process. Findings suggest both new approaches for students in the job search and what schools can do to increase placement rates. Christophe Lejeune and Michelle Sparkman Renz report.

Findings from the annual Corporate Recruiters Survey offer good news for class of 2014 MBAs, business schools and employers. Fewer companies surveyed report being focused on containing costs and efficiency and their hiring plans reflect it. Some 80% of employers worldwide plan to hire recent MBAs this year, up from 73% last year and 30 percentage points higher than in 2009, when just half of employers surveyed planned to hire MBAs.

The 13th annual survey  drew responses from nearly 600 employers, including 32 of the top 100 companies in the Financial Times. It was conducted by the Graduate Management Admission Council in partnership with EFMD and MBA Career Services and Employer Alliance. It offers insight into business school recruiters’ thinking and demonstrates the importance of internships, suggesting numerous ways that both schools and students can improve graduates’ chances of being hired.

Employers globally rated the hiring of past and present interns and on-campus visits as the most effective recruiting methods. European employers specifically cited internships as their most efficient means of identifying candidates to hire.

gmacBy hiring interns companies can observe first hand whether a prospect can do the work and is a good fit with the company. Likewise, a former intern who accepts a job has a better idea of the company culture and whether the company will be a good fit. Companies that hire past interns with whom they have experience are arguably making hiring decisions at a starting point that is even earlier than the traditional recruiting season viewed by business school career services offices.

A key aspect of the internship equation for schools is that more than half (57%) of employers surveyed reported that satisfaction with current and past interns is factored into their decision making when choosing future schools to recruit from. These findings provide numerous takeaways for how both schools and students can improve job placement rates.

Implications for Business Schools
First: Create more opportunities to place interns from a wider variety of programmes into a broader array of sectors.
Because employers find internships such an effective recruiting strategy, it is up to schools to help place as many students as possible as interns. Identifying which companies offer internships by sector and degree type, the survey results identify potential areas of growth among sectors that students might not have originally
considered in non-traditional fields such as technology, health care and manufacturing.
Please click to read more on how to work with students on internships, learning goals and personal communication plans.

Business school professionals can also attend the upcoming panel discussion on Employers and Recruitment Strategy at the November 2014 EFMD Career Services Conference.

For more details, you are kindly invited to download the full 2014 Corporate Recruiters Survey Report from the GMAC website and you can also register to participate in the 2015 edition.

New Entrepreneurship Project, the SpinLab - HHL Accelerator

HHL spinlabGermany’s HHL Leipzig Graduate School of Management announces its new entrepreneurship project, the SpinLab – The HHL Accelerator.

It will start work on the premises of the Leipzig Spinnerei creative space, an old cotton mill, at the beginning of 2015. The SpinLab will promote innovation by creating new ways for the exchange of creativity and entrepreneurship. In addition to access to the required infrastructure, the founding teams will obtain extensive coaching and consulting, contacts to HHL's outstanding network of entrepreneurs and investors, support from various partners as well as the opportunity to exchange experiences on an international level.

The concept of SpinLab – The HHL Accelerator is unique and new in Germany in that this platform can be used not only by start-ups but also established businesses in close collaboration with HHL. The SpinLab can take individual founders from HHL but also national as well as international teams of entrepreneurs with no relation to HHL, who meet the quality criteria.

The content of the SpinLab focuses on innovative, internationally scalable business ideas, not just software. Moreover, cycles covering various topics have been planned with established companies. Neither HHL nor Spinnerei will ask for financial contributions from the start-ups and will provide the infrastructure and their support free of charge throughout the entire time.

The Accelerator is financed by funds from investors and established businesses. HHL Dean Prof. Dr. Andreas Pinkwart says, "We would like to develop Leipzig as an international hub for digital business models. With the SpinLab – The HHL Accelerator we are taking an important step to position HHL as one the best entrepreneurial universities in Germany and the world on a sustainable basis."

For more details, please click or contact Eric Weber at HHL.

Enhancing Talent Development and Talent Acquisition

GF14 3 talent IEAmber Wigmore Alvarez and Boris Nowalski, both at IE Business School, describe current changes to the way companies and business schools manage talent.

Corporate Human Resources Officers (CHROs) should think differently about how they attract and develop talent. As we meet with CHROs worldwide, in almost every industry and sector, it is intriguing to see how they have the same issues on their agendas, be it in Mexico City, Lagos or Moscow. They want to:

  • align their position and skills, and subsequently those of their teams, with the overall goals of their companies
  • connect with talent wherever it is located, a concept driven by globalisation, technology, mobility and education. If individuals are continuously being educated, so is the company
  • utilise analytics to better understand talent needs and trends
  • sustain the talent experience in order to attract, maintain and cultivate top talent as work environments evolve

In today’s fiercely competitive global markets, companies strive to hire the best possible talent they can in order to run their businesses successfully. There is very strong competition for finding and sourcing these talent pools around the world.

Business schools have been considered for many years as the perfect partner for many companies when it comes to hiring the best, as they compete among themselves to attract only the strongest candidates in the market. Using rigorous admissions criteria, including standardised tests, academic records and personal interviews, business schools select the best students to pursue their programmes. This process allows companies to have an automatic first filter ready made for them.

GF14 3 IElogoMany schools have developed strong career centres that act as a liaison between corporations, students and alumni. With diversity being one of the hallmarks at our own school, IE in Madrid, Spain, where more than 90 nationalities are represented on-campus, we are witnessing how our community of 50,000 alumni are forming a global talent market across a growing number of fields and disciplines.

This phenomenon poses a major challenge for our team in Career Services from the student/alumni perspective. However, for our recruiters, the result is innovation in which we are seeing new ways of acquiring, developing and managing talent and work. In many cases this involves us working side by side with them to assist in creating customised internships, business case competitions and management development programmes.

With more than 20% of our students across all programmes securing employment outside of their countries of origin, we are witnessing the end result that occurs when there is an open exchange of ideas, technologies, practices and human capital.

In the IE Career Management Center (CMC), we are no longer looking solely at historical data to devise our strategy but rather we are using data analytics to identify our students’ preferences and draft a roadmap for our approach to employers. Employers are similarly using analytics to mine large pools of employee and business data. At IE we understand that applying these analytics in a meaningful way provides both our institution and corporate partners with a competitive advantage and thus we have implemented … please click to read more.

You are warmly invited to read or download the full EFMD Global Focus magazine issue for free via the EFMD Library on Issuu or access the tablet versions via iTunes and Google Play.

Key Learning and Development Trends for 2015

Kineo coverThis new 2014 City & Guilds Kineo Report highlights the importance of applied learning in helping businesses add value through learning. Embedded, open and connected learning that drives performance is the underlying theme of the interview research with 35 directors and managers responsible for learning in 29 different organisations, primarily UK based.

The key challenges in this 25-page report can be summarised as follows:
  • Leadership: There was concern in many organisations about a ‘leadership skills gap’ and a disconnect between the understanding of the importance of leadership training and reluctance to do more in this area. Learning managers report that leaders are the first to drop off courses and the hardest to be released from day-to-day activities for training, which begs the question – are the activities the right kind?
  • Onboarding: Key challenges here include creating a consistent and centralised onboarding process in large companies that are often global and multicultural, with increased remote working. The balance of global consistency and local relevance also remains a big challenge for onboarding.
  • Customer service: In a competitive market, companies are trying to create differentiation. “It won’t be with product or services, but with communication and customer care.” Core to customer care is consistency: “we need to create a consistently great customer experience.”
  • Compliance: This was listed as the key driver for over half of the businesses interviewed. However, compliance training was considered to have a reputation for being dull and not engaging. This was particularly the case with generic off the shelf courses. The main concern was that “compliance training is still seen as a task rather than a learning opportunity.”
  • Sales/product training: The pace of product change in some industries is challenging. In one telecoms area three new products are released every single week. “This means that development timescales for creating product training are extremely challenging.” There is also a challenge of providing a consistent level of customer service from stores and call centres.
Blended learning grows up – open, connected and embedded designs: Blended learning designs are the norm, but have evolved. From being linear sequential experiences, it is moving to becoming more embedded, open and connected; and by the use of technology acting as an enabler. Learning is becoming more connected. Social learning is now seen as part of the blend and not a standalone channel. Learners have been influenced by consumer technology and expect learning to be open and accessible at work just as it is at home when accessing You Tube, Google and Social Networks. The changing nature of the workforce has also led L&D departments to adopt approaches such as gamification to engage younger learners and mobile technology to reach dispersed workforces.

Learning assessment: Assessment continues to be more sophisticated, with  greater use of pre-assessments to design and tailor learning and to reduce the learning required. Also more post-learning reviews help ensure learning is being embedded and is making a difference. Line managers continue to be critical in making sure learning is embedded and applied.

The learning & development (L&D) skills challenge: A major challenge for L&D departments is having the range of skills and experience to design and deliver an increasingly wide range of learning interventions.

For the seven item checklist for 2015 and for more details, you are invited to download the 25-page research report.

One Million African Managers Needed Over Next 10 Years

IESE newestlogoAfrica needs to add one million trained business managers to its workforce over the next decade, in order to drive the dynamic growth that is forecast across the continent. But harnessing this potential will require educational solutions to bridge a gap between talent and business skills.

These were among the principal findings of the Global Business School Network (GBSN) and the Management Development Network (EFMD) conference, hosted by IESE in Barcelona this week.

Under the banner of "Quality in Context: Management Education for the Developing World," the conference convened deans and faculty from around the world to discuss the challenges and solutions of business education in Africa. Participants debated on-the-ground realities facing African students and businesses, with a focus on the acute need to provide comprehensive in-company training for new graduate recruits who still lack core business skills.

Africa confDeveloping Talent to Match Growth Potential
"Africa faces significant challenges in terms of business education. It is estimated that one million people will need to be trained to become business managers to respond to economic growth over the next 10 years," said IESE Professor of Strategic Management, Africa Ariño. "African business education operates in a very different context to the West with more constraints on resources. Many African businesses are vertically organized so they have to provide things like energy, and the same is true of education and talent development from within their own environments."

"African employers face a more acute need than their Western counterparts to provide university graduates with company training," she added. "Most recent graduates don't have the requisite business skills when they join a company. There's a key role for business schools to manage this gap between talent and business competencies."

The conference heard from deans, academics, education specialists and business leaders from all over the world, including Kwaku Sakyi-Addo, CEO of Ghana Chamber of Communications, Azam Chaudry, dean of Lahore School of Economics, Anjali Sastry, senior lecturer at MIT Sloan School of Management and Keith Engel, director of African tax policy at Ernst & Young.

Sessions focused on how to deliver quality and excellence in business education and the benefits of building partnerships with the private sector. Delegates also discussed the scarcity of soft, or "transversal" skills that are needed to fuel sustainable growth.

Delivering Value Locally and Globally
Director of EFMD Business School Services Department, Nadine Burquel, stressed the importance of this kind of competence building: "Business education in Africa needs to have a defined role in developing a spirit of entrepreneurship. We can’t just go into African countries, deliver curricula and leave. There has to be sustainable value – and this in turn needs to have the double dimension of delivering entrepreneurial and soft skills and to create jobs and prosperity at a local level, while building inter-cultural and transversal skills to help businesses and entrepreneurs compete at an international or global level."

Touching on the presence of overseas businesses operating in Africa, she also insisted on the need to hire locally. "Multinationals have the responsibility to find and employ local, African talent, and reward and nurture it. It’s about harnessing local excellence that better understands local markets. Too much has been extracted from Africa over the course of history," she added. "It’s high time to give something back."

Please click to read more from the IESE News.

Challenges of Talent Mobility in Times of Globalisation

CEMS logoYou are kindly invited to the CEMS Global Panel Debate on 28 November 2014 in Brussels at the Crowne Plaza Hotel, from 14.00 to 15.30.

The phenomenon of talent mobility might have both positive and negative effects for sending and receiving countries, such as diffusion of knowledge, or brain drain and human capital accumulation. What are the implications in these regards for policy makers, companies, universities, society, and job seekers? How can countries harmonise their policies in order to generate a global talent mobility strategy?

  • How companies should develop their mobility strategy in order to recruit and retain the best talents at a global level?
  • What programmes and global collaborations should be developed by universities to promote student mobility?
  • Which strategies should be adopted by countries to promote migrants integration?
  • How can job seekers overcome legal and administrative barriers?

efmd-newlogo2013-lr coloursThe CEMS Panel with distinguished speakers seeks to test the relevance of these questions and allow for a lively discussion amongst EU decision makers and concerned actors. The panel will be moderated by Eric Cornuel, EFMD Director General & CEO and panellists include:

  • Sandro Gozi, Undersecretary of State responsible for European Affairs and Policies, Italy
  • Marianne Thyssen (TBC),European Commissioner for Employment, Social Affairs, Skills and Labour Mobility, Belgium
  • Audrey Clegg, ABB, Group Vice President & Head of Talent Management, Switzerland
  • Ina Ehnert,Professor of HRM with an orientation in CSR/Sustainable HRM at Louvain School of Management, Belgium
  • Xavier Tackeon, Managing Director of Espaces-Mobilités, Belgium
  • Berna Günay,CEMS Graduating Student from Koç University, Turkey

To register, please mail to CEMS annual events.

Making Sense of Globalisation: The 2014 Index and Smart Strategies

DHL coverDHL just released the third edition of its Global Connectedness Index (GCI), a detailed analysis of the state of globalisation around the world.

It shows that the world’s economic center of gravity shifts eastward; there is also a decline in regionalisation; trade depth continues to stagnate and the overall level of global connectedness remains quite limited.

IESE newestlogoThe 10 countries where global connectedness increased the most from 2011 to 2013 are all emerging economies, with Burundi, Mozambique and Jamaica experiencing the largest gains. Advanced economies have not kept up with this shift. This suggests that they may be missing out on growth opportunities in emerging markets. “Counteracting this trend would require more companies in advanced economies to boost their capacity to tap into faraway growth,” said Professor Pankaj Ghemawat, co-author of the report and professor at IESE business school.

The top 10 take-away’s of the DHL Global Connectedness Index include:

  • Global connectedness started to deepen again in 2013 after its recovery stalled in 2012
  • Advanced economies have not kept up with the big shift of economic activity to emerging economies
  • Emerging economies are reshaping global connectedness and are now involved in the majority of international interactions
  • A decades-long trend toward trade regionalization has gone into reverse
  • Europe is the world’s most globally connected region
  • Southeast Asian economies stand out for their high depth scores relative to what one would expect given structural characteristics
  • The largest average increases in global connectedness from 2011 to 2013 were observed in countries in South and Central America and the Caribbean.
  • The directionality of flows provides important guidance to policymakers in both the public and the private spheres.
  • Looking ahead, the biggest threats to globalization may come from policy fumbles or protectionist interventions rather than macroeconomic fundamentals
  • Which globalization index you use matters

DHL art logoPlease click if you are interested in more details on the top take-aways. This DHL report breaks down in five chapters: How globalised is the world? How globalised are individual cvountries and regions? The depth of global connectedness, and The breadth of global connectedness. For more details, you can visualize global connectedness or you can download the entire 292-page report in high resolution or in low resolution.

In a accompanying Strategy+Business article: Making Sense of Globalisation, authors Ghemawat and Altman show that not all flows of trade, capital, information, and people are alike. Smart strategies in today’s complex environment require a multidimensional view of those interconnections. Companies must consider three important dimensions: Depth, Breadth and Directionality.

Employers Use ‘Brain-friendly’ Principles to Boost Learning

cipd logoCIPD published yesterday employer case studies detailing neuroscience in action in the research report, ‘Neuroscience in action: Applying insight to L&D practice’.

This report forms part of the CIPD’s programme of research exploring how findings from behavioural science are influencing the HR and learning and development (L&D) profession. It reveals how several high profile organisations have used insights into how the brain works to enhance learner engagement, improve customer service and reduce staff turnover and training costs. It offers L&D and HR practitioners an overview of what neuroscience is, as well as practical advice on how to implement effective neuroscience techniques with minimal investment.

Case study organisations include: Allens, BT, Ftness First, Imperial College Healthcare NHS Trust, SABMiller, Unum, Volvo, and Welsh Ambulance Service NHS Trust.

"Used effectively neuroscience is a very helpful tool to enhance learning transfer and facilitate sustainable change. But it is important to remember that it is only one frame of understanding human behaviour, not the only method"

CIPD neuroscienceThe report is divided in five main sections:

  • The value of neuroscience to the L&D community, including : a tool for reflection and for breaking down barriers, awareness-application gap, practical application
  • Developing neuroscience expertise: building up knowledge
  • Using neuroscience in practice: eight case examples including: leading behavioural change, transforming leadership, transformational change, improving learning design and delivery, engaging learners, using research to inform practice
  • Benefits and challenges, including: engaging L&D and HR, lack of knowledge, interpreting neuroscience
  • Advice for practitioners, including: getting started, knowledge needed, business buy-in

As conclusion, the researchers focus on building effectiveness and credibility, connecting to business needs, technology gap, investing in own development, avoiding neuromyths, as well as the future of the profession. For more information, please download the 38-page report from the CIPD website. It is for free.

Join a Graduway Webinar to Power Your Alumni Relations

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Join a Graduway Webinar to Power Your Alumni Relations
The partnership with Graduway, a leading provider of alumni networking platforms offers exclusive value to EFMD member schools.

Earlier in the year we announced that EFMD ​had ​entered into a strategic partnership with Graduway, ​a leading provider of alumni networking platforms​ to business schools around the world. We are delighted to update you with the news that the partnership has been a great success with many EFMD schools taking advantage of the Graduway system at special negotiated rates.

Schools such as ​Coppead, UCLan, Stathmore, Canterbury Christ Church, St Gallen, ESMT, ALBA, Memorial Nwwfoundland, Northumbria Newcastle Business School, Solvay, Krannert School of Management at Purdue University and many more are now benefiting from more engaged alumni communities.

The strategic partnership between Graduway and EFMD will enable our member schools to improve their alumni relations by having access to their own branded alumni engagement platform which is fully integrated with social networks. Schools use the platform to engage past and present students, find lost alumni, enhance advancement opportunities as well as complete important accreditation requirements through our platform.

Click here to see the Graduway Video.

Graduway are running free to attend 20 minute webinars to learn more.

  • 6th November - 3.30pm Central European Time / 9.30am Eastern Standard Time
  • 11th November - 11am Central European Time
  • 13th November - 3.30pm Central European Time / 9.30am Eastern Standard Time

To join simply reply by email to Robert Curtis at robert.curtis@graduway.com with your preferred time and we will send through the login details.

The first 100 EFMD members get a 10% discount on the Graduway platform and pay no set up fees.

Graduway will also be speaking at the 2015 EFMD Conference for International and External Relations, PR, Marketing, Communication and Alumni Professionals that will be held in Vancouver from the 25-27 of March hosted by the Beedie School of Business at Simon Fraser University. The conference theme is "Understanding, Identifying and Building a Distinctive Business School Brand" and there will also be a special Aumni evening.

If you have any other questions regarding how EFMD is supporting this partnership, please contact Matthew Wood at EFMD.


  • ‘’We’ve been looking for some time for a state-of the-art online platform for our alumni, one that combines the need for a personalized approach with fresh design and the interactivity of social networking. At the same time it needed to be simple and easy to deploy and manage. Graduway ticked all the boxes.’’ Becky Ann Gilbert, Head of Development and Alumni Relations, ESMT, Germany.

  • ‘’The Graduway platform is truly cutting edge and will provide our alumni with easy access to their lifelong network of friends and business contacts they made during their time with us.’’ Rod Lohin, Executive Director, Rotman Alumni Network, Rotman School of Management, University of Toronto, Canada.

  • ‘’Graduway will help us find our lost alumni and keep them engaged resulting in us having access to a talent pool for mentorship, brand ambassadors and donors in the future.’’ Carlos Carvalho, Director Alumni COPPEAD, COPPEAD de Administração / UFRJ, Brazil.

Going from EPAS to EQUIS and AACSB … and from AACSB to EPAS

GF14 3 AtoEAnne-Joëlle Philippart, from HEC-Liège, explains how the mix of EFMD and AACSB accreditation models helped achieve a rapid improvement of the quality assurance system at HEC-Liège.

HEC-Liège, the management school of the University of Liege, Belgium, is the result of the 2005 merger of two Liege business schools.The city of Liege has undergone profound industrial change focused on a shift from traditional heavy industries to innovative businesses and specialised technological industries. HEC-Liege has also rapidly developed as a proactive partner in regional economic development, launching a number of pioneering initiatives, encouraging entrepreneurship and enhancing the international dimension of the activities of its staff and students.

GF14 3 HECL logoIn 2009, the school launched a very proactive strategy to further increase its visibility, reputation and internationalism. One of the main pillars of this strategy was to obtain several international accreditations. The HEC-Liege Board of Directors also launched an international search that led to the recruitment of a new Dean, Thomas Froehlicher. It also decided to appoint a full-time Quality Manager.

The objective was to obtain a programme accreditation under EFMD’s EPAS standards as a start to a school accreditation under the AACSB and EQUIS (also EFMD) standards. Both EFMD and AACSB proposed very complementary models. The first step was to involve our stakeholders, both internal and external. The involvement of internal stakeholders ensures an institutional ownership of the process and implementation of a quality culture, oriented to continuous improvement. The involvement of external stakeholders helps the school to connect with market needs.

epasThe EPAS accreditation model is built around programme design, programme delivery and programme outcome. It is backed by a Quality Assurance System and framed by the institutional context. This model helped us to structure our activities. The main achievements were the writing of a quality manual and the setting up of a programme management system around the intended learning outcomes (ILOs).

The writing of the quality manual started with an analysis of our organisation. This has allowed us to rationalise and disseminate our processes and procedures. The ILO process started with a broad programme review relating to, on one hand, our main research fields and, on the other, our corporate dimension and the market’s needs.

Wide-ranging consultations were carried out with faculty, staff, alumni, students and employers. These meetings have created a team spirit and a sense of belonging to the school.

As regards programmes, we defined a graduate profile documented by about 15 measurable ILOs. Each professor was asked to determine which programme ILOs were addressed by her or his lectures. They also had to determine which pedagogical methods and which assessment methods they were using and then list them in pedagogic commitments published on the school web site.

A clear definition of programme ILOs has many advantages and serves students, programme directors, faculty and recruiters. Each one better understands the others’ expectations, favouring mutual adjustments and resulting in good teamwork between faculty members.

Every year the Quality Department carries out an analysis of each programme, checking … please click to read more.

Live Stream from the 6th Drucker Forum on November 13 and 14

DruckerWe are pleased to announce that a live steam will be provided from the Global Peter Drucker Forum on November 13 and 14. Chaired by Harvard Business Review Editor in Chief Adi Ignatius, the leading management conference will take place in Vienna for the 6th time to gather some of the key leaders and management thinkers from all corners of the globe to discuss their views relating to the topic "The Great Transformation - Managing our Way to Prosperity”

The live stream participation is free of charge - it is sponsored by the Scrum Alliance. A simple registration is required - please use this link.

You will receive a confirmation mail including the info of how to connect to the live stream. In addition to the live transmission according to the program schedule (in Central European Time) a re-transmission will be provided with a 10 hours time lag to accommodate North and Latin American time zones.

For reference please find the links to the conference program and to the thought leadership page for the 2014 Drucker Forum. You can contact the Peter Drucker Society Europe here.

Beyond its function as a conference, the Global Peter Drucker Forum has become a globally recognized platform and virtual think tank networked into a community of leading institutions, management thinkers and practitioners for the purpose of dealing with fundamental questions about the future of management and its responsibility in economy and society. The dialogue is informed and animated by the writing and spirit of the late Peter F. Drucker, who is widely considered "the father of modern management."

Key links
Conference program
: http://www.druckerforum.org/2014/the-event/program/
Thought Leadership Page: http://www.druckerforum.org/2014/the-event/thought-leadership/

The lead article:


https://twitter.com/GDruckerForum @GDruckerForum #GPDF14



From Great to Gone - Lessons for Business Schools

GF14 3 potloodPeter Lorange and Jimmi Rembiszewski argue that business schools must react more urgently to a new type of student.

Evidence from business suggests that we are faced with an entirely new class of consumers – the IT-fluent multitaskers – and that these may require a different set of innovations behind the products and services they appreciate – prestige brands and quality rather than low cost.

In addition, the way of communicating with this group of consumers is different – via social media rather than traditional ads in printed media and on TV. We have documented this in our new book "From Great to Gone", Gower, 2014.

There are also lessons here for business schools. Today’s emerging student is analogous to the new consumer – IT-literate and with more focus on quality and relevance rather than on low cost, though often they are looking at and comparing subsidised public-sector offerings.

This breed of new student typically combine studies with their full-time jobs – and so demand flexibility and modularity in curricula and more extensive use of IT-based studies of the basics at home. For example, some courses may be taken entirely via MOOCS and others at various, different, business schools.

GF14 3 great2goneRelevant innovations, as seen through the eyes of this emerging group of students, would have to focus on what they see as “cutting-edge”, both from a theoretical point of view as well as practical relevance. Typical emerging offerings might be cross functional as, for example, the new inter-face between finance/behavioural sciences/IT or between strategy and behavioural sciences or between marketing and product development. Innovation in both research and pedagogy will also be called for.

Coming up with irrelevant innovations, on the other hand, can often lead to a worsening of an academic institution’s performance. The modern student expects to discuss emerging key current dilemmas in class – learning from fellow students as well as from faculty. Basics, on the other hand, most modern students are ready to study at home via IT-based learning and support.

We identify three specific innovations that tend to be appreciated by modern students and executive participants in business school programmes: relevance; pedagogy; and flexibility.

Relevance: What is important is to be able to offer modern students/participants the most relevant offerings, ideally of the types that they may apply in their professional lives. Such cutting-edge offerings might typically be delivered by a relatively broad spectrum of experts/lecturers – not only academic professors but also consultants and practitioners. Typically these come from many sources and to rely primarily on in-house professors would tend to lead to a too-narrow set of offerings, which are often also more or less out of date.

Pedagogy: Relatively small classes focusing primarily on current dilemmas can create a significant increase in what is being learned.The classroom typically has a level floor with participants seated around tables of about seven individuals with a maximum of five tables.The professor provides an opening lecture of some 20 minutes with a maximum of five visual aids. The tables of participants/students then debate the issues for about 20 minutes followed by another 20 minutes of plenary discussion under the leadership of the professor. Experience indicates that in two days spent this way one might be able to cover up to perhaps five days of traditional learning. Please click to read more.

This article was recently published in EFMD's Global Focus magazine. You can read the issue for free via the EFMD Library on Issuu or access the tablet versions via iTunes and Google Play.

New Global Report: Doing Business in 2015

WB doingB coverDoing Business 2015: Going Beyond Efficiency, a World Bank Group publication released yesterday, is measuring the regulations that enhance business activity and those that constrain it. It is focused on 11 areas affecting everyday business activity: Starting a business, Dealing with construction permits, Getting electricity, Registering property, Getting credit, Protecting minority investors, Paying taxes, Trading across borders, Enforcing contracts, Resolving insolvency and Labor regulations.

The main findings of this report include:

  • Entrepreneurs in 123 economies saw improvements in their local regulatory framework last year, amongst others aimed at reducing the complexity and cost of complying with business regulation.
  • Tajikistan, Benin, Togo, Côte d’Ivoire, Senegal, Trinidad and Tobago, the Democratic Republic of Congo, Azerbaijan, Ireland and the United Arab Emirates are among the economies that improved the most in 2013/2014.
  • For the first time this year, data was collected for second cities in economies with more than 100 million inhabitants. The economies are: Bangladesh, Brazil, China, India, Indonesia, Japan, Mexico, Nigeria, Pakistan, the Russian Federation, and the United States. The added city enables a subnational comparison and benchmarking against other large cities.
  • Case studies highlighting good practices in eight of the indicator sets are featured in the report: starting a business, enforcing contracts, getting credit, paying taxes, protecting minority investors, registering property, resolving insolvency, urban planning
  • Economies are ranked on their ease of doing business, from 1–189. A high ease of doing business ranking means the regulatory environment is more conducive to the starting and operation of a local firm.
  • The top ten shows: Singapore, New Zealand, Hong Kong SAR China, Denmark, Korea, Rep., Norway, United States, United Kingdom, Finland, Australia.

emlyonFor more information you can explore the specific data on economy or subnational snapshots, topics, rankings. You can also download the full 331-page report.

WB CBS logoYou may be interested too in “Entrepreneurial Leaders, Educators and Students - A mindset for the Future”. It is the theme of the upcoming 2015 EFMD Entrepreneurship Education Conference on 25-27 February 2015, kindly hosted by Copenhagen Business School in Denmark. This event is aimed at instructors, professors, programme directors, programme developers, persons involved in entrepreneurship education and in other types of public, private and governmental groups/individuals focused in training, educating and assessing entrepreneurs. Also of interest is probably this recent article in the EFMD Global Focus magazine, “Uncertainty and the ‘entrepreneurial mindset”: How to teach students to become entrepreneurs, by Rickie Moore, EM Lyon.

The Global Gender Gap Report 2014

WEF gender coverThe Global Gender Gap Report 2014 released last week by the World Economic Forum benchmarks national gender gaps of 142 countries on economic, political, education- and health-based criteria.

The Global Gender Gap Report 2014 emphasizes persisting gender gap divides across and within regions. Based on the nine years of data available for the 111 countries that have been part of the report since its inception, the world has seen only a small improvement in equality for women in the workplace.

  • The gender gap is narrowest in terms of health and survival with a gap standing at 96% globally, with 35 countries having closed the gap entirely.
  • The educational attainment gap is the next narrowest, standing at 94% globally. Here, 25 countries have closed the gap entirely.
  • While the gender gap for economic participation and opportunity lags behind, the gap for political empowerment, the fourth pillar measured, remains wider still, standing at 21%, although this area has seen the most improvement since 2006.
  • Iceland continues to be at the top of the overall rankings in The Global Gender Gap Index for the sixth consecutive year. Finland ranks in second position, and Norway holds the third place in the overall ranking. Sweden remains in fourth position and Denmark gains three places and ranks this year at the fifth position. Northern European countries dominate the top 10 with Ireland in the eighth position and Belgium (10) Nicaragua (6), Rwanda (7) and Philippines (9) complete the top 10.

In the “Educational Attainment’ subindex, the gap between women’s and men’s current access to education is captured through ratios of women to men in primary-, secondary- and tertiary-level education. A longer-term view of the country’s ability to educate women and men in equal numbers is captured through the ratio of the female literacy rate to the male literacy rate.

For more details, you can read online or watch the Highlights Video or check the Regional highlights for Asia and the Pacific, Europe and Central Asia, Latin America and the Carribean, North America, Middle East and North Africa, Sub-Saharan Africa at the dedicated website.

Please also feel free to download the full 395 page report or explore the country profiles or the report infographics.

EFMD Awards EPAS Accreditation to Programmes at Binus & RISEBA


The EPAS Accreditation Board has recently awarded the EPAS quality label to the following programmes:

The following 9 programmes have also been re-accredited:

  • Peking University HSBC School of Business, China
    Master of Economics

  • Ecole de Management de Normandie, France
    Master Grande Ecole

  • Groupe ESC Pau, France
    Grande Ecole Programme in Management

  • Warsaw University of Technology Business School (WUTBS), Poland
    Executive MBA (PT)

  • AESE - Escola de Direcção e Negócios, Portugal
    Executive MBA

  • Jönköping International Business School, Sweden
    BA in International Management
    Master in Strategic Entrepreneurship

  • University of Portsmouth Business School, UK
    BA (Hons) Business Studies Suite

Quotes from the Schools

"We are delighted to have 2 programmes recognised and accredited by EPAS. The process of accreditation has been extremely valuable to the School and we thank EFMD and the peer review teams for their ongoing support. The accreditation will play a key role in helping us drive our international strategy and reach our goal of having 25% of the RISEBA student body as international students."
Prof. Irina Sennikova, RISEBA Rector & Professor of Management

"We are proud of being the first EPAS accredited programme in Indonesia. This inspires us to be a leading business school in the region".  
Dr. Stephanus Remond Waworuntu, MBA Dean, Faculty of Business, BINUS University International

The EPAS process considers a wide range of programme aspects including:

  1. The market positioning of the programme nationally and internationally
  2. The strategic position of the programme within its institution
  3. The design process including assessment of stakeholder requirements – particularly students and employers
  4. The programme objectives and intended learning outcomes
  5. The curriculum content and delivery system
  6. The extent to which the programme has an international focus and a balance between academic and
    managerial dimensions
  7. The depth and rigour of the assessment processes (relative to the degree level of the programme)
  8. The quality of the student body and of the programme’s graduates
  9. The institution’s resources allocated to support the programme
  10. The appropriateness of the faculty that deliver the programme
  11. The quality of the alumni and their career progression

EPAS was launched in 2005 and in 9 years has had a considerable impact on the quality of business schools programmes all over the world. As of October 2014, 84 accredited programmes from 63 institutions in 28 countries that have been awarded EPAS accreditation. 25% of the total are (E)MBAs, 32% are Masters, 29% are Bachelors, 2% are Doctoral Programmes and 12% are non-Bologna country-specific programmes.

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

Social Interpreneurship and The Jazz Age

GF14 3 jazzSocial intrapreneurs are rarely individual heroes but more like jazz musicians jamming in a group. But sometimes, say David Grayson, Melody McLaren and Heika Spitzeck, they need even bigger groups – a fully orchestrated ‘big band’.

A new order of business social innovators is emerging. Canadian author Anne Kingston, citing research by ad agency Sparks and Honey, recently noted key differences between two young groups.

Generation Z – those born since 1995, now 18 and under and who number about two billion worldwide – have a highly developed social conscience. Sixty per cent want jobs that create social impact compared to 31% of Generation Y (also known as “Millennials”), born between the 1980s and 2000. They are also more entrepreneurial (72% want to start their own businesses) and even more tolerant of racial, sexual and generational diversity than Generation Ys, who are a significantly socially conscious cohort in their own right, according to the 2014 Deloitte Millennials survey .

In 2012 the star Generation Z inventors who made headlines included 15-year-old Jack Andraka, who created an inexpensive, accurate sensor able to detect pancreatic cancer; and 17-year-old student Angela Zhang, who developed a protocol that allowed doctors to better detect cancerous tumours on MRI scans. Last February, 16-year-old Ann Makosinski claimed the top prize for 15- to 16-year-olds at the Google Science Fair, a place on Time’s “Top 30 under 30” list, as well as a barrage of media coverage for her flashlight, powered by the heat of a human hand. This had been inspired by the plight of a friend in the Philippines who had failed a grade at school because she lacked electricity to study at night.

GF14 3 jazz bookAlthough far younger than their counterparts currently enrolled in business schools, the emergence of these socially conscious, entrepreneurial Generation Zs represents the crest of a wave of business-based social innovation that we have seen building in our research on social intrapreneurism, which we published in our March 2014 book, Social Intrapreneurism and All That Jazz. Please click to read more on:

  • What are “social intrapreneurs” and why study them?
  • What do social intrapreneurs do?
  • How did they succeed in spite of the challenges?

You can read or download the full EFMD Global Focus magazine issue for free via the EFMD Library on Issuu or access the tablet versions via iTunes and Google Play.

Ideas for Action Competition for MBA Students

WhartonWB logosYou are kindly invited to take part in the Ideas for Action Competition. This competition is sponsored by the Zicklin Center at the Wharton School, in collaboration with the World Bank and is highly recommended by EFMD.

It is seeking young leaders and professionals to take part in this Ideas for Action Competition, a platform for knowledge exchange about financing the Post-2015 development agenda. This competition should appeal to those who are interested in global development and will focus on four pillars of financing:

  • Domestic resource mobilization
  • Better and smarter aid
  • Private finance for development
  • Innovative sources of financing

Ideas for Action is an essay competition to increase the voice of young people in the global development financing agenda. The idea is that small groups of young people will self-organize in teams between 3 and 5 members to develop a solution to issues that development financing institutions and private sector actors are struggling with. This also includes topics related to Business and Development Innovation. To learn more about the priority areas, please click here.

To participate, you only need to be between 18 and 35 years old and make up teams between 3 and 5 members. The organizers will release the guidelines for the competition by the end of December. Prior to the deadline, the organizers will seek to engage both young professionals who intend to compete in January and those simply interested in global development through a wide range of online and onsite activities. We suggest you to join the mailing list for the latest updates.

Submissions are due 31 January, 2015 and finalists will be announced on 2 February, 2015. Finalists will have the opportunity to travel to Washington, D.C. to present their project during the International Monetary Fund and the World Bank Spring Meetings in April, 2015.

For more information about the Ideas for Action Competition, contact the team via e-mail. Please also check the Competition Details and the Knowledge Share Website. You may also want to have a look at the newly released 2014 CPA-Zicklin Index of Corporate Political Disclosure and Accountability: How Leading Companies are Making Political Disclosure a Mainstream Practice.

Last Chance to Join the 2014 EFMD Career Services Conference

Careerservices banner

This is your last chance to register to the 2014 EFMD Career Services Conference that will take place from the 19th to 21st November at Porto Business School, Portugal.

Do not miss this unique opportunity to join with peers from schools including: IESE Business School, Maastricht University, HEC Paris, University of St Gallen – HSG, Vlerick Business School, Stockholm University, University of Edinburgh Business School, University of Cologne, LUISS School of Business and IE Business School to discover and discuss the latest trends in career services and to share your experience as well as learn from other colleagues.

Around the general theme of the conference ‘Empower your Career Services’, there is an outstanding line up of speakers and best practice workshop sessions. Maria Nemeth, Founder and Director of the Academy for Coaching, in the US will lead a plenary on ‘How to go from Dreaming to Doing’ - how do we insure the success of our great ideas and plans?Melanie Parker, Executive Director of MIT Global Education & Career Development will discuss ‘Leading a Team’ and explore the different ways of leading a career services team.

We will also have sessions on Train the Trainers Session, Employers and Recruitment Strategy Panel & Story Telling. For more information on the rest of the programme, please visit the special webpage. We hope that you will join us in Porto for one of the most relevant and interesting career services event on the calendar.

Finally I also invite you to read this excellent article from IE Business School ‘Enhancing Talent Development and Talent Acquisition' from the latest issue of EFMD’s Global Focus magazine which describes changes to the way companies and business schools are managing talent.

If you have any questions please contact Virginie Heredia-Rosa.

Masters Programmes Going Global: Join us for the 2014 EFMD Conference on Masters Programmes


You are kindly invited to the EFMD Conference on Master Programmes that will take place in Grenoble (France) on the 3-5 December 2014. The event will kindly be hosted Grenoble Ecole de Management.

This is the only global event of its type that focuses on the Masters degree and it offers a unique opportunity for colleagues from all over the world to network, exchange, share and discuss common issues and opportunities in Master Programmes.

This year’s conference will include speakers from (Australia, Asia, Europe, America) around the main theme: Master Programmes: Going Global. This will be a unique opportunity for colleagues to network, share and discuss common issues and opportunities in Master Programmes.

 We already have an exception line up of confirmed speakers including:

  • Della Bradshaw, Business Education Editor, Financial Times, UK who will lead a global panel on the future of the Masters degree
  • John Shields, Acting Deputy Dean (Programmes and Infrastructure) & Associate Dean Postgraduate Coursework, University of Sydney, Australia
  • Chris Tsang, Executive Director (School Development & MSc Programs), HKUST Business School,China
  • Mark Vandenbosch, Associate Dean of Programmes, Ivey Business School, Canada
  • Selcuk Erenguc, Senior Associate Dean and Director of Graduate Programs, Hough Graduate School of Business, USA
  • Benjamin Glover, Regional Director, EMEA, Graduate Management Admission Council, UK
  • Julia von Maltzan Pacheco, Associate Dean for International Relations, Fundação Getulio Vargas, BR
  • Bertrand Guillotin, Director, International Programs Office, Duke University – The Fuqua School of Business, US

The sessions and discussions will be around topics such as:

  • Global Trends in Master Programmes
  • Perceptions of Master Programmes
  • Why Masters? / Why Now?
  • How to add value? – Programme Management (Curriculum, Professional and Personal Development, Support Services)
  • Final Projects with Companies Alternatives to Master Theses
  • How Top Schools are dealing with global chammenges
  • The Future of Master Programmes

This event will be chaired by Mark Thomas, Associate Dean and Director of International Affairs, Grenoble Ecole de Management. More information about the Masters Conference is available from the dedicated EFMD website. Please do register now, until 15 September 2014 you can benefit from the early bird fee. Numerous networking activities will be available throughout the event and  please do contact EFMD colleague Caroline Taylor with any questions you may have. 

The New EFMD Global Focus Magazine 2014 is now Available

Global Focus-Issue3 2014

This latest issue of Global Focus begins with an article by EFMD's Michael Osbaldeston on how accreditation can, and is, helping business schools respond to many of the challenges and criticisms facing the sector.

You can read or download the full issue for free via the EFMD Library on Issuu or access the tablet versions via iTunes and Google Play.

In focus and Contents

Business School Impact Survey

The EFMD Excellence in Practice Awards (EIP): Call for Entries

EFMD/EURAM Research Leadership Programme, Cycle 5

The challenges facing business school accreditation: Business schools have been among the most successful higher education institutions of the last 50 years. Yet now they face many serious challenges that, as Michael Osbaldeston explains, have deep implications for accreditation bodies.

EFMD & Graduway partnering to raise standards in alumni relations

Embedding values: Mark Moody-Stuart examines the difficulties of ensuring that the right values are agreed, understood and truly embedded in a large multicultural business organisation.

The Jazz Age: Social intrapreneurs are rarely individual heroes but more like jazz musicians jamming in a group. But sometimes, say David Grayson, Melody McLaren and Heiko Spitzeck, they need even bigger groups – a fully orchestrated ‘big band’.

Smart Diploma

Enhancing talent development and talent acquisition: Amber Wigmore Alvarez and Boris Nowalski describe current changes to the way companies and business schools manage talent.

How being embedded in your region helps growth: Thomas Bieger explains how the University of St Gallen used the new Business School Impact Survey to consolidate and build on its local roots.

From EPAS to EQUIS and AACSB…and from AACSB to EPAS: Anne-Joëlle Philippart explains how the mix of EFMD and AACSB accreditation models helped achieve a rapid improvement of the quality assurance system at HEC-Liege.

Adjunct Finder.com: connecting part-time faculty and business schools.

The case for inspiration: Donald Marchand and Anna Moncef discuss the lessons to be learned from the Novartis SMS for Life initiative.

Making the most of the hiring process: The latest Corporate Recruiters Survey offers a positive MBA hiring landscape and highlights what is most important for employers in the process. Christophe Lejeune and Michelle Sparkman Renz report.

Solving the global talent equation: Mike Johnson offers some thoughts on the challenges facing business leaders tasked with managing our organisations today and tomorrow.

Reinvigorating the PhD: PhDs are increasingly under scrutiny for being ‘irrelevant’ and ‘lacking impact’. But given the right tools, Simon Linacre believes that they still have much to offer.

The new approach to growth and profitability that business schools need: Peter Lorange and Jimmi Rembiszewski argue that business schools must react more urgently to a new type of student.

Business school libraries – where next? Daniel Gunnarsson describes the major changes that technology has made possible in business school libraries. And speculates about other changes that are still to come.

Strategic leadership and new ways of working to drive organizational growth – the UniCredit approach: Andrew Rutsch explains how Italian banking group UniCredit turned to strategic leadership and new ways of working in a bid to drive organisational growth.

EFMD Upcoming Events

2015 EFMD Conference for International and External Relations, PR, Marketing, Communication and Alumni Professionals

Looking for more students? Recruit with Precision with the Graduate Management Admission Search Service

If you have any comments or questions on Global Focus or would like to propose story ideas please send them to Matthew Wood.

EQUIS & EPAS Accreditation Seminars in Bangkok


Join our seminars in Bangkok, hosted by Thammasat Business School to find out more about EQUIS and EPAS and the many benefits the EFMD Accreditation Process can bring to your School.

  • Are you applying for EQUIS or EPAS accreditation?
  • Is your Institution holding active eligibility?
  • Do you want to get a better understanding about the accreditation systems?
  • Do you want to find out about recent process developments within the EFMD accreditations?

Then we invite you to join our EQUIS and EPAS Accreditation Seminars.

To view the complete programme and all other practical information, please visit the event page. If you have any questions please contact JiaJia Zhu.

EFMD Awards EQUIS Accreditation to UIBE Business School & KU Leuven

EQUIS-accreditation UIBE KUL 

EFMD would like to warmly congratulate KU Leuven & UIBE Business School who have just been awarded EQUIS accreditation.

EQUIS logo13-LR
  • “We are of course extremely proud and happy about the Awarding Body’s decision. We have always had a strong reputation when it comes to research and research-driven education in economics and business studies. The EQUIS accreditation will help us to signal those strengths on the international scene, and to further increase the attractiveness of our School for international students and our corporate partners.”
    “The greatest value of the accreditation was in the self-assessment and in the discussions with the peer-review team. In 2013 our School acquired two large campuses in Antwerp and Brussels. The EQUIS accreditation process definitely accelerated the integration of these new campuses. The assessment of our quality and performance against the EQUIS standards helped us to describe the priorities in this major organizational change and to place them in context”.
    Prof. Luc Sels, Dean, Faculty of Economics and Business, KU Leuven

  • “A brilliant new chapter of UIBEBS has been opening since its new Vision and Mission was launched in 2010. We were very fortunate to meet EQUIS, whose spirit exactly coincides with our vision of being a globally-oriented business school that is of significant influence and confirms our tradition of generating international business elites. What EQUIS gives us continuously is the higher guidelines on all the levels of faculties, students, research, etc. and the boom of connection and interaction between the School and enterprise. Receiving EQUIS accreditation is really a great milestone for UIBEBS in its history of pursuing the globalization of business education."
    Prof Guliang Tang, Dean, Business School, University of International Business and Economics

Prof. Michael Osbaldeston, the EFMD Director of Quality Services added, "We are delighted to warmly welcome the new schools into the EQUIS community. Accreditation from EFMD is one of the best and most complete ways to certify the quality of a business school as acreditation involves an extensive self-assessment by the School, a visit of an international review team who spend several days interviewing many different people in the School, and finally a very experienced jury evaluating the assessment and findings of the review team to determine whether the School should be granted accreditation. There are currently no substitutes for such an in-depth assessment of quality and both schools should be commended for their commitment to excellence."

The benefits of accreditation include:

  • Information for the global education market on the basis of substance
  • International recognition of excellence: international development
  • Mechanism for international benchmarking with the best
  • Sharing of good practice and mutual learning
  • Agenda for quality improvement and future development
  • Acceleration of quality improvement in international management education
  • Legitimacy to internal and external stakeholders that you have a strong international reputation (donors, alumni, government) and that your school meets the high standards of the best business schools in the world
  • Become part of a network of top schools to develop relationships with fellow EFMD accredited schools for research, exchanging best practices on programmes, etc.
  • International Legitimacy vis-a-vis - recruiting international students; creating double degree partnerships; forming international exchange relationships; recruiting executive development custom programme clients; recruiting new faculty

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

Rethinking the MBA for the Future

MBA 100daysGiselle Weybrecht has been posting one short idea a day as a brainstorming exercise towards creating more sustainable leaders.  It was exploring all aspects of the business school ranging from curriculum and research to partnership and campus activities. The 100 days were in the Summer 2014.

Now Giselle is posting 10 short summary points bringing together the main themes:

  • Stronger individuals: The future business school is about creating stronger individuals who have both a better understanding of the world around them, and how they fit within that world.
  • Engaging with the community: Future business schools will be a much more integral part of their surrounding community, engaging in a wide range of community activities. If you are looking for a tool to to determine the extent of a school’s impact upon its local environment, please do check out the EFMD Business School Impact Survey, BSIS.
  • Driving innovation: Business schools are made up of a constantly changing group of interdisciplinary students, faculty experts and outside partners with a wide range of experience which could be put to use to explore opportunities.
  • The bigger picture: The “business” degree itself will reflect more closely the realities of business today by putting a major focus on the bigger picture, those things that business impacts as well as those things that impact business.
  • Useful, relevant and up-to-date: The curriculum of the future will embed current sustainability topics throughout all classes.
  • Focus on education: Rather than move into creating shorter-faster programmes, business schools will focus on creating an environment that maximises learning and teaching opportunities.
  • Flexibility: Business schools of the future will be much more flexible in terms of the kinds of programmes, focus on disciplines, whilst focused on a particular part of a career, or available over a lifetime.
  • Accessibility: the business school of the future will attract a much wider range of individuals, eliminating the need for diversity officers or quotas.
  • For knowing key themes 9 and 10, please follow Giselle on Twitter.

If you are interested in more info, please do explore the 100 different ways to rethink and reimagine the MBA.  You are also warmly invited to join this discussion at the upcoming 2015 EFMD MBA Conference that is to be held on 8-10 March 2015 in Rome, Italy, kindly hosted by the LUISS School of Business and Management.

Last Chance to Submit Cases for the 2014 EFMD Competition

Case submission coverYou are kindly invited to submit cases to the 2014 EFMD Case Writing Competition. The 2013 edition of the competition broke another record with 258 submissions. 

In addition to the 14 regular categories, generously sponsored by the schools and organizations listed below, we will once again have the “Best of the Best” category, to which all the winning cases from the different categories will be eligible. The 2013 overall winners were:

“SMS for Life Case Series" by IMD and Novartis", written by: Donald A. Marchand, Anna Moncef, Patricia Santos all from IMD, CH.

We warmly thank the sponsors for their continued support. All of the winning cases receive €2000, wide visibility across the EFMD network and publication by The Case Centre.

The “Best of the Best” winners are featured in the EFMD’s Global Focus Magazine, receive visibility across the EFMD and Case Centre networks and are awarded with an engraved plate during the EFMD Annual Conference Awards Ceremony.

Case submission sponsorsThe deadline for the submission of cases is 10 October 2014. For more information and for submitting your case, visit the 2014 EFMD case Writing Competition page.


  • Corporate Social Responsibility: Sponsored by Kedge Business School, FR
  • Entrepreneurship: Sponsored by E.M. Lyon, FR
  • Family Business: Sponsorship Opportunity !
  • Finance and Banking: Sponsored by Toulouse Business School – Groupe ESC Toulouse, FR
  • Supply Chain Management: Sponsored by Kedge Business School, FR
  • Emerging Chinese Global Competitors: Sponsored by Renmin University of China School of Business, CN
  • Euro-Mediterranean Managerial Practices and Issues: Sponsored by Groupe Sup de Co Montpellier Business School, FR
  • African Business Cases: Sponsored by China Europe International Business School (CEIBS)
  • Indian Management Issues and Opportunities: Sponsored by Emerald Group Publishing Ltd.
  • Responsible Leadership: Sponsored by University of San Diego - School of Business Administration, US
  • Inclusive Business Models: Sponsored by IMD, CH
  • Latin American Business Cases: Sponsored by Universidad Externado de Colombia, CO
  • MENA Business Cases: Sponsored by HEC Paris in Qatar, QA
  • Bringing Technology to the Market: Sponsored by ESMT, DE

Please feel free you to consult the 2013 winners in the various categories and also do not hesitate to pass this on to a colleague who might be interested in participating. Please do contact EFMD colleague Caroline Taylor with any questions you may have.

IESE & Barcelona is the New Location for the GBSN & EFMD Africa Conference

Africa Banner web2

NEW LOCATION: The 2014 Africa Conference has been moved from Ghana to IESE & Barcelona.

It is with great disappointment that EFMD, GBSN & GIMPA have to announce that the 2014 Africa Conference has been moved from Ghana to Barcelona, Spain due to the ongoing and tragic crisis surrounding the Ebola virus.

The President of Ghana issued a 3-month moratorium on international conferences and there are rising concerns among our member schools about the Ebola crisis, so the decision to move location had to be made.

Since the new venue for the conference will be Barcelona, Spain, we hope that our members that were not planning to travel to Ghana, but still have an interest in business education in Africa see this as an opportunity to participate in engaging discussions with a very international audience.  The conference program will keep a strong focus on Africa.

We warmly thank IESE Business School for stepping in to offer their facilities at such short notice and being so supportive of the network.

The conference will take place on the initially planned dates of 4th-5th November 2014, with the GBSN Members Meeting and EFMD Accreditation seminar on 3rd November 2014. Even though the conference location will change, the conference program will keep a strong focus on Africa with the same agenda and we look forward to engaging discussions with a very international audience.

Early Bird Registration has been extended through September 30th, and new hotel information will be posted to the website soon. Please check back to www.gbsn.org/africa2014 for more information.

We would like to thank all of our members for your understanding and continued support and look forward to warmly welcoming you to Spain. If you have any questions please contact  Page Buchanan, GBSN, at pbuchanan@gbsnonline.org or Griet Houbrechts, EFMD, at griet.houbrechts@efmd.org.


Hong Kong Baptist University School of Business - PhD Fellowship Scheme for 2015/16

HK fellowshipThe Hong Kong Baptist University, School of Business is currently accepting applications for the Hong Kong PhD Fellowship Scheme 2015/16. This scheme, established by the Hong Kong Research Grants Council (RGC) in 2009, aims at attracting the best and brightest students from all over the world to pursue their PhD studies in Hong Kong. The scheme offers financial support of approximately US$116,000 to awardees.

Please do check the full details on how to apply,  here you will also find detailed information about research focus in the departments of Accountancy & Law; Finance & Decision Sciences; Economics; Management; and Marketing.

The Third Wave: The Future of Leadership Development

pivot logoToday’s world requires leaders who have more authenticity, better agility and a stronger sense of agency. This brilliant white paper provides a framework on how to prepare leaders for what is needed in this new world.

Authors Sullivan, Philpot and Meeks underline that the "Third Wave" approach means stepping out of your comfort zone, but their experience indicates that rewards tend to match the risks. Pivot Leadership is a strategic leadership boutique that partners with Fortune 500 executives to help them lead, innovate, and adapt to volatile markets and changing industries.

This white paper focuses on redefining leadership development around five key dimensions:

  • Ideology: Bringing the hard and soft sciences together, future leaders must be able to integrate both the hard and soft aspects of leadership.
  • Focus: From personality to purpose, in the sense of the strongly felt responsibility that a leader has for taking action even in the face of risk, conflict and uncertainty.
  • Participants: From clean fish to clean tanks, in terms of cultivating the system within which leadership is exercised: learning becomes embedded, operationalised and intertwined with change.
  • Technique: From application to immersion in the sense of extensive and intense exposure of leaders to the natural settings in which leadership is actually excercised.
  • Outcome: The three A’s: Agency, Authenticity and Agility, which means going beyond knowledge, skills and competencies.

Pivot coverImplications for Practice

Pivot Leadership experts focus on five critical design principles, each derived from the dimensions described above:

Ideology: Putting disruption in the foreground: By addressing competitive threats, changing customer needs, and how the business must reinvent itself, leaders will develop an integrated perspective on their business.

Focus: Discovering purpose: Leadership development should address a person’s intellectual and emotional capacity in an integrated way.

Participants: Bringing the ecosystem into the room: The best method for teaching “enterprise thinking” is to include customers, partners, and key stakeholders as part of the live learning experience.

Technique: Using immersion to stimulate visceral learning: The real work of a leadership development is to help participants figure out things for themselves.

Outcome: Developing agency, authenticity and agility: The output of leadership development should be about changing mindsets, the quality of dialogue leaders have, their sense of responsibility and their sense of purpose.

If you are interested in more details, this 15-page white paper can be downloaded for free from the Pivot Leadership website that has more information on other publications and their expertise.

Perhaps you are also interested in the EFMD Excellence in Practice "EiP" Awards. EIP recognise outstanding and impactful Learning & Development (L&D) partnerships in the domains of Leadership, Professional, Talent and Organisation Development. The L&D initiative described in the case can be deployed by an organisation either together with its in-house Learning & Development unit or with external L&D providers, such as a business school or executive education center. This Special Supplement of Global Focus features the winners and highly commended entries of the 2013 EFMD Excellence in Practice Awards and covers Group Danone & London Business School, ATOS & HEC Paris, Danske Bank Sweden & Stockholm School of Econimics, IFL, EDF & Toulouse School of Econimics and Galician Automotive Cluster & CEAGA's corporate university.

Scientific Advances in Developing Leaders for Today's Complex Environment

ashridgeYou are kindly invited to CRED3, the 3rd Ashridge Centre for Research in Executive Development Conference, that will take place at Ashridge in the UK on 11-13 December 2014.  The conference will bring together academics and practitioners to explore how research from the behavioural sciences can inform our understanding of the process and experience of learning, with the aim of improving the effectiveness of executive development in developing leaders who can prosper in today's complex environment.

This conference will address one of the developing needs and key priorities in the changing world of executive development. The business environment is growing ever more complex, and the demands placed on executives to deal with this complexity are growing in equal measure. This conference will explore how research in the behavioural sciences can inform our understanding of the process and experience of learning, to help improve the effectiveness of executive education in developing leaders who can prosper in today’s complex environment.

To this end, conceptual, empirical or practice based submissions are welcome on any of the following topics, or any others relevant to the theme of the conference:

  • Exploring the cognition behind learning to improve the way we teach
  • The neurological underpinnings and social processes of executive education
  • Exploiting the neuroplasticity of our brains to enhance our capacity to learn
  • Engaging motivation for reward to improve the effectiveness of learning
  • Applying an understanding of the biology of consumer behaviour to the classroom
  • Moving beyond competence development
  • Methods and processes to accelerate vertical development
  • The social psychology of the classroom experience
  • The impact of personality on learning and interaction in the classroom
  • Understanding the psychobiology and neurology of learning
  • Incorporating experiential learning into programmes and workplace learning
  • The collaborative nature of leadership and implications for development
  • Lessons business schools can learn from our complex and turbulent environment

Papers should include recommendations for implementation in practice. The deadline for the submission of full papers is 10th October 2014.  Please go here to download the full Call for Papers in pdf format - as well as latest news on keynote speakers.

The conference will interest HR and L&D practitioners, business school faculty and those involved in the design and delivery of executive education, as well as academics undertaking research in the application of the behavioural sciences to the development of leaders.  Please do consult the Ashridge website for full details.

MOOCs, Millennials and the Road Ahead for Higher Education

Humane-MOOCs coverYou are kindly invited to the HUMANE/EFMD Advisory Seminar 'MOOCs, Millennials and the Road Ahead for Higher Education' which will take place on 19 September 2014 at the EFMD offices in Brussels, Belgium.

The last 20 years have seen the biggest transformation we have ever witnessed in the way we communicate and deliver knowledge. ICT impacts every aspect of our lives and social media play a major role in the way we interact with one another. The potential for higher education to transform the entire process of knowledge delivery is enormous.    

From traditional face-to-face teaching to student centred e-learning or blended approaches there are many ways in which universities and business schools can deliver new knowledge and skills, either on their own or in strategic partnerships with educational providers around the globe.   

Andrew Crisp, director of CarringtonCrisp, the higher education marketing specialists, will moderate the seminar and speakers include:

  • Jessica di Bella, Head of Mannheim Center for Entrepreneurship and Innovation, University of Mannheim
  • Frederik Truyen, Coordinator ICT for Humanities and Social Sciences and Head of the Computer Department of the Faculty of Arts at Leuven University
  • Jean-Claude Hunsinger, Head of the ICT Department of the Université Panthéon-Assas (Paris II)

Do MOOCs offer revolutionary approaches to teaching and learning or are they just the hot topic of the moment?  What are they all about and what implications do they have for HEIs, business schools and their decision-makers?

The seminar will offer an overview on all there is to know about MOOCs as well as insight into a recent study "See the Future" to understand some of the key issues facing higher education. It will look at lessons learnt from a number of concrete cases in the broader context of innovative teaching and learning in higher education. Finally there will be a session on how education and learning styles can be adapted for millennials.

The day will adopt a highly practical approach allowing ample time for participants to interact with the moderators and speakers and reflect on the challenges and implications linked to the changing higher education landscape.  We hope you will be able to join us for this very interesting seminar and urge you to register as soon as possible as places are limited. In addition, feel free to forward this email to your colleagues who might be interested in attending the seminar.

If you are interested in more information: on the programme  and registration or do not hesitate to contact the HUMANE Secretariat for further information.

Executive Development Conference: Exploiting/Improving and Exploring/Innovating

Banner2014exdevWe would like to remind you that you have until the 5 September to register online and benefit from our normal conference fee for the 2014 EFMD Executive Development Conference, hosted by the University of St. Gallen, Executive School of Management, Technology and Law, Switzerland (1-3 October, 2014).

Join participants from London Business School; Queen’s School of Business; Victoria University of Wellington; Swiss Reinsurance; Vlerick Business School; Mannaz; Amcor; Saïd Business School, University of Oxford; EADA Business Schoool; Duke Corporate Education; HKUST Hong Kong University of Science and Technology and a host of other leading professionals in the Executive Development sector who have already registered. The conference brings together business schools, executive development centres, consultants and network providers as well as clients (companies) and will investigate, discuss and explore: (EI)² Exploiting/Improving AND Exploring/Innovating.

We would like to encourage you to attend the event with your corporate partner(s)*, so that all viewpoints can be heard, shared and debated during the numerous discussion groups schedules in the programme. *A special conference fee is available for accompanying clients.

EIP2014 GoldThe event will also showcase four outstanding learning and development partnerships from the 2014 EFMD Excellence in Practice Awards (EIP) Gold Award cases.

Please click here  for the complete programme of the 1-3 October conference, you can register online here, and please do contact EFMD colleague Delphine Hauspy with any questions you may have.

Latin America Business Cases: The Very Best

universidad externado de colombiaBusiness development in Latin America is at the core of this category in the EFMD annual Case Writing Competition, sponsored by Universidad Externado de Colombia and the 2013 winner is this category is:
Mabe: Learning to be a Multinational”, written by José Luis Rivas, ITAM-Santa Teresa Campus and Luis Arciniega, ITAM-Rio Hondo Campus, both campuses in Mexico. All details are available from the Case Centre. The case describes the dilemma of a Mexican appliance manufacturer, MABE.  Just before the financial crisis, MABE formed a joint venture with a Spanish company and entered the Russian market, but this was not successful.  The authors elaborate on the dilemma: should MABE leave the Russian JV and refocus on other emerging markets? Should MABE acquire a local manufacturer? Should things remain as is? Learning objectives include understanding motivations and means of international expansion, respecting cross-cultural differences, understanding economies of scale and global competition as drivers of strategy.

itamAlso the winning cases from the previous years in the “Latin American Business Cases” category  are available from the Case Centre.
In 2012, the winner was “Veja: Sneakers With a Conscience”, from the Richard Ivey School of Business, USA. This case describes the founding and growth of Veja, the first eco-sneaker company in the world with a focus on the development of sustainable business practices in organic cotton, wild natural rubber and traditional veggie-tanned leather. More in general, the case deals with the issue of how ventures integrate sustainable practices into a holistic and ever improving offering, which engages multiple supply chain participants in co-devising a value proposition appealing not just to our sense of fashion, but also to our conscience.

In 2011, the winner was “Natura: Expanding Beyond Latin America”, INSEAD. Here the authors describe how Natura - as a highly regarded brand in the cosmetics industry in Brazil – could enter developed markets.  The case raises issues related to how Natura should expand and  allow to discuss the process of internationalisation and the building of an international/global brand.

You can also consult the full list of winners for all 15 categories on the EFMD website, and NOW submit cases for the 2014 EFMD Case Writing Competition.

Inclusive Business Models: Very Good Practice Cases in India and Ethiopia

Case2013winner logoimd“Inclusive Business Models” is about commercially viable models that include the poor on the demand side as customers, and on the supply side as employees or business owners at various points in the value chain.  This category in the EFMD annual Case Writing Competition  is sponsored by IMD and the 2013 winner is:
Child in Need Institute: Non-Profit or Hybrid?”, written by Anjan Ghosh, Sougata Ray, and Indranil Biswas, three colleagues at the Indian Institute of Management Calcutta, India.

The case features CINI, a reputable NGO with a mission of “sustainable development in education, protection, child health, adolescent and women in need”.  It focuses on the directors’ assignment to recommend whether the organisation should continue (after 37 years) as a NGO or should venture into social business. The authors provide core characteristics of a social enterprise, along with strategies to fulfil its mission in a rapidly changing and challenging socio-economic context. Full details are available from the Case Centre.

IIMCalcutta logoAlso the winning cases from the previous years in the “Inclusive Business Models” category are available from the Case Centre. For 2012 it was: “Planting the seeds of change: The Ethiopia Commodity Exchange”, University of Geneva, Switzerland. This case illustrates the challenging journey of Dr. Eleni Gabre-Madhin and her team to realize her dream of establishing a transparent and efficient commodity exchange in Ethiopia. The authors describe the integrative approach that provided market institutions to grade quality and set standard, to warehouse and issue warehouse receipts, relay market information to all the relevant actors, coordinate trading, as well as to ensure reliable payment, delivery, and contract enforcement.

There was also a highly commended case: “Schneider Electric in rural India”, INSEAD Singapore.
This case describes the evolution of Schneider Electric’s efforts to serve the base of the pyramid (BOP) market in rural India. Starting out as part of a stand‐alone corporate social responsibility programme to serve villages with no electricity, these have been integrated over time with a rural business initiative that aims to profit from the long‐term opportunity these markets present.

You can also consult the full list of winners for all 15 categories that is on the EFMD website, and NOW submit cases  for the 2014 EFMD Case Writing Competition.

EFMD Partners CVTRUST / Now Offer Smart Diploma with Smart Ads

CVTrust logoLast year EFMD signed a strategic partnership with CVTRUST. The aim of CVTRUST is to increase trust where it is becoming ever more valuable: in academic and education credentials.

Recently CVTRUST joined LinkedIn’s Direct-to-Profile Certifications pilot program, adding a new social dimension to its Smart Diploma™ solution. It is now possible for Smart Diploma™ owners to upload their certified credentials onto their LinkedIn Profile in just a click!

By granting Smart Diploma™ to your graduates, alumni, programme participants etc they are able to validate and push their credentials onto their LinkedIn profile in one click. Following on from this schools that use the Smart Diploma™ solution can now make use of a new service Smart Ads™.

The new Smart Ads™ feature is unique because it allows your school to use the CVs of the people connected to the school as marketing and branding tools that can help promote your institution (and programmes) by your best ambassadors. If you use Smart Diploma™ then every award that you have ever granted becomes firstly validated and secondly becomes a marketing tool to showcase your school. The examples below show how it can work (click and see the Smart Ad on the upper right side the institution’s banner) -

·       IMD diploma: click here
··      INSEAD diploma: click here

smart diploma

Schools using CVTrust include:

INSEAD (FR/ SGP), IMD (CH), MIT Sloan (US), Mannheim Business School (GE), Nyenrode (NL), HULT (International), IEP Paris (FR), IPL (online), INSEEC (FR), STUDIALIS (FR), Solvay Brussels School (BE),…

If your institution would like to learn more, please contact

Join Now for the 2014 EFMD ABS International Deans Programme (IDP7)

idp We would like to inform you that you now can register for the 7th edition of the EFMD-ABS International Deans' Programme (IDP).

This exceptional programme enables a group of up to 20 international deans to visit business schools in four countries. You will gain a unique overview of strategy, operations, structures and future markets in business and management education.

The three compulsory module for the 2014 International Deans' programme are:

  • 16-18 September 2014 at The Hong Kong Polytechnic University, Faculty of Business, The Hong Kong University of Science and Technology and City University of Hong Kong, College of Business, HK
  • 14-15 January 2015 in United Kingdom at Saïd Business School, Oxford,and Imperial College Business School, London, UK
  • 15-16 April 2015 in Copenhagen Business School, DK and School of Economics and Management, Lund University, SE

Other benefits of joining the programme include:

  • Global networking with the potential for long-term collaboration
  • Time to think and engage in current debates on the future of management and business education
  • Psychometrics: MBTI, 16PF, FIRO-B, 360 feedback
  • Join a network of over 75 business school deans from 23 different countries that have already participated in the programme
  • Please note that this programme is aimed at recently appointed directors general/deans of the whole business school only.

More information is available here  and you can register online.  If you have any questions or require further information please do not hesitate to contact EFMD colleague Virginie Heredia-Rosa directly.

6th Global Peter Drucker Forum: "The Great Transformation - Managing our Way to Prosperity”

drucker 2014

As a premier partner and founding supporter of the Global Peter Drucker Forum, EFMD supports the endeavour to advance management thinking on the foundation of Peter Drucker’s ideas and ideals.

The 6th Global Peter Drucker Forum: "The Great Transformation -  Managing our Way to Prosperity” will take place in Vienna, Austria, this November 13-14 and we invite you to join world-class management thinkers and practitioners.

Chaired this year by Harvard Business Review Editor in Chief Adi Ignatius, the Forum brings together top executives and noted scholars to discuss the most pressing issues of the day. The dialogue is informed and animated by the writing and spirit of the late Peter F. Drucker, who is widely considered "the father of modern management."  

Confirmed speakers include:

  • Clayton Christensen, Professor of Business Administration, Harvard Business School
  • Rick Goings, CEO, Tupperware Brands
  • Gary Hamel, Management Expert, Consultant, MIX Co-Founder and Professor at London Business School
  • Herminia Ibarra, Professor of Leadership and Learning and Professor of Organisational Behavior, INSEAD
  • Adi Ignatius, Editor in Chief, Harvard Business Review
  • Julia Kirby, Editor at Large, Harvard Business Review
  • Rita Gunther McGrath, Professor, Columbia Business School
  • Roger L. Martin, Academic Director, Martin Prosperity Institute, Rotman School of Management
  • Nilofer Merchant, Writer
  • Marc Merrill, President and Co-Founder of Riot Games
  • Vineet Nayar, Vice Chairman of HCL Technologies, Founder, Sampark Foundation
  • Martin Wolf, Chief Economics Commentator, The Financial Times

A background article on the forum theme "The Great Transformation -  Managing our Way to Prosperity” has just been published in the latest issue of EFMD's Global Focus Magazine.

More information about the speakers and program outline is available via www.druckerforum.org

EFMD members have access to a reduced registration fee of 25% during the early bird period ending on July 15 from a combination of early bird discount and EFMD members reduction. To benefit from the EFMD reduced registration fee, click here to register and enter your Group code: « EFMD » or copy in your browser www.druckerforum.org/registration

We hope you will be able to join EFMD and the Drucker Society in Vienna for this high stimulating and excititng conference. If you have any questions regarding registration, do not hesitate to contact the Drucker Forum Secretariat events@druckersociety.eu
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EFMD Support the Fifth International Business School Shanghai Conference

antaiEFMD is delighted to be a strategic partner of the Fifth International Business School Shanghai Conference that will be hosted by Antai College of Economics and Management (ACEM), Shanghai Jiao Tong University on Oct. 9-10, 2014.

Innovation and entrepreneurship are widely recognized as effective ways to revitalize the global economy. International markets seek new ideas and innovative business practices, which have the potential to strengthen and stabilize economic growth. So many regions, including China, are striving to develop entrepreneurial management practices and create supportive environments that foster and enable innovation.

Business schools are the origins of many successful entrepreneurship practices, and play a vital role in boosting development of economies and the prosperity of business. This requires the business education industry to reflect on questions such as how to nurture management talents who are able to generate new ideas and implement the ideas in innovative ways.

Therefore, the conference has established Innovation and Entrepreneurship as its theme. It is expected to foster discussions on the latest developments in innovation and entrepreneurship, and exchange viewpoints on two parallel session topics: “How Business Schools’ Innovation Education is Driving Sustainable Development” and “Business Schools’ Education about Entrepreneurship”.

In addition, the IBSSC features two pre-sessions on business schools’ development. Some changes in international accreditation standards indicate that the innovation and sustainability of business schools are increasingly recognized as priorities, so:

  • Pre-session 1 will focus on the topic of “New International Accreditation Standards for the New Management Education Era”, to discuss the trend and how business schools will respond to it.
  • Pre-session 2 will explore the topic of “Future of Management Education: Emerging Opportunities for Asian B-schools”.

The biennial IBSSC is one of the most important forums held by ACEM. Since the first successful conference in 2006, the IBSCC has itself become an international brand and the largest dean-level conference for business schools in the Asia-Pacific region.

An outstanding line up of speakers includes:

  • Prof. Peter Blair Henry, Dean of Leonard N. Stern School of Business, New York University, USA     
  • Prof. Soumitra Dutta, Dean of Johnson Graduate School of Management, Cornell University, USA     
  • Prof. Gnanalingam Anandalingam, Dean of Imperial College Business School, UK
  • Prof. Alfons Sauquet, Dean of ESADE Business School, Spain     
  • Prof. CAI Hongbin, Dean of Guanghua School of Management, Peking University, P. R. China
  • Prof. William Boulding, Dean of Fuqua School of Business, Duke University, USA     
  • Prof. Edouard Husson, Dean of ESCP Europe Business School, France
  • Prof. Fiona Devine, Head of Manchester Business School, UK     
  • Prof. Emerson de Almeida, President of the Board Committee of Fundação Dom Cabral, Brazil
  • Prof. Chris Styles, Dean of Australian School of Business, University of New South Wales, Australia   
  • Prof. Steef van de Velde, Dean, Rotterdam School of Management, Erasmus University, Netherland  
  • Prof. Larry Edward Penley, President of Thunderbird School of Global Management, USA     
  • Prof. Santiago Iñiguez de Onzoño, Dean of IE Business School, Spain (TBC)     
  • Prof. Hirokazu Kono, Dean of Keio Business School, Japan     
  • Prof. WU Xiaobo, Dean of School of Management, Zhejiang University, P. R. China

The conference convenes more than 100 deans/general directors from overseas business schools, and 100 local Chinese business school deans, who exchange their ideas on cutting-edge topics in the field of management education. Due to its focused themes, global scale and western and eastern integration, the IBSSC has already become an extremely valuable forum for business schools around world, and Antai is committed to developing the IBSSC into the most influential management forum in the international management education circle.

Who should attend?
Deans, Directors, Rectors and Vice Deans from leading business schools in the world; top executives from international organizations in the business education industry.

For more information about the conference and reserving your seats, please refer to the website http://www.acem.sjtu.edu.cn/intl/conferences/5_en/index.html, or contact Antai College of Economics and Management via Tel: +86-21-52302510; Fax: +86-21-52302511; Email: iceo@sjtu.edu.cn

Please join us in Shanghai in October for this unique event. Registration details are here.

EFMD Awards EQUIS Reaccreditation to 11 Leading Business Schools

EFMD would like to warmly congratulate the following schools who have recently been reaccredited by EQUIS:

Amsterdam Business School, Universiteit van Amsterdam, Netherlands
Babson College, USA
CENTRUM Católica Graduate Business School, Pontificia Universidad Católica del Perú, Peru
ESCP Europe, France
Durham University Business School, UK
IESE Business School, University of Navarra, Spainequis2013
Keio University, Keio Business School, Japan
London Business School, UK
LUSEM - Lund University School of Economics and Management, Sweden
The Hong Kong Polytechnic University, Faculty of Business, China
University of Leeds, Leeds University Business School, UK

“EQUIS has set new standards of quality in management education. The EQUIS accreditation process is a unique opportunity for a university or a business school to reflect on the relevant strategic issues that any institutions face in today’s changing world, as well as on the operational dimensions that make the university’s  educational experience truly good.”
Jordi Canals, Dean, IESE Business School

"EQUIS accreditation provides independent evidence of quality to past, current and potential members of the London Business School community. We are pleased to have their confirmation of the success of our constant search for excellence.”
Sir Andrew Likierman, Dean of London Business School

"We do appreciate that we are granted EQUIS label for another three years. Under the accelerated globalization of management education, this reaccreditation is just the starting point for our improvement for the coming three years."
Prof. Hirokazu Kono, Dean, Keio Business School

"It is a great honour to be awarded five years accreditation by EQUIS and I would like to thank the peer review team for their carefull consideration of Leeds University Business School. I also would like to pay tribute to all the hard work put in by my colleagues, which has resulted in this well-deserved accolade.”
Prof. Peter Moizer, Dean, Leeds University Business School, University of Leeds

"We are delighted that we have been awarded with EQUIS reaccreditation for a second time. The reaccreditation exercise is a clear demonstration of our dedication to excellence, and the priority placed on internationalisation.”
Prof. Edwin Cheng, Dean, Faculty of Business, The Hong Kong Polytechnic University.

"Amsterdam Business School – part of the University of Amsterdam- is proud to be continuously in the league of schools with EQUIS accreditation.”
Prof. Dr. Marc Salomon, Dean, Amsterdam Business School, University of Amsterdam

Prof. Michael Osbaldeston, the EFMD Director of Quality Service added, "I would like to congratulate the schools that have gone through the reaccrediation process. If you are a student, parent, recruiter or have an interest in business education then the first and most important credential to look for in a school is does it have accreditation from EFMD."

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

EFMD Awards EQUIS Accreditation to AUC, KEDGE and Frankfurt


EFMD would like to warmly congratulate AUC, KEDGE and Frankfurt who have just been awarded EQUIS accreditation.

who have just been awarded EQUIS accreditation.This takes the number of accredited schools to 147 across 40 countries.

  • “Internationally mobile students as well as companies who work with business schools to develop their most promising talent all have an interest in whether a business school is accredited, and if so, by whom,” explained Professor Dr. Udo Steffens, President of Frankfurt School. “This is where EQUIS plays an absolutely vital role, by helping us to attract top talent from all over the world to study at our business school. This both strengthens us and raises Frankfurt’s profile as a leading business centre.”

  • "The creation of KEDGE BS was challenging for all staff and the support and understanding of the EFMD was essential to our progress. As the EQUIS criteria underpins our vision of an international school, it is particularly motivating to have achieved accreditation following our merger. The input from EQUIS was a caring balance of praise and focused criticism that will guide and motivate us for the future. We want to offer the best in personal and professional development and EQUIS helps us to do so," said Dr. Philip McLaughlin, Acting Dean and Director, KEDGE Business School.
  • “AUC School of Business has been working relentlessly and passionately over the last five years with its different stakeholders to create a culture of change and continuous improvement and to transform assessment and accreditation from being a destination to being the ongoing driver for bettering our program and service offerings to cater to the needs of the society.  It is invaluably inspiring to see the school, over such a short time despite the developments taking place in Egypt, become EQUIS accredited consequently triple-crowned and making it in a better position to serve its community,” said Dr. Sherif Kamel, Dean, School of Business, The American University in Cairo
  • “EQUIS accreditation is the ultimate acknowledgement of Frankfurt School’s successful development over the last few years – I am absolutely delighted by this achievement!” confirmed Professor Dr. h.c. Klaus-Peter Müller, Chairman of the Board of Trustees of the Frankfurt School of Finance & Management Foundation and Chairman of the Supervisory Board of Commerzbank AG. “EQUIS accreditation helps to underline the fact that our key strategic projects, such as the development of our research capabilities and international expansion, are all heading in the right direction.”

Prof. Michael Osbaldeston, the EFMD Director of Quality Services added, "We are delighted to warmly welcome the three new schools into the EQUIS community. Accreditation from EFMD is one of the best and most complete ways to certify the quality of a business school as acreditation involves an extensive self-assessment by the School, a visit of an international review team who spend several days interviewing many different people in the School, and finally a very experienced jury evaluating the assessment and findings of the review team to determine whether the School should be granted accreditation. There are currently no substitutes for such an in-depth assessment of quality and both schools should be commended for their commitment to excellence."

The benefits of accreditation include:

  • Information for the global education market on the basis of substance
  • International recognition of excellence: international development
  • Mechanism for international benchmarking with the best
  • Sharing of good practice and mutual learning
  • Agenda for quality improvement and future development
  • Acceleration of quality improvement in international management education
  • Legitimacy to internal and external stakeholders that you have a strong international reputation (donors, alumni, government) and that your school meets the high standards of the best business schools in the world
  • Become part of a network of top schools to develop relationships with fellow EFMD accredited schools for research, exchanging best practices on programmes, etc.
  • International Legitimacy vis-a-vis - recruiting international students; creating double degree partnerships; forming international exchange relationships; recruiting executive development custom programme clients; recruiting new faculty

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

Announcing the 2014 EFMD Excellence in Practice Gold Award Winners

EIP Gold Award 2014

EFMD is delighted to announce the 2014 Excellence in Practice Gold Award Winners.

"The applications to this year's EIP Awards were again of a very high level and exemplified the growing demand to show the impact of Learning & Development initiatives. Every single finalist represents an excellent investment case, based on solid partnerships." said Dr. Richard Straub, Director of Corporate Services at EFMD.

EFMD wants to provide visibility and support to all professionals in the L&D sector. The Gold cases will be showcased during the next EFMD Executive Development Conference which will be hosted by St. Gallen University on 1-3 October. 

The 2014 Gold Award Winners include:

Category: Talent Development
FrieslandCampina & Ashridge Business School
“Developing Talent for 2020”

Category: Executive Development
Promsvyazbank (PSB) & Chicago Booth School of Business
“PSB & Chicago Booth NewEXperienceTime”

Category: Organisational Development
Stora Enso & IMD
“Stora Enso & IMD – A Pathbreaking Partnership”

Category: Professional Development
University Medical Center Groningen & Amsterdam Business School
“An Industry Approach Transforms Healthcare: A 7 Year Journey”

We would like to thank all of the applicants as well as the jury members for their successful cooperation and hope to receive more exciting cases next year. The continuously growing quality of applications has led to the decision to give visibility to more cases as of this year. As well as the Gold Award winners there were Silver Award winners and also Finalists selected from all of the entries.

More information on the full result can be found via 2014 EFMD Excellence in Practice Award Winners.

Quotes from the Winners

  • “The Amsterdam Business School and University Medical Center Groningen are very proud that they have won the prestigious EFMD best case award in the category professional development. It is a recognition of the dedication and focus of everyone involved in this project and we hope it will provide best practice and inspiration for other organizations to effectively implement operational excellence.”
    Prof.dr. Ronald J.M.M. Does, Amsterdam Business School, University of Amsterdam

  • "To receive this award is immensely encouraging for FrieslandCampina. Since we stated our ambition to be the most successful, professional and attractive dairy company we have worked really hard to unleash talent in the company and make talent management an integral part of our business strategy. The programme we have created with Ashridge is really helping our key talents to be our leaders for the future. The leadership mindset created in the programme is working well, and we are currently bringing it alive in the whole company. We still have many great challenges ahead to realise our ambition, so we are grateful for the extra energy this award gives us."
    Willem der Lee, Corporate Director of Talent, FrieslandCampina

  • "We are immensely proud to be working with FrieslandCampina on such a powerful programme of personal and organisational development, and for the quality of this work to have been recognised. This is a testament to our strong and trusting partnership. It also shows that - with clarity, focus and imagination - an incredible amount of change can be achieved over a very short timeframe. We are absolutely thrilled with this achievement and that the FrieslandCampina programme has won a highly coveted EFMD Excellence in Practice award.”
    Lindsey Masson, Executive Director, Corporate Business, Ashridge Business School

  • “Speaking for all the Booth faculty that participated in the NEXT PSB program, we are delighted to win the EFMD gold medal award. The success of the program, and the resulting award is confirmation of the formula for success in customized leadership programs: high quality faculty, a dedicated executive education staff, and a customer who is highly engaged and committed to creating the context necessary for successful leadership development in their organization."
    Marc Knez, Faculty Director, Chicago Booth School of Business

  • "We are happy and proud that EFMD has recognized our NEXT program with such a high award among other well-known international companies. Recognition of our project as one of the best is confirmation that together with our partner Chicago Booth School of Business we have managed to find creative, and most importantly, effective solutions to our challenges. The program became a powerful tool for further business development and strategic goals achievement, and this award inspires our Corporate University to continue forming a new leadership culture and contribute to the development of the next generation of PSB leaders."
    Oxana Martynova, Head of Corporate University, Promsvyazbank

  • “It was our distinct privilege to work with the inquisitive and passionate PSB leaders. Without doubt they made the learning journey at Chicago Booth an insightful, refreshing and impactful experience. Their willingness to think critically and collaboratively about their shared leadership challenges and to engage with our faculty in a robust dialogue is the foundation of a very open and fruitful collaboration with PSB. We are grateful and proud to have been granted this special award. We trust that this recognition will help maintain the desire and ambition to learn and explore new ways to bring success to PSB.”
    Eugenia Patriniche, Programme Director, Chicago Booth School of Business

  • “It’s a great honor and confirmation of our work with Stora Enso to have received this award. The Pathbuilder journey shows the immense strategic impact that educational programs can have both on the individual but also the organization level.”
    Albrecht Enders, Professor of Strategy and Innovation, IMD

If you have any questions or would like further information on the EIP awards you can find out more via this EIP Overview Brief or please contact Florence Gregoire.

EFMD Future Series webinar – “Emerging Trends in Social and Digital Transformation”

WebinarsThis upcoming series of webinars will focus on "Emerging trends in social and digital transformation and their impacts on the People Agenda”, and will be delivered by Stephan Paolini, Senior Vice President, Capgemini Consulting.

According to Capgemini Consulting’s vision, digital transformation is first and foremost a business transformation. People, not technology, are the most important piece in the digital transformation puzzle. 

paoliniDigital transformation has become the ultimate challenge in change management because it impacts not only industry structures and strategic positioning but all levels of an organization (every task, activity, process) and its extended supply chain. Leaders must constantly challenge their organizations to ensure that this technology-enabled change can unlock productivity gains and significant competitive advantage and understand where and how the fundamentals of their current operations could be unsettled by agile new entrants or new business models".

We invite you to take advantage of this great opportunity to share best practice by participating in the following 2 webinars:

Digital Performance: People Make it Real! on Tuesday 1 July 2014 (1:00pm - 2:00pm CET Paris)

  • Emerging trends in social and digital transformation and their impacts on the People Agenda.
  • Which components’ structure the picture and how can it be addressed?
  • Which impacts on the Corporate Learning Function and its drivers for change?
  • Some concrete examples of “game changing” initiatives.

Leadership in the Digital Era: A New Deal?  on Tuesday 23 September 2014
 (1:00pm - 2:00pm  CET Paris)

  • How are the Digital / Social / Open context affecting Business management?
  • How do the (digital) new ways of working change the Leadership/ Managerial landscape?
  • How can it be anticipated / adapted / supported?

Free event for EFMD corporate members and special guests.

EFMD Launch Strategic Learning Review

SLRcover web2

At the EFMD Sharing Best Practice Masterclass earlier this year, hosted by UniCredit in Torino, EFMD officially launched SLR – Strategic Learning Review.

"Company-based learning organisations are being challenged to maximize the effectiveness, relevance and quality of their programmes. Learning must be seen to deliver value and impact; this new service from EFMD will help companies determine whether their learning organisation is delivering (and is perceived to be delivering) services in line with their strategic mission”, said Prof Eric Cornuel, CEO & Director General of EFMD.

The design of SLR draws on EFMD’s 15 plus years of experience in the area of quality assurance for both business schools and learning organisations through the EQUIS and CLIP accreditation systems. SLR offers a diagnostic check-up service that allows a Learning Organisation to take stock of the strategic effectiveness of its operations and its impact within the company. It is designed to be a flexible service for learning organisations at any point of their development.

“EFMD’s one-day strategic diagnostic review (Strategic Learning Review) was very valuable. The review, which was conducted by experienced auditors enabled us to highlight the strengths and weaknesses of our corporate university. The conclusions, covering a range of strategically significant areas,  have led us to strengthen a number of our processes and better prepare ourselves for future accreditation. I highly recommend this Strategy Learning Review to companies in search of a true strategic approach.” Safran Corporate University

Combining guided self-assessment and a one-day on-site visit by a two-person EFMD team, the evaluation highlights both the areas where the Learning Organisation is performing effectively and the areas where fundamental problems may need to be addressed. The process is designed to offer a checkpoint that provides a critical analysis of the situation at a given moment in time, whilst also helping companies construct a learning roadmap for future development.

"We used the EFMD Strategic Learning Review to get outside feedback on where we stood in our pursuit to build up a state-of-the-art L&D organisation. Based on a one-day visit only, the experienced EFMD consultants were able to draw a very concrete picture of our current strengths as well as the areas we still need to develop. This has since helped us a lot to refine our current priorities. We highly recommend this pragmatic tool to other organisations who want to develop their L&D strategy."  Baloise Campus

The SLR process is centred around six key points: the clarity of purpose & mission of the Learning Organisation, the scope of its activities, its positioning in the company, its operating model, the portfolio of programmes and services offered and finally the governance system to keep it properly aligned.

"The starting point for any strategically effective L&D organisation is always going to be a well-defined purpose and coherent objectives as regards what is to be achieved. SLR focuses on the value chain that links intentions and outputs", said Gordon Shenton, Senior Advisor, EFMD.

The many benefits of SLR include:

  • An assessment of the Learning Organisation’s effectiveness and relevance in delivering on its strategic remit
  • Identification of major dysfunctions, disconnects, misalignments or missing elements in the construction of the Learning Organisation.
  • Bringing to light the perceptions of major stakeholders within the company
  • Outside-in challenge: the visiting experts bring an external view with a constructively critical perspective
  • A sounding board providing an opportunity to test ideas and share concerns with experienced professionals in the field of corporate learning
  • A checkpoint for the Learning Organisation team to concentrate minds and build commitment to future development
  • An opportunity to reinforce the buy-in of major stakeholders in the company.

Two information session webinars are organised to find out more about the SLR process:
19 June 2014 CET 13,00 - 14,00, by Jan Ginneberge, Sernior Expert EFMD
10 July 2014 CET 13,00 - 14,00, by Jan Ginneberge, Senior Expert EFMD with testimonial from Achim Wolter, Head of People Management at Baloise

SLR is a service for any organisation anywhere in the world that wants a strategic review of their learning and development structure and design process. If you would like any further information or have any questions please contact Shanshan Ge (shanshan.ge@efmd.org) or visit www.efmd.org/slr.

Invitation to Join the New EFMD Special Interest Group: "An Engaging Place to Work"

efmd-newlogo2013-lr coloursYou are warmly invited to join the EFMD Special Interest Group (SIG) on the theme of “An Engaging Place to Work”. Alstom, Baloise, Merck/MSD, Pirelli as well as UBS and Unicredit have already committed to take a lead role in this group for experience and best practices sharing.

Across industries and geographies the question how a company can become and stay an engaging place to work is being discussed with increasing intensity. Two main factors seem at the core of this discussion: First, with Generation Y entering the labor market a distinctively different set of expectations has taken the stage. Second, companies need to constantly adapt and innovate in a world driven by exceptional speed of change. This can only happen where employees take their hearts and minds to work and act like entrepreneurs from where they sit in the organization.

Companies with higher workforce engagement are more innovative and more productive. Recent numbers published by Gallup found a 22% advantage in profitability to companies in the top quartile of employee engagement vs. those in the bottom quartile. Gallup figures also shock us with an overall ratio of only 12% engaged employees as per their latest worldwide report. The case for action seems clear: not only is creating an “Engaging Place to Work” the right thing to do from a human and organizational health perspective, it is also a prime opportunity for leading companies to differentiate themselves lastingly from their competition.

This EFMD Special interest Group (SIG) will explore cross-functional strategies to build the “workplace of your dreams”. We will focus on areas like leadership, talent management, values of a new employee generation as well as innovative technologies and how they change our work experience. The goal is to advance the critical field of employee engagement in concrete terms, by creating a menu of “best practices” and jointly developing innovative “next practices”.

This SIG is addressed to senior delegates from a broad set of specialty backgrounds, including HR, Learning, Talent Management, Technology, Communications, Branding or Strategy. Dr. Siegfried Hoenle, Senior Advisor EFMD, Visiting Professor at IE Business School and former CLO and Head Talent and Credit Suisse, has agreed to facilitate the SIG. Dr. Simon Stoepfgeshoff, Professor for International HR Management at University of Applied Sciences Bern, will provide inputs and co-facilitate the SIG work.

Details of the final work schedule and specific challenges to be addressed within the SIG will be agreed upon by SIG members once the project is fully underway. The kick off meeting - hosted by UBS - will take place on 3-4 November 2014 in Zurich, Altstetten (Switzerland). Please click here for more information and application.

We invite you to take advantage of this tremendous opportunity to leverage best practice, utilise leading experts and collaborate with peers to deliver real value to your organisation. Please do contact EFMD colleague Shanshan Ge with any other question you may have.

CEIBS to host the International Teachers Programme© (ITP)

CEIBS-ITPThe International Teachers Programme© (ITP) supported by EFMD, is an intensive faculty development programme dedicated to helping business educators develop suitable skills and capabilities to be successful in their careers. The ITP programme is organized by the International Schools of Business Management (ISBM) and the 2015 & 2016 programmes will be lead by the China Europe International Business School (CEIBS) at both its Shanghai and Beijing campuses.

The ITP has served over 1,500 high-caliber faculty and educators from many countries since it started more than 50 years ago. During this period, the programme has rotated between ISBM schools.

  •     CEIBS - China Europe International Business School, CN           
  •     HEC School of Management, FR
  •     IAE AIX Graduate School of Management, FR
  •     IMD, CH
  •     INSEAD Business School, FR
  •     Kellogg School of Management, US
  •     London Business School, UK
  •     Manchester Business School, UK
  •     New York University, Stern School of Business, US
  •     SDA Bocconi School of Management, IT
  •     Stockholm School of Economics, SE

I owe my professional progress to ITP. As a young teacher in Assam, India, I attended the program in 1982 and it changed my life. The curriculum transformed everything I thought I knew about management education. ITP introduced me to new pedagogical tools and strategies, and it helped me see deeper connections between my teaching and research. Through the program, I also gained greater confidence in the classroom. ITP challenged and inspired me to explore my potential, even as I learned how to help others discover their potential. This is a wonderful program for anyone who aspires to create and share knowledge with impact.
Dipak C. Jain, Dean, INSEAD

This will be the first time that the ITP has been offered outside a Western country. In addition to the many well-established qualities of the ITP, its location in China, the world's most dynamic economy, and at CEIBS, a globally top-ranked, business school, adds a powerful, exciting dimension, while using most of the same international faculty as in previous programmes.

Please take a look at the brochure and send any queries or questions you might have to Aileen Zhang. You can find more info via this web link.

The International Teachers Program© is an intensive faculty-development program dedicated to helping business educators develop suitable skills and capabilities to be successful in their careers. This Programme is beneficial for junior and mid-career faculty who teach business and management at any level: Bachelor, Master, MBA, Executive Education, Ph.D. and faculty development professionals. It is ideal for participants with some prior teaching or coaching experience who are looking to take their capabilities to the next level. ITP has served over 1,500 high-caliber faculty and educators from many countries since it started more than 50 years ago.

Invitation to International Summer Programme at McGill in Montreal

Desautels logoThis International Summer Program at the Desautels Faculty of Management at McGill runs 2-30 July 2014  and is designed to provide international undergraduate students the opportunity to gain critical North American perspectives on issues of global importance.

The program offers two courses: In Managing in North America, current global  questions are analysed and potential solutions are discussed that correspond to the unique character and needs of the Canadian, American, and Mexican economies. In Global Branding, understanding and appreciation of brands is enhanced and participants develop theories, models, and tools to improve the ability to create and evaluate local and global brand strategies. Each course is worth three McGill credits, equivalent to six ECTS credits, to be approved by each student’s home university.

The McGill campus is located in the heart of multicultural, metropolitan Montreal. As a major cultural and technological centre, Montreal offers students unparalleled opportunities to explore life outside the classroom. Full details about application and registration, as well as FAQ are here.

You may also be interested to know more about the approaches in the International Masters in Practicing Management, IMPM. In this EFMD Global Focus magazine article, Leslie Breitner and Dora Koop explain how the IMPM programme has retained its freshness as one of the world’s most innovative senior management programmes.

Last year in May, the Henry Mintzberg, IMPM & EFMD Special Workshop in Brussels also focused on developing practicing managers and their organisations, and the EFMD upcoming events are here.

The Art of Teaching and Learning: Counting Down to the 2014 EFMD Annual Conference

ac14 app

This week in Vienna on 15-17 June 2014, the wonderful new campus of WU - Vienna University of Economics and Business will play host to EFMD’s 2014 Annual Conference.

An App has been created specifically for this conference that can download it on your smartphones through the Appstore/Google Play. The App will enable you to discuss sessions, check the conference schedule, find contacts and speaker information.

Apple store
Google Play

The hashtag for the EFMD Annual Conference is #EFMDAC14 so if you wish to tweet before, during & after the event, please use this tag and follow us at EFMD @EFMDnews.

This unique event is designed for all those interested in management education and development. It brings together over 400 EFMD members from all over the world. This year, under the theme "The Art of Teaching and Learning", we will discuss how new technologies have influenced the way people learn and teach, the impact they have on architecture and the design of learning spaces.

Building on Vienna’s musical tradition, we have invited Joshua Jampol, freelance management writer and author of the book “Living Opera” to interview one of the leading figures of the world of music to talk about the leadership skills required to direct music productions and the challenges classical music is facing today. How can classical music productions be adapted to today’s younger audience? How can you modernize classical music without altering its beauty?

wu new campusThe Conference Committee have put together a series of outstanding sessions which include:

  • Designing Learning Spaces: Wolf D. Prix, Founder, COOP HIMMELB(L)AU, Austria
  • MOOCs: how to get started: Vivek Goel, Chief Academic Strategist, Coursera and Santiago Iniguez, Dean, IE Business School.
  • Financial Models for Educational Institutions: Thomas Estermann, Head of the Unit Governance, Autonomy and Funding, European University Association.

Also the smaller workshops groups will give you the occasion to see and discuss best practice examples on an array of themes:

  • Alliances: with Mariëlle G. Heijltjes, Associate Dean & Director Postgraduate Education, School of Business and Economics, Maastricht University; Ali Dastmalchian, former Dean, Gustavson School of Business, University of Victoria and moderated by Stephen Murdoch, Associate Dean International, IESEG School of Management
  • Research Innovation: with Alan Irwin, Dean of Research, Copenhagen Business School and moderated by Christophe Lejeune, Research Advisor, Research & Surveys Unit, EFMD
  • New Technologies & Accreditation: with EFMD Quality Services Associate Directors Martin Schader, David Asch, and Ulrich Hommel

As always, the event will give you numerous networking opportunities, including a Gala dinner at the Hofburg, Vienna’s Imperial Palace in the heart of the city.

We look forward to seeing you in Vienna!

EQUIS Policy Revisions 2014 - Multi-Campus Operations, Collaborative Provision, Institutional Change & Restructuring

equis2013The 2014 revision of the EQUIS documents include three significant changes in the EQUIS Process Manual Annexes, all related to specific features of business school operations.

1. Policy on Multi-Campus Operations (Annex 12)

Many business schools are nowadays spreading their activities across multiple campuses and, in some cases, it is not even clear anymore which campus is to be considered the headquarter (home) campus. Given that quality may differ greatly within a business school’s campus network, the EQUIS process must include a review of the school’s activities at different campus locations, the linkages between them, the degree of managerial and operational independence granted to them and the form of control exercised by senior management. The purpose of the new annex is to ensure that schools in process supply sufficiently detailed information on their campus networks at all stages of the accreditation process.

The new EQUIS policy requires schools to include all of its campuses and provide a detailed description in the Self-Assessment Report with an informative summary added to the datasheet and supporting evidence presented in the base room. The information to be submitted includes: Description of the activity portfolio carried out at each campus location, local resource support, governance mechanisms to control campus activities and to ensure coordination within the campus network, quality assurance, financial performance and risks specific to local operations. Multi-campus strategies, development objectives and performance milestones need to be explained in detail as well. Peer Review Visits may involve several campuses, typically the headquarter campus and the perceived weakest links within the campus network.

For further information, see Annex 12, EQUIS Process Manual Annexes.

2. Policy on Collaborative Provision (Annex 13)

The 2014 document changes serve the purpose of further detailing existing policy. An increasing number of business schools deliver degree programmes in collaboration with partner institutions. The partners may be located in the same country or offshore; they may be academic or non-academic institutions. Degrees may be awarded solely by one of the partners, jointly by several partners (joint degrees) or individually by several (typically not more than two) partners (dual degrees). Collaborative provision is normally regulated by bilateral agreements. Consortium structures can be set up with a portfolio of bilateral contracts or may be formally operated as a joint venture.

Collaborative provision implies that the business school requesting EQUIS accreditation is likely not to fully control the design, delivery and management of the respective degree programmes. It is therefore necessary to assess during an EQUIS review how collaboration is impacting quality and therefore indirectly the EQUIS brand.

The document revisions clarify that some forms of collaborative provision (e.g. dual degree offerings in support of student outward mobility for the School’s main degree programmes) have become a mainstay in management education and are therefore unlikely to warrant special attention under this policy. Off-campus delivery in cooperation with a lesser reputed partner institution definitely will.

The revised policy makes the information requirements more explicit. Schools are required to describe all collaborative activities (including partner institutions) in full as an appendix to the Self-Assessment Report with an informative summary also included in Datasheet. The Base Room must include partnership agreements, policy documents, minutes, (financial) data and any further evidence needed to understand the School’s collaborative activities. Otherwise, the previously established process still applies.

For further information, see Annex 13, EQUIS Process Manual Annexes.

3. Policy on Major Institutional Change and Restructuring (Annex 18)

The existing Policy on Major Restructuring has been modified to clarify its scope and when it is necessary to notify the EQUIS Office. In addition, the potential consequences have been strengthened, all in an effort to protect the EQUIS brand.

The addition ‘Institutional Change’ to the title of this policy reflects the observation that ‘major restructuring’ is in many instances triggered by ‘major institutional change’. The parent of an accredited school may for instance decide to merge the business school with another unit, which can alter governance, autonomy, strategic outlook and operations in fundamental ways. Alternatively, an accredited school may be negatively affected by changes in its economic environment (e.g. departure of a major donor, tightening of student visa regulations), which can eventually serve as a trigger for major restructuring.

The 2014 version clarifies the policy’s intended scope: The policy already applies when it can be reasonably assumed that major institutional change will occur (rather than when major institutional change or the resulting restructuring actually materialise). It also includes instances where institutional change and restructuring are not the result of a deliberate act by the accredited school.

Schools need to notify the EQUIS Office without undue delay in case the institutional change is potentially “major” and then the previously established procedure applies. Failing to submit notification, submitting the notification too late or misrepresenting the institutional change and its consequences can lead to the suspension of accreditation at the discretion of the EQUIS Accreditation Board.

For further information, see Annex 18, EQUIS Process Manual Annexes.

EPAS XXL Accreditation Seminar: Invitation to Gain First-Hand Insights

epaslogo13You are warmly invited to join the upcoming EPAS XXL Accreditation Seminar. Following its success in 2013, EFMD is again offering a 2-day EPAS XXL Accreditation Seminar on 25-26 June 2014 at the EFMD office in Brussels, Belgium. The EPAS XXL Accreditation Seminar follows a new format that has been designed to provide in-depth guidance on how to successfully complete the different steps of the EPAS accreditation process.

Participants will gain detailed insights on how to compile a Datasheet and Self-Assessment Report, how to organize an effective Peer Review Visit and how to manage the post-accreditation phase including the write-up of progress reports. The objective of the seminar is to move distinctly beyond the EPAS documents and to let participants gain first-hand insights into the Do’s and Don’ts of managing an EPAS accreditation project.

The seminar is targeted at institutions already awarded eligibility or accreditation as well as institutions currently preparing their application for eligibility. It is relevant for Accreditation Officers (EPAS Project Leaders), Deans and Associate Deans in charge of accreditations. Participants must already possess a good working knowledge of the EPAS system, which requires at the very minimum the careful study of the EPAS documents (Standards & Criteria, Process Manual, Process Manual Annexes) before arriving in Brussels. School representatives looking for an introductory overview of the EPAS system are explicitly discouraged from registering for this seminar.Banner events

Please note that the number of places is limited, so please register today to secure your attendance. For more details, you can view the complete programme,  or you can register immediately. Please do contact EFMD colleague Simonne Mac Donald with any questions you may have.

The EPAS team are looking forward to welcoming you in Brussels!

EFMD Launch Business School Impact Survey (BSIS)


At the 2014 EFMD Deans & Director General Conference in Gothenburg hosted by the University of Gothenburg, School of Business, Economics and Law, EFMD officially launched BSIS - Business School Impact Survey.

Prof Eric Cornuel, CEO & Director General of EFMD said, "BSIS is a vital addition to the EFMD portfolio of services as it provides a process and tool to capture the value that a school brings to a defined region. It is a service for any business school anywhere in the world that is interested in collecting key statistical data on its impact. Once collected this information can then be used both internally and externally with key stakeholders to widen the debate about "the role of business schools in society" and showcase the enormous added value and impact they bring to a community."

The BSIS scheme identifies the tangible and intangible benefits that a business school brings to its local environment. For example, a school spends money in its impact zone; it provides jobs and pays salaries that are partially spent in the zone; and it attracts faculty and students from outside the zone whose expenditures contribute to the local economy. Beyond this measurable financial impact, a school contributes to the life of the community in numerous ways. Its faculty generate new business creation through entrepreneurial projects and support local business needs through professional training. Its students are a source of dynamism in the life of the region and are a valuable talent resource when they graduate. A business school also provides an important intellectual forum for the introduction of new ideas in a wide variety of social, cultural and political areas of concern within a region. Last but not least, it contributes to the image of the city or region.

"Demonstrating the many ways in which they add economic and social value to the environment in which they operate has become a challenge for business schools. To meet this demand for greater accountability, BSIS is an effective tool to help schools identify, measure and communicate all the positive contributions they make to the world around them," added Prof. Gordon Shenton, Senior Advisor, EFMD.

At a time when all organisations, public or private, are being held accountable for their activities, there is a need to demonstrate the impact that they are having on their immediate environment. This is particularly the case when they are financed or politically supported by local stakeholders.

"From my experience of BSIS in seven French Business Schools (La Rochelle Business School, IAE Lyon, Groupe ESC Troyes, Audencia, IAE Grenoble, EM Normandie and Toulouse Business School) the first benefit of BSIS was unexpected, as the process significantly raised the awareness within the school of the importance of its impact on the Region. The second major benefit from going through the BSIS review was it substantially improved communication with all of the key stakeholders of the Business Schools," said Michel Kalika, Senior Advisor, EFMD.

The BSIS 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 and FNEGE as a service to EFMD members in any part of the world.

If you would like further information or are interested in your school taking part you can visit www.efmd.org/bsis or please contact: Gordon SHENTON: gordon.shenton@efmd.org, Michel KALIKA: michel.kalika@efmd.org or bsis@efmd.org

EFMD is Delighted to Announce the Winners of the 2013 EFMD Case Writing Competition

CaseWriting-Award ecch

Winners include ESADE Business School, ESCA School of Management, IBS Hyberabad, IE Business School, IMD, Indian Institute of Management Calcuta, Indiana University, Indian School of Business, INSEAD, ITAM Mexico, Lagos Business School, SDA Bocconi, Solvay Brussels School of Economics and Management.

EFMD is delighted to announce the winners of the first phase of the 2013 EFMD Case Writing Competition. This year was a record with 258 case entries from 30 countries. The quality was exceptionally high so we thank all of you who took part. The "Best of the Best" category is now being evaluated by The Case Centre  and the results of the overall winner of the competition will be announced at the end of April.

Corporate Social Responsibility: “Accenture Development Partnership” written by Michelle Rogan and Christiane Bode, both at INSEAD, FR. This category is sponsored by Kedge Business School.

Entrepreneurship: “WooRank: Creating & Capturing Value in a European Web Start-Up” written by Robin Demaria, Olivier Witmeur and Paul Verdin, all colleagues from Solvay Brussels School of Economics & Management, BE. This category is sponsored by EM Lyon.

Family Business: “Trusted Family: By Families, For Families, Forever…" (video case) written by Benoît Leleux, IMD, CH.

Finance and Banking: “Tumi and the Doughty Hanson Value Enhancement Group (VEG)" written by Benoit Leleux, Michel Galeazzi and Esmeralda Megally, all from IMD, Switzerland. This category is sponsored by Toulouse Business School-Groupe ESC Toulouse.

Supply Chain Management:CISCO Systems Inc.: Supply Chain Risk Management”  written by Maria Jesus Saenz, MIT-Zaragoza International Logistics Program (ZLC), ES and Elena Revilla, IE Business School, ES. This category is sponsored by Kedge Business School.

Emerging Global Chinese Competitors: “LENOVO Challenger to Leader”, written by: Hadiya Faheem, Freelance Case Writer, India and Muralidhara G.V., IBS HYDERABAD, India. This category is sponsored by Renmin University of China School of Business.

Euro-Mediterranean Managerial Practices and Issues:HPS, a successful South/North Technology Transfer Model”, written by Belhcen Lhacen and Abbitan Yoni, both at ESCA School of Management, MA. This category is sponsored by Groupe Sup de Co Montpellier Business School.

Public Sector Innovations: “Finding Community Solutions from Common Ground: A New Business Model to end America’s homelessness”, written by Howard Yu, IMD, CH

African Business Cases: Research in Motion: Managing Channel Conflicts”, written by Uchenna Uzo, Lagos Business School, NG. This category is sponsored by China Europe International Business School (CEIBS).

Indian Management Issues and Opportunities:Embrace”, written by: Mridula Anand and Anand Nandkumar, both Indian School of Business, IN and Charles Dhanaraj, Indiana University, IN. This category is sponsored by Emerald Group Publising Ltd.

Responsible Leadership:SMS for Life Case Series”, written by Donald A. Marchand, Anna Moncef and Patricia Santos, all IMD, CH. This category is sponsored by University of San Diego-School of Business Administration.

Inclusive Business Models:Child in Need Institute: Non-Profit or Hybrid?”, written by Anjan Ghosh, Sougata Ray and Indranil Biswas, all three at Indian Institute of Management Calcutta, IN. This category is sponsored by IMD.

Latin American Business Cases:Mabe: Learning to be a Multinational”, written by José Luis Rivas, ITAM-Santa Teresa Campus, MX andLuis Arciniega, ITAM - Rio Hondo Campus, MX. This category is sponsored by Universidad Externado de Colombia.

MENA Business Cases:  “Roca in Egypt”, written by Josep Franch and Marianna Sablina Kondratieva, both at ESADE Business School, ES. This category is sponsored by HEC Paris in Qatar.

Bringing Technology to the Market: “787 Dreamliner: cleared for takeoff?”, written by Vitaliano Fiorillo, Raffaele Secchi and Silvia Zamboni, all at SDA Bocconi School of Management, IT. This category is sponsored by ESMT.

We would like to warmly congratulate all of the winners and once again thank all of our sponsors for their continued support of the EFMD Case Writing Competition.

MOOCs in Higher Education: Avalanche, Disruption or Transformation?

eualogoEUA has published last week its second Occasional Paper on the topic of Massive Open Online Courses (MOOCs). It is designed to inform and update interested stakeholders on the broad range of MOOCs developments that have taken place in recent months and is a follow-up to the first paper published at the beginning of 2013. Authored by Michael Gaebel, Director of the Higher Education Policy Unit at EUA, it also looks in detail at a number of issues related to the development of MOOCs that are directly relevant for universities. These include:

  • EUAMOOCupdate coverOverview of international MOOC facilitators
  • Mapping European MOOCs
  • European initatives in detail
  • Motives for MOOCs in Europe and in other parts of the world
  • Observations regarding production and maintenance, income generation, implications on learning and teaching, learners and teachers, awarding credits, ownership of MOOCs.

The final section of the paper outlines some “points for further consideration for European higher education” notably in terms of:

  • The evolution and potential benefits of MOOCs
  • The “responsibility of the university”.
  • Broader strategic considerations

efmdbook2 coverYou can download the full paper (35-pages) from the dedicated EUA website. Also this year's EUA annual conference has the theme "Changing Landscapes in Learning and Teaching", it will take place on  3-4 April 2014, hosted by Université Libre de Bruxelles (ULB), Brussels, Belgium and registrations are now open. More information is also on this earlier EFMD blog post. You may also be interested in the EFMD 40th anniversary books. In Securing the Future of Management Education, the impact of technology is explored in chapter 6 under Blind spots, Dominant logics, Tipping points and Critical issues for the future.  It deals – amongst others – with geography and modes of learning as well as technology and the incumbent business school model. You can find out all about this new book here.

To MOOC or Not To MOOC, That is the Question

johanroosGuest Post from Johan Roos, Dean, Jönköping International Business School, Sweden

The MOOCs phenomenon – Massive Open Online Courses – comes with either the threat or promise of disruptive innovation in one of the fundamental pillars of society: higher education. How should business schools deal with this phenomenon?

 MOOCs are networked higher education courses delivered on the net to anyone with a thick internet connection, anywhere. The first MOOC was offered in 2008 – and was a result of the convergence of distance (“e-“) learning and the accelerating bandwidth of the internet. The acronym speaks to the promises that MOOCs offer:

  • cable worldMassive. The technology enables thousands of students to enroll and participate at any time in courses about anything taught by talented professors from any institution in the world.
  • Open.  They are open in several respects. Anyone can enroll. Students may pay a symbolic fee to get the formal credit from the host institution, but they do not pay for participation in the course.  The material produced by faculty is open and shared openly.
  • Online. Participants network openly with faculty, among themselves, and with others who are online. Content is always available on the net and can take many forms, like articles, books, videos, tweets and tags.
  • Courses.  MOOCs can cover just about any course taught in a traditional university setting, from humanities to social sciences, to even the hard sciences. Almost no type of course is MOOC ineligible.

The arguments between MOOCs proponents and skeptics are filling newspaper articles, blog posts, tweets and conferences. Will MOOCs fundamentally transform higher education, or is it just hype playing on the emotional appeal of “bringing inexpensive higher education to millions?” No matter what it is, it seems clear that university leaders need to start paying greater attention.

Learnings from Two Conferences: Over the last weeks, I attended two meetings for business school leaders where the MOOCs theme surfaced center stage: the 2014 EFMD Conference for Deans & Directors General in Gothenburg and the 2014 AACSB Deans Conference in San Francisco. These meetings attracted respectively more than 300 and 600 business school leaders from all over the world. During the sessions, I learned about the leading providers of MOOCs:

  1. A few Stanford science and engineering professors began offering their courses online and founded the for-profit MOOCs providers Udacity and Coursera.
  2.  The MOOCs landscape today includes a range of for- and non-profit providers with their own twist, including KhanAcademy, Udemy, and CodeAcademy.
  3. MIT and Harvard formed a new approach, the edX consortium, which currently includes many Ivy League quality universities in the world. In July 2013, edX went open-source and shared the software needed to develop MOOCs.
  4. In September 2013, Google signed up with edX to create a portal website that will go live in a few months  mooc.org – which they hope will soon become a YouTube for MOOCs. (Google is already a member of the Udacity initiated Open Education Alliance.)

Understanding the debate: At the two gatherings, we heard from both MOOCs proponents and skeptics. Simon Nelson, CEO of FutureLearn (“Learn anytime, anywhere”), gave a sobering view of the possibilities of MOOCs, reminding us they are a merely an extension of the Open University approach already in place for 40 years. His message: Forget the hype about the end of universities. Higher ed just needs to learn how to augment their content with crowd interaction and great online user-experiences. Some claimed MOOCs have already gone from good to great. Paul Stacey of Creative Common praised one of the first MOOCs, ds106.us for its fundamental social learning, open pedagogy and underlying “constructivism” philosophy of education. His message: don’t let these fundamentals slip.

MOOCdrawingCoursera co-founder Daphny Koller (“Take the World’s Best Courses, On-Line, for Free”) and Ben Nelson, founder of Minerva (“Only the world’s brightest, most motivated students will be invited to attend”) represented the contrast between Massively & Open-oriented vs. Small & Elite-oriented.  Their overall message was that MOOCs will help teaching reclaim prominence in today’s research-biased higher education world.

From the debate, Q&As, and informal talk during these gatherings, it became clear to me that in MOOCs lie both opportunities and threats for all higher education institutions, including business schools. Some will find natural strengths to integrate MOOCs into their strategy, like the renowned universities that have already signed up with big MOOC providers. But others will have faculty members who adamantly oppose MOOCs, and some institutions will assert their territorialism.

We are seeing this already. On 2 May 2013, professors in the philosophy department at San Jose State University, CA wrote a letter to Michael Sandel, a Harvard professor whose MOOC on Justice they felt infringed on their own curriculum. The letter urged Sandel to “not produce products that will replace professors, dismantle departments, and provide a diminished education for students in public universities.” But one of the commentaries on this letter countermanded, “…we also need to face the fact that professors can be expendable and replaceable, especially when real financial constraints are considered.  That is tough on egos.” Similarly, 58 Harvard professors voiced their frustration that Harvard had become so deeply involved with edX without consulting them. In a letter to the dean they called for a new committee and greater oversight of MOOCs. The dean didn’t comply.

diplomaSo What’s Next? Personally, I see potential for symbiosis from the interaction of traditional higher education and MOOCs. On one hand, even the skeptics can’t ignore the gross enrolment numbers MOOCs can generate. In January 2014, one of the earliest MOOC providers signed up students at a daily rate of 10.000, totaling some 7 million participants. Skeptics point to low completion rates though, only 4 to 10%. But, even with completion rate of just 7%, the number of Coursera “graduates” equals all students currently enrolled in three Harvard Universities and one MIT combined. Such an achievement calls for celebration, IMO!

I also agree with the criticisms about traditional lectures and often ask faculty why any student should spend time listening to one in an auditorium. Students tell me they rather get an App or go to an online site where they can watch a video of the lecture whenever and wherever they like. They also want to be able to choose the video of a more talented professor—and we are seeing this happen– celebrity professors who are becoming like rockstars.

But questions remain: Will students and employers value a MOOC diploma as much as the one from a “real” university? What is the perceived value of an “accreditation” of a course made by a Nobel Laureate compared to an international accreditation agency? A few days ago 110.000 people had signed up for the first such MOOC, offered by Laureate Robert Schiller,  who gained the prize in 2013. Can MOOC providers continue to operate with a viable business model? And who will pay for the professorial time devoted to develop and run MOOCs, especially in institutions already stretched financially?

What will evolve next is an open question for all of us. If MOOCs represent the tsunami some people claim they are, it is difficult to see how resistance to them will prevail. The next step would at least be for universities to open up to substituting MOOCs for some their own courses in programs delivered on campus. I am sure the MOOCs providers are exploring viable business models that could let this happen, and quality ensured licensing looks like the natural choice.

jonkoping logoIn my business school, JIBS, I want us to be ready for this possibility. That is why we recently launched a strategic project with a dual purpose: 1) to explore how we could encourage some faculty members to develop MOOCs and learn from this; and 2) how we can integrate others’ MOOCs into our degree programs. At least, we’re taking a first step.

GSE / EFMD Global Focus Collection Now Available in the SOL Library

solSpecialist publishers and partners of EFMD, Greenleaf Publishing and GSE Research have launched a new online collection of books and journals in sustainability, CSR, corporate governance, ethics, environmental policy and management, and related fields.

The collection also includes the GSE/EFMD Global Focus collection that contains over 100 papers focusing on sustainability, social responsibility, and business and executive education.

Containing almost 400 volumes, the Sustainable Organization Library (SOL) gives instant access to an international collection, for use in study, research and executive education. The books and journals in SOL have never previously been available as a collection, and many have never been available at all digitally.

The Sustainable Organization Library also includes subscriptions to Greenleaf’s Journal of Corporate Citizenship, and Business Peace and Sustainable Development journals, and draws on material from a number of international publishing partners. More information is available at www.greenleaf-publishing.com/sol

Greenleaf Director John Peters said: “There has never been a more pressing need to bring sustainability into business practice and management education. This can’t be seen as ‘nice to do’ any more – it’s must do.”

“Sustainability is one of the key issues for the 21st century – this is an exceptional collection that will be of great value to business schools, companies and NGO's all over the world,” said Prof. Eric Cornuel, CEO & Director General, EFMD.

SOL is available to buy outright, or on an annual subscription, and is hosted on the well-established IngentaConnect platform. SOL operates under the simple and straightforward SERU (Shared e-Resource Understanding) licence created by NISO, the US National Standards Institute, with no digital rights management (DRM) restrictions. This makes SOL available to all members of an organization.

In the SOL collection, each chapter or paper– more than 5,000 – is tagged individually, so users can easily find individual items that are relevant to them.

Professor Simon Mercado, Associate Dean at Nottingham Business School commented: “This is a welcome innovation for all of us committed to responsible leadership values and sustainability-related research and education.”

Greenleaf Publishing was launched 21 years ago following the first Rio Earth Summit in 1992 and now has representation in the USA and India, as well as publishing offices in Leeds and Sheffield, UK. Greenleaf is an independent publisher, which works in partnership with many international organizations including EFMD and PRME, the United Nations Principles for Responsible Management Education.

To review our book titles, or if you are interested in writing for Greenleaf, go to our site www.greenleaf-publishing.com.

Free trials of the SOL collection are available to all EFMD members. To request a free trial, please forward this to your institution’s librarian. For more information, email sales@greenleaf-publishing.com or john.peters@greenleaf-publishing.com. Or contact Greenleaf Publishing, Aizlewood’s Mill, Nursery Street, Sheffield S3 8GG, UK; telephone +44 114 282 3475.

Free Participation for Students in the Global Marketing Competition 2014

Free Participation for Students in the Global Marketing Competition 2014

ESIC in collaboration with Santander and EFMD are running the 19th world edition of the Global Marketing Competition. The Competition is an advanced computer simulation of a real life business environment.

Although marketing in nature, the game requires the players to take decisions in all the areas of managing a company, from production and logistics, through research, investment and finance to advertising, promotion and distribution.

The competition is open to teams from across the world and it is free for all students to take part. We would be delighted to see your organisation participating in an initiative which aims at strengthening the links between the academic and business communities across all borders.

Find out how your school and students can take part at www.globalmarketingcompetition.com

  • 19th year
  • 81 participating countries
  • Students from more than 850 Universities and Schools of Business from 5 continents

Register Now - Free for all students - the closing date for entries is the April 24th.

Find out more by visiting www.globalmarketingcompetition.com or www.facebook.com/globalmarketingcompetition


Counting Down to the 2014 EFMD Deans & Directors Conference

The 2014 EFMD Deans & Directors General Conference is fast approaching and will be hosted by the University of Gothenburg, School of Business, Economics and Law in Sweden next week on the 30-31st Jan. ddm2014pic

This year’s conference will cover topics such as:

  • Integrating sustainability and what this means for business education;
  • Are business schools preparing graduates with competencies linked to sustainability?
  • The hot topic of MOOCs will be explored in detail;
  • The relationship between corporations and business schools: are they really working?
  • Reflections on business education in general: does business education have a need for more innovation, is it relevant;
  • Interdisciplinary programmes, how a school can best link disciplines to its advantage, etc.

This is a unique global meeting that allows Deans to exchange, discuss and share their own experiences with their peers from around the world.

The conference will be chaired by Christopher Earley, Dean, Krannert Graduate School of Management, Purdue University, US and speakers include:

  • Sustainability – Corporate Perspective - Tom Johnstone, President and CEO, SKF AB, SE

  • Panel Discussion on The Role of MOOCs
    Provider perspective: Simon Nelson, CEO, Futurelearn, UK
    Pedagogical perspective: Paul Stacey, Senior Project Manager, Creative Commons, USA

  • Swedish Corporate Perspective
    Olaf Persson, President and CEO, Volvo, SEAnd many more…

For the opening panel on Thursday 30 January, Adrian Wooldridge, Management Editor and 'Schumpeter' columnist from The Economist will reflect on the changing business education landscape, the role and purpose of business education and highlight some of his key concerns for the industry. The session and Q&A will be moderated by Johan Roos, Dean and Managing Director, Jönköping International Business School, SE.

2014ddm iTunes google play

The full programme is here and there is still time to register online. If you have any questions please contact Delphine HAUSPY delphine.hauspy@efmd.org

The Mounting Momentum of MOOCs - An Update on the Rapid Growth of MOOCs

mooc14-2This paper is a sequel to the White Paper: MOOCs Are on the Move, first published in January 2013. The purpose of this paper is to observe the growth and impact the concept of MOOCs have had over the past year as well as some key issues and emerging trends. This paper comes with a qualifier: the growth of MOOCs continues to be exponential and as soon as an article or paper is published about MOOCs it can often be out-of-date within a matter of weeks or even days.

What are MOOCs
Although awareness of the term MOOCs has grown significantly during the past year, there are now different forms and variations of MOOCs. The term MOOCs comes from the original concept of Massive Open Online Courses and which mainly applies to short courses offered by universities and higher education providers. MOOCs aggregators offer a range of free online courses covering an increasing number of topics delivered by qualified lecturers from some of the most well-known universities in the world. A key aspect of MOOCs is the access they provide to quality learning and development courses for virtually everyone, anytime, anywhere in the world with internet access.

Over the past year awareness of MOOCs and participation in courses has grown significantly. This is reflected in the example of one of the largest MOOC aggregators Coursera, which in November 2012 had 1.9 million Courserians, or registered students. By November 2013 this had grown to 5.5 million Courserians, representing an average growth rate of 9,860 people registering as students per day, up from 8,100 per day a year earlier.

moocs14Major MOOCs
Coursera (www.coursera.org) is still the biggest MOOC platform providing 530 different courses, up from 212 a year before. As well, the number of university and institutional partners has trebled from 33 to 107, with the majority being well-known and highly regarded universities. As mentioned above, Coursera now has 5.5 million students from 190 countries and they are taught by 730 professors/course instructors. The main types of courses students register for on Coursera are computer sciences, 41%, humanities 17% and business and management 15%

Being the biggest MOOCs aggregator, Coursera is also trying to maintain this position by being the MOOCs innovator. It is currently developing a network of learning hubs in such locations as Chennai, Helsinki, Phnom Penh, Prague, Shanghai, Moscow and Seoul to provide its students with a blended learning model that combines selected online MOOCs with face-to-face sessions with local tutors and interactions with other students. The learning hubs, mainly in developing countries, will allow students without computers to access the MOOCs offered through Coursera, thereby expanding according to their principle of providing accessible education to interested students anywhere. This is also supported by a limited number of MOOCs available in Chinese, Italian, Spanish, German and French.

Udacity (www.udacity.com) has a niche offering of approximately 30 computer science and mathematics courses with a range of topics from beginner courses to intermediate and advanced courses and feature a learning-by-doing approach. As students complete all the requirements of their course they receive a certificate of completion.

EdX (www.edx.org) owned by the prestigious academic institutions Harvard University and Massachusetts Institute of Technology (MIT), draws content from a selection of their highly regarded courses. The consortium has grown during the past year to 30 university partners that are among the most highly regarded in their regions. The 94 courses now offered reflect those of more traditional universities and include biology, philosophy, physics, science, history, music, engineering, chemistry, economics and finance.

In September Edx announced a partnership with Google to develop MOOC.org, which is proposed to launch in mid-2014 as a site that will enable teachers, businesses and anybody else with an interest in learning and development or a passion for a topic to create their own digital course and have it hosted and listed as a course on the site.

Google has demonstrated an interest in education over a number of years and the partnership with Edx seems a logical progression that reflects many of Google’s grounding principles of openness and creating a platform that facilitates networks and enables people to collaborate. This development will be supported by Google’s other resources including Google Play for Education, Google Apps for Education as well as Education YouTube.

Khan Academy (www.khanacademy.org) is a MOOC platform originally providing courses for young learners from kindergarten to Year 12 with courses centred on mathematics and science: biology, chemistry and physics, as well as some elements of economics and history. Over the past year Khan Academy has expanded its range and level of courses to attract young leaners, as well as teachers, parents and anybody with an interest in a mathematics or science subject. Given the breadth of study levels, Khan Academy recently introduced a learning dashboard hub for their ‘world of maths’ for students to answer a series of online questions to ascertain what they know, gaps in their knowledge and where to start their learning at the level most appropriate for them. Khan Academy also provides electronic badges that reward each student’s achievements and students can analyse their learning records to identify what they have learnt and their learning performance.

FutureLearn (www.futurelearn.com) is the first United Kingdom-led MOOCs aggregator and the newest major player having launched in September 2013 with an initial trial of 20 quality courses consistent with their theme of “inspiring learning for life.” FutureLearn is owned by The Open University in partnership with 20 prestigious UK and international universities as well as the British Council, British Library and British Museum.

FutureLearn is already exploring opportunities for generating revenue from its free courses by allowing students to purchase a Certificate of Participation once they complete key elements of a particular MOOC. Students will also be able to obtain a Statement of Attainment for certain courses after paying to sit an invigilated exam at selected physical locations around the world. In order to sit for the exam students will need to provide two forms of identification that match with their student registration information. The Statement of Attainment will show the student’s name, course title, the name and logo of the university that delivered the course, the number of study hours per week required for the course and the actual percentage score the student achieved in the exam. At this stage, the Statement of Attainment will have no formal recognition by universities but it can be used as evidence by a student of continuing professional development and with potential employers to demonstrate their understanding of a particular topic.

Alison (www.alison.com) was launched from Ireland in 2007 and began delivering free, open online courses before the term ‘MOOC’ came into existence. Unlike most MOOC aggregators, Alison began generating revenue from launch by providing the online courses free but charging for extras, such as certificates and diplomas, as well as income from advertising links on the site.

Alison currently offers over 590 predominately vocational courses across certificate and diploma levels in ten languages. The certificate level courses require 1–2 hours study while the more rigorous diploma courses require 9–11 hours study. In particular, Alison allows the student to pace their own
learning with no time limit on completing a course. To meet the requirements for a certificate, a student must complete all the modules in a course and achieve at least 80% in the assessment, which can be taken multiple times, in order to purchase their certificate. An important feature of the Alison
testing facility is the option for an employer or recruiter to login to the site and have a student undertake a short quiz to test the knowledge of a student and the validity of their certificate.

Major Developments in MOOCs During The Past 12 Months moocs14-1

Rapid Increase in the Number of MOOCs
The obvious trend during the past year has been the number of MOOCs now available, both with the increase in the number of courses offered by established MOOC aggregators as well as the number of new aggregators. Instead of working through a MOOC aggregator some universities have started piloting their own MOOCs during the past year offering selected open courses for people to undertake as a taste of higher education or a particular topic. Some universities have also progressed to the stage of offering students the option to pay for online support from a lecturer and the possibility of sitting for an invigilated exam. Students who achieve a prescribed pass level in the exam can receive partial credit for a subject when they enrol in a degree program with that university.

In addition, many high profile and elite universities are now offering their standard courses as open courses where people can watch the standard lectures online and access course slides and materials. To achieve the formal qualification people need to apply, meet the entry criteria, enrol with the respective universities, pay the program fees and satisfactorily complete all the assessment requirements associated with each course.

How to Choose a MOOC
Given the rapid increase in the number of MOOCs available, a new challenge is finding the right MOOC to suit an individual’s learning aspirations, timing and content relevance. This has led to the launch of MOOC List (www.mooc-list.com) which claims to offer a complete list of all available MOOCs by category, university/entity, course length and estimated effort required to undertake the course. Having decided on a potential MOOC, it is possible to obtain further insight by using another initiative called CourseTalk (www.coursetalk.org) to check evaluations and ratings by students who have completed that course.

Multi-Lingual MOOCs
While English is the traditional language of the internet, a number of MOOC aggregators, including Coursera and EdX are starting to offer some courses in a range of languages, particularly Chinese and French. As well, the first MOOC platform for the Arab world, called Edraak, is currently under development using the Open EdX platform.

Security and Validating Students
There has been a significant focus on security and validation of students registering for MOOCs. Validation becomes an issue once a student wishes to receive certification for their participation and assessment in a MOOC and it becomes an even greater issue once a student wants to sit for an exam that has credit potential.

As Coursera has received 10 million assignments since its launch in April 2012, developing a more effective system for validating students and their assessment was a priority. In January 2013 Coursera launched the Signature Track program as a means of authenticating students and issuing validated
certificates, for a fee. Students complete an identify validation process including photograph verification and keystroke monitoring, which records a student’s typing pattern and rhythm as a biometric style of security. As students login for an exam they type a short phrase that is matched against those on their registration records.

MOOCs Assignments for Credit
While the majority of MOOCs are not recognised by universities for credit toward degree programs, there have been some developments in this area during the past year.

The American Council on Adult Education (ACE) has been investigating the possibility of MOOCs being approved for credit in a pilot with five courses offered through Coursera. While the five courses have been approved for academic credit, the approval is based on the structure and content of the courses and not on the learning outcomes. As universities have the authority to self-accredit programs and courses, they also have the discretion to determine whether they will recognise certain MOOCs and to what extent they might provide some form of credit towards a degree program. Currently, most universities are still observing the development of MOOCs without any commitment to providing credit toward formal degree programs.

However, some universities have started offering MOOCs that are units from courses of selected degree programs. Students completing the MOOC have the option of sitting for an invigilated exam and the results can provide partial credit toward a university degree course.
Respected higher education institution Georgia Institute of Technology in the United States has announced plans to offer a Master’s degree in computer science through MOOCs at a fraction of the cost of the on-campus costs. The course will be like a normal MOOC with content and materials accessible for free to anybody who registers for the program. Students who enrol in the MOOC-based degree program will pay about 20% of the normal fees and will sit for formal exams as well have access to tutors and other support services.  (The New York Times). 

Some MOOCs become SPOCs
Another development of MOOCs is SPOCs - Small Private Online Courses. Harvard University is a leader in this area and it could be a possible next step for students who complete a MOOC. People receive a taste of a particular topic or study area in a MOOC and if they want to go the next step they can participate in a SPOC. In choosing to take the next step, students are more likely to be willing to pay a fee to participate in a course that features limited class size, provides more customised tuition and offers assessed assignments that can be used as credit toward selected formal programs.

The SPOCs still incorporate many of the features of MOOCs: online, flexible accessibility for those enrolled in the course and a mix of interested participants from diverse industries and backgrounds around the world. This diverse mix with a smaller select group of participants can add to the richness of online discussions, interactions and experiences that enables participants to learn from each other.

Criticism of Low Completion Rates for MOOCs
There have been numerous articles about the low completion rates by students in MOOCs, which generally range from about 4% up to 10% of total students registered for a course. However, the reporting of the low number of completions is distorted as up to 50% of people registered for a course never watch the first video module, so they don’t actually commence the course but are included in the numbers as not completing. Most universities and higher education institutions allow students to attend the first one-to-two sessions of a course with the flexibility to withdraw before a specified census date without being included in the class numbers or incurring any grade or financial penalties.

This approach acknowledges that students may withdraw from a course due to workload, clashes with other subject timetables, work commitments, family reasons and changes in personal circumstances.

A more realistic assessment of the low completion rate would be to exclude everybody who has registered for a MOOC and never watched the first video module or until they begin the first online self-assessment test as this would better reflect those who seriously intend to undertake the course. Some people register for a course out of curiosity and once the video commences they have a better understanding of the topic to make an informed decision to continue with the course.

Research on the Role and Future of MOOCs
One significant development of the past year is the move to undertake more formal research on the role of MOOCs, the importance and contribution of MOOCs and possible future scenarios for MOOCs. This reflects the growing interest in MOOCs and the need to progress beyond the continual opinion- based articles discussing latest developments and ongoing criticisms of MOOCs compared to traditional university courses.

The MOOC Research Initiative was launched in August 2013 with the purpose of exploring the potential for MOOCs to extend access to postsecondary credentials through more personalised and more affordable pathways. The MOOC Research Institute is funded by a grant from the Bill and Melinda Gates Foundation and currently has 28 MOOC research projects underway.

Given the rapid growth in the number and variety of MOOCs during the past year and the fact many universities are formally acknowledging their existence and the potential to create pathways for lifelong and continuing learning, MOOCs are more than just a fad. However, their primary role is an introduction or taste of higher education or a specific topic.

For students, the opportunity to access and undertake a MOOC on almost any subject for free gives them a taste for a particular topic that could lead to further study and possible career opportunities.

For universities and higher education institutions MOOCs are a marketing opportunity to promote the university and selected courses and programs. Exploring the potential to provide partial credit towards certain degree courses enables universities to attract a broader range of students as well as make enrolment offers to students that demonstrate commitment and successful outcomes from MOOCs.

For employers, with the increasing number of MOOCs offering certificates of participation and completion that can be validated, there is the opportunity to identify potential employees with knowledge and understanding of particular topics as well as a personal commitment to their ongoing professional development. In addition, employers can utilise MOOCs to tailor professional development for each employee to develop their knowledge, skills and capability according to the evolving needs of the organisation.

About the Author
Dr Lindsay Ryan is Director of Corporate Education Advisers. Lindsay is a strategic thinker in organisational learning and development that enables organisations to develop their capability and capacity. Utilising leading-edge research, Lindsay assists organisations adopt a strategic approach to employee training and development to ensure all corporate education and training aligns with the organisation’s goals and strategic direction. Based in Adelaide, Australia, Lindsay’s work is highly regarded internationally and he is also Visiting Fellow in Corporate Education with Birmingham City Business School in the United Kingdom. For further information: enquiries@corpedadvisers.com.au

EQUIS & EPAS Accreditation Seminars in Paris

We hope that you will join us in Paris to find out more about EFMD accreditation and the many benefits the accreditation process can bring to your school. The EQUIS & EPAS Accreditation Seminars will be hosted by the EDHEC Business School – Paris Campus, on Thursday 20th and Friday 21st of March 2014.

Accreditation benefits include:paris

  • Information for the global education market on the basis of substance
  • International recognition of excellence: international development
  • Mechanism for international benchmarking with the best
  • Sharing of good practice and mutual learning
  • Agenda for quality improvement and future development
  • Acceleration of quality improvement in international management education
  • Legitimacy to internal and external stakeholders that you have a strong international reputation (donors, alumni, government) and that your school meets the high standards of the best business schools in the world
  • Become part of a network of top schools to develop relationships with fellow EFMD accredited schools for research, exchanging best practices on programmes, etc
  • International Legitimacy vis-a-vis
    - recruiting international students (especially full-time MBA)
    - creating double degree partnerships
    - forming international exchange relationships
    - recruiting executive development custom program clients
    - recruiting new faculty

Currently there are 144 EQUIS accredited schools and 82 EPAS accredited programmes at 62 business schools around the world.The Seminars are targeted at institutions considering applying for EQUIS or EPAS accreditation, those holding active eligibility or accredited Schools wishing to get a better understanding about the systems. They are relevant for Deans and Directors, Associate Deans, Directors of major programmes, Directors of External Relations and Accreditation Officers. EQUIS and EPAS Peer Reviewers are also encouraged to attend in order to receive an update on recent process developments within the EFMD accreditations.
The Seminars will focus on the following aspects:

  • Interpretation and Practical Application of the Standards and Criteria equisepasedafdiagram-1
  • Understanding the Key Stages of the Accreditation Processes
  • Preparing an Effective Self-Assessment Report and Peer Review Visit
  • Presentation of the EQUIS & EPAS Documents

Ample time will be allotted for participants to raise issues of particular concern to them. Attending the Seminars also represents a great opportunity to interact with other representatives of the EQUIS and EPAS networks.

An introduction to EDAF – EFMD Deans Across Frontiers, will also be presented. EDAF is a mentoring system that can help Schools in their preparation of EQUIS and/or EPAS accreditation.

The seminars will be led by Prof. Michael Osbaldeston, EFMD Quality Services Director and Prof. Christian Delporte, EFMD Business Schools Services Director.

Registration for the seminars will be online shortly. if you would like to provisionally reserve a place you can email Veronique Roumans.

Find out more about EQUIS, EPAS and EDAF.

The Best of EFMD's Global Focus Magazine in 2013

This overview is drawn from the EFMD Global Focus Magazine. In 2013 over 50 top level articles were published covering the management education and development industry.

BestGF SalonerThe business of change
Business schools must change if they are to serve their students and society well, says dean Garth Saloner. Learning from the Stanford Institute for Innovation in Developing Economies, dean Saloner highlights how entrepreneurship and management disciplines can make an impact on poverty alleviation and on other pressing global challenges. 

BestGF Greensted

Towards a coherent portfolio of quality
EFMD’s Chris Greensted explains how the three EFMD quality improvement systems (EQUIS, EPAS and EDAF) are now designed as a portfolio of improvement and development services which are open to the full quality spectrum of business schools.

BestGF Danos

Globalising students
Paul Danos, dean Tuck School of Business,  describes some simple initiatives business schools can take to advance the globalisation of their students.  “The most effective tools to globalise the learning experience relate to the most fundamental building blocks of a business school: its students and faculty”.

BestGF Grayson

Fit for purpose: Putting sustainability into practice in a business school
David Grayson provides more detail on how Cranfield School of Management in Britain is incorporating sustainability.  “Business has a crucial role in finding new ways of operating to ensure that nine billion people can live reasonably well within the constraints of one planet”.

BestGF TurpinChallenges and opportunities in the new business education world
Dominique Turpin, IMD President, analyses the issues and forces that are shaping the future of business schools and focuses on public funding, demographics, economics and technology. "Customers are increasingly looking for "the best deal", they take longer to decide if they will take up a particular programme; they want shorter programmes; and cost is becoming an issue".

BestGF hommel

Major disruption ahead!
EFMD colleagues Ulrich Hommel and Christophe Lejeune discuss how technology could change the business model of business schools and particularly look into the evolution of teaching towards customised learning and how research relevance will probably be redefined.

BestGF straub

Managing complexity: an idea whose time has come
EFMD’s Richard Straub explains why we now need to tackle the complexity of issues. “The move from linear thinking to complexity is indeed a paradigm shift, it demands that competing values and priorities remain in view”.


The looming leadership gap
The authors from the Center for Creative Leadership analyse why both developed and emerging economies may well suffer a leadership gap at all levels of business. “If we unpack what leadership develop does rather than who receives it, it has a great deal of relevance to enhancing the effectiveness, satisfaction and productivity of all people in all roles”.

BestGF Mamba

Management in Africa
How can African business schools best serve the often unique needs of African businesses and people? Moustapha Mamba Guirassy, IAM Senegal, gives one example on establishing a school-community partnership contributing to the exploration, adaptation, identification and development of community potential.

BestGF BenHur

Making corporate learning work
Only around 20% of business leaders are satisfied with their learning function’s performance. Shlomo Ben-Hur analyses why and how that perception can be improved and highlights five key priorities: focus on behaviour change not learning; focus on functional alignment; step in-out the business; apply market forces; share accountability for learning.

BestGF Crisp

The future is out there
Andrew Crisp reports on a major new study that explores the future challenges facing business schools.  Whilst predicting the future is difficult, there is no escaping the “unknown unknowns”.
BestGF Malnight

Preparing leaders for tomorrow’s businesses
The world is changing so fundamentally that business leaders who act as if the old rules still apply will find themselves and their organisations side lined or overtaken completely.  However, those who adapt to this new world will be well placed to make the most of the opportunities it will offer.

BestGF Desiderio

The disappearing classroom
Michael Desiderio describes how new technology is knocking down the walls of the Executive MBA for business leaders. EMBAC research indicates that in 2013 the percentage of electronically supplied materials more than doubled since 2010.

BestGF Maguire

PhDs and DBAs: two sides of the same coin?
The differences – and even more the similarities – between the traditional PhD programme and the newer Doctor of Business Administration, illustrated by IE Business School where "both programmes complement each other by providing the required link between academia and the professional conduct demanded by organisations".

Invitation to all EFMD member schools to compete in the ‘mai Bangkok Business Challenge® @ Sasin 2014’

Sasin2014Advocating sustainable development, the ‘mai Bangkok Business Challenge® @ Sasin 2014’ cordially invites graduate student team(s) from EFMD member schools to submit a business plan that is proactive in sustainable development.

Held annually since 2002, originally as the Bangkok Business Challenge®, the ‘mai Bangkok Business Challenge® @ Sasin’ competition has been co-hosted since 2007 by the Market for Alternative Investment (mai), Thailand’s Stock Exchange for medium-sized public companies, and Sasin Graduate Institute of Business Administration of Chulalongkorn University - the first and only AACSB and EQUIS accredited business school in Thailand. In 2008, this competition was launched globally, becoming Thailand’s first and only global new venture plan competition, accepting 63 entries from 20 countries last year.

A full list of past entries is archived on our website: www.bbc.in.th.

The following teams won H.M. the King of Thailand’s Award at the ‘mai Bangkok Business Challenge® @ Sasin’ in the following years:
2013: Latis Energy, Queensland University of Technology, Australia
2012: Corrosion Solutions, University of Oregon, U.S.A.
2011: Siam Organic, Sasin Graduate Institute of Business Administration of Chulalongkorn University, Thailand
2010: Indirect Imaging, Rice University, U.S.A.
2009: Immeasure, Technical University of Denmark, Denmark
2008: Immutell, Aarhus School of Business, Denmark.

For the ‘mai Bangkok Business Challenge® @ Sasin 2014’ competition, student teams from throughout the world are being invited to compete for $114,000 in prizes and awards, with the grand winner also receiving H.M. the King of Thailand’s Award.

This is a unique opportunity for your students to challenge themselves against teams of students from many of the best academic programs in the world by entering the ‘mai Bangkok Business Challenge® @ Sasin 2014’ competition, with this prestigious event promising to provide an unforgettable and invaluable learning experience for all the participants.

We strongly urge your participation and ask that each student team complete and submit an application form (with a Summary Business Plan), available on our website: www.bbc.in.th, during November 7, 2013 and December 30, 2013. For further details please or if you have any questions please email - contact@bbc.in.th

Last Chance to Join the 2013 EFMD Career Services Conference - Special Guest Speaker - Edurne Pasaban

eip winners2013

2013 EFMD Career Services Conference - Special Guest Speaker - Edurne Pasaban

There is still time to register for our first EFMD Career Services Conference that will take place on 20 - 22 November 2013 at IE Business School, Madrid, Spain.

careeropportunitiesThere is still time to register for our first EFMD Career Services Conference that will take place on 20 - 22 November 2013 at IE Business School, Madrid, Spain.

The conference is aimed at persons in charge and responsible for taking strategic decisions in the field of career services.

We are delighted to announce that the remarkable Spanish mountaineer Edurne Pasaban will lead a plenary session during the conference on Personal Development. On May 17, 2010, Edurne became only the 21st person and the first woman to climb all of the fourteen eight-thousander peaks in the World. Her first 8,000 peak had been achieved 9 years earlier, on May 23, 2001, when she climbed to the summit of Mount Everest.

"Conquering the 14 eight-thousanders in the world has taught me the keys to lead a project successfully. My ​​expeditions have trained me as a mountaineer, as a person and as a team leader. During my session I will tell my story and offered a personal analysis that can be applied to any activity that demands high performance and team management".

Click here to have more information on the conference and the programme.

Please register now and join peers from business schools around the world including IE Business School, HEC Paris, Stockholm School of Economics, Queen's School of Business, Shanghai University, Vlerick Business School, UBC Sauder School of Business, Aarhus University, WHU - Otto Beisheim School of Management, SDA Bocconi/ Bocconi University, BI Norwegian Business School, Maastricht University, Leeds University, Wits University Graduate School of Business Administration, Porto Business School.

Numerous networking opportunities will be available throughout the event so you can develop you own community of career service professionals.

If you have any questions or require further information please contact Virginie HEREDIA-ROSA virginie.heredia-rosa@efmd.org. We look forward to seeing you in Madrid in November!

EFMD's Global Focus - See the Future


This is the 21st issue of the magazine since it was launched in January 2007, so we can, to some extent, claim that Global Focus has “come of age”.

Global Focus was conceived as a way of improving communication between the EFMD and its members. But it was always regarded as something rather more sophisticated than a simple PR tool. It was seen as a forum for lively debate and information on the major current issues of management education and a way for EFMD to formulate, consolidate and share policy on the basis of its European underpinning and its increasingly global outreach and vision.

It has played a full part in the work of EFMD, publicising and reporting on meetings and conferences and providing background briefings and interviews with key speakers as well as, for example, explaining the development of policy in key areas such as accreditation.The seven years covered by these 21 issues have, of course, been among the most volatile and disruptive in the long history of management education. And their effects have yet to become totally apparent.

Global Focus has worked hard to keep up with these developments though a wide range of articles and features that particularly address the key issues facing EFMD member organisations. Many of the sector’s best-known and most effective thinkers and players have contributed articles or shared their thoughts in interviews.

The latest issue is no exception and features:

  • The future is out there
    Andrew Crisp reports on a major new study that explores the future challenges facing business schools

  • International Deans’ Programme 2014
    Gain unique insights into the multiple roles of deans of business and management schools in a cohort of around 20 participants from around the globe

  • Preparing leaders for tomorrow’s businesses
    The world is changing so fundamentally that business leaders who act as if the old rules still apply will find themselves and their organisations side lined or overtaken completely. However, say Thomas Malnight and Tracey Keys, those who adapt to this new world will be well placed to make the most of the opportunities it will offer

  • Moving on from Rio
    Last year’s Rio+20 UN summit may have been something of a disappointment but there were still some significant and positive outcomes say Anthony Buono, Jean-Christophe Carteron and Matthew Gitsham

  • Coping with complexity
    Personal resilience is an increasingly necessary tool to face the stress of a complex work environment. Fiona Dent and Viki Holton describe what it is and how to attain it

  • Employers still in love with MBAs
    Management education is increasingly valued by companies worldwide, according to the 2013 Corporate Recruiters Survey. Christophe Lejeune and Michelle Sparkman Renz report

  • The disappearing classroom
    Michael Desiderio describes how new technology is knocking down the walls of the Executive MBA for business leaders

  • PhDs and DBAs: two sides of the same coin?
    Laura Maguire, Elena Revilla and Angel Diaz look at the differences (and even more the similarities) between the traditional PhD programme and the newer Doctor of Business Administration

  • The IMPM innovations and teaching approach
    The International Masters in Practicing Management (IMPM) programme is 18 years old but continues to be seen as one the world’s most innovative senior management degree programmes. Leslie Breitner and Dora Koop explain how the programme has retained its freshness for so long

  • Accreditation – how to get it right
    María Helena Jaén outlines how to make the accreditation process as pain-free and rewarding as possible

  • Walking the talk: managing a management school
    It is one of the oldest and most common complaints – management schools are great at giving good advice to others but themselves rarely practise the management skills they preach. But it can be done. Loick Roche and Sabine Lauria explain how

  • ACE project offers new opportunities
    The new EFMD-backed Alliance of Chinese and European business schools (ACE) offers new opportunities for mutual understanding and increased co-operation says Martine Plompen

  • Soft skills in the business and personal world
    George Pennington provides a psychologist’s perspective on why training in soft skills is vital for business (and personal) life

  • Planting the seeds of change
    Lea Stadtler and Gilbert Probst describe how the Ethiopia Commodity Exchange came into being and the lessons it holds

  • More EQUAL than others?
    The European Quality Link (EQUAL) is one of the less well-known bodies in which EFMD is involved but is also one of the most innovative and long-standing. Irina Sennikova explains its role

Every issue of Global Focus is available digitially via this link.

We are always pleased to hear your thoughts on Global Focus, and ideas on what you would like to see in future issues. Please address comments and ideas to Matthew Wood at EFMD: matthew.wood@efmd.org

EFMD Global Focus Special Supplement: 2013 Excellence in Practice Winners


This Special Supplement of Global Focus features the winners and highly commended entries of the 2013 EFMD Excellence in Practice Awards (EIP). The EIP Awards are one of the most prestigious accolades available for both executive development providers and client organisations alike.

 For over five years now companies have been facing a difficult economic climate. It is an environment that increases the risk of focusing on reactive rather than proactive measures, thus limiting the options to rather drastic and short-term interventions. It also means the steady development of organisational capabilities and culture become a luxury in the minds of executive fire-fighters trying to save what is possible in what seems an irreversible decline.

In these critical circumstances support functions in general, and HR development more specifically, are frequently subject to scrutiny and efficiency targets. Their role in analysing and framing issues proactively becomes secondary to supporting existing services and processes with reduced resources.

Intriguingly, all the cases – not just the winners – in the Excellence in Practice Awards competition are going against the tide and focusing on effectiveness and impact in their development projects. And all were successful in bringing an investment focus to learning and development.

The cases also provide interesting reading with respect to the creativity and elasticity of the partners in coping with the pressures and challenges mentioned above.

New formats of risk sharing, mutualising the commitment and inventive partnership constructions have been presented to the competition jury, which more than ever congratulates all contestants on their professionalism, persistence and ingenuity.

As always, we hope the featured cases in this Global Focus supplement will inspire further debate and action. eipaward2013

This year the five category winners were:
Award for Organisational Development Category:
EDF & Toulouse School of Economics
“Corporate Turnaround: Focusing, Aligning and Building for Success”
By David Jestaz (EDF Corporate University for Management) and Thomas-Olivier Leautier (Toulouse School of Economics)

Award for Executive Development Category:
Groupe Danone & London Business School
“Danone Leading Edge Program – A Leadership Odyssey”
By Thierry Bonetto (Groupe Danone) and Linda Irwin (London Business School)
Award for Talent Development Category:
Atos & HEC Paris
“Developing Atos Future Leaders? GOLD, a Tailor-made Curriculum”
By Valérie Caillaud (Atos) and Christine Baldy Ngayo (HEC Paris)

Award for Professional Development Category:
Danske Bank Sweden & Stockholm School of Economics IFL Executive Education
“Pathway to Premium - Creating Investment Advisors at Danske Bank”
By Lisa Nyberg (Danske Bank) and Kristina Nilsson (SSE IFL)
Special Cases Award:
Galician Automotive Cluster (CEAGA) & CEAGA’s Corporate University
“Management & Development of New Products Programme -Training for Change on the Automotive Sector”
By Pedro Pineiro and Carla Jiménez (CEAGA´s Corporate University) and Alberto Cominges (Fundación CEAGA)

Highly Commended Cases:

  • DB Schenker Logistics & Ashridge Business School
    “Transforming Individual Lives and Organisational Culture for a Sustainable Future”
  • Royal DSM & The Wharton School of the University of Pennsylvania
    “Royal DSM Executive Leadership Program”
  • Airbus Military & IESE Business School
    “Empowering Internal Talent to Innovate”
  • IBM & Northeastern University
    “X-SELLerate:  A Professional Development Program for IBM Client-facing Professionals”
  • Repsol & BTS
    “PRISMA – Health, Safety and Environment Leadership”
  • Greater Manchester Chamber of Commerce & Lancaster University Management School
    “Lancaster LEAD: Transforming Leadership and Management in UK SME’s”

The supplement features articles on the 5 winning cases and the Executive summaries of the highly commended papers. Click here for a link to download your copy now or view the issue digitally here.

The 2014 Excellence Practice Awards and now open and you can find out everything you need to know about submitting a case here.

1st EFMD Global Network Americas Annual Conference: Registration Now Open

EFMD is happy to inform you about one of the first activities of the EFMD Global Network Association, an key EFMD partner: The EFMD Global Network Americas Annual Conference.
The event will be held at Escola de Administração de Empresas de São Paulo da Fundação Getulio Vargas (FGV-EAESP) on 27-29 April 2014 in São Paulo, Brazil.

The EFMD Global Network Americas Annual Conference has been designed for all those interested in management education and development with a particular interest in the Americas. It brings together EFMD Global Network members, companies, educational institutions and other associations.

Maria Tereza Leme Fleury – FGV- EAESP Director will chair the conference.

 Sessions will focus on understanding Brazil and Latin America as well as exploring trends on management education in the Americas with Gustavo Herrero, Executive Director, Harvard Business School Latin America Research Center; David Saunders, Dean, Queen’s School of Business, Queens University and insights from recent GMAC research.

Executive education and the corporate perspective will be discussed for the different regions of the Americas as well as the role of business schools in addressing change.

In-depth explorations are planned to focus on:

  • The challenges in the North American market:  learning from the SKEMA experience
  • South America as a region of opportunities: examples and reflections on different types of partnerships
  • Unique business school models from Latin America
  • EFMD accreditation and mentoring in the region

Further information about the programme and registration is available here.

The EFMD Global Network Association is a network of business schools, universities and corporations with more than 600 members in Europe and worldwide. The EFMD Global Network aims to develop relationships among higher education institutions and works towards improving the quality of management education worldwide.

If you have any questions or require further information please contact us by email saopaulo@efmdglobal.org

EFMD Awards EPAS to Nottingham Business School

EFMD-Awards-EPAS Nottingham

EFMD would like to warmly congratulate 

Nottingham Business School, Nottingham Trent University, UK : BA (Hons) International Business who have recently been awarded EPAS accreditation.

Melanie Currie Head of Undergraduate Programmes at NBS said, "We are delighted to have achieved EPAS accreditation for our International Business Suite of Programmes, as the course team have carefully crafted the content, delivery and international aspects of this programme to offer an exceptional international experience for our students."

Baback Yazdani, Dean of NBS added, "The process of EPAS accreditation has been extremely valuable to the School and we are delighted to have achieved the 5 year accreditation which provides an excellent platform for us to build upon."

The EPAS process considers a wide range of programme aspects including:

  1. The market positioning of the programme nationally and internationally
  2. The strategic position of the programme within its institution
  3. The design process including assessment of stakeholder requirements – particularly students and employers
  4. The programme objectives and intended learning outcomes
  5. The curriculum content and delivery system
  6. The extent to which the programme has an international focus and a balance between academic and managerial dimensions
  7. The depth and rigour of the assessment processes (relative to the degree level of the programme)
  8. The quality of the student body and of the programme’s graduates
  9. The institution’s resources allocated to support the programme
  10. The appropriateness of the faculty that deliver the programme
  11. The quality of the alumni and their career progression

EPAS has established itself as EFMD's Programme Accreditation system, next to the well-known EQUIS system, EFMD’s institutional accreditation service.  The feedback from the market has been tremendously positive, which is clearly reflected by the EPAS numbers after only 7 years of regular operation. Currently we have 82 accredited programmes from 62 institutions in 27 countries. 26% of the total are (E)MBAs, 31% are Masters, 28% are Bachelors, 2% are Doctoral Programmes and 12% are non-Bologna country-specific programmes.

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

EFMD and Management Education in Africa

The interesting thing about Africa is that it is a living laboratory of the global world. There is growth potential, an abundance of natural resources but also developmental challenges as well as disparity and inequality. Derick de Jongh - based at the University of Pretoria in South Africa - believes that the continent is on the verge of a huge explosion of growth but he is worried that sustainability may get lost in the process. In African Futures - a recent Global Focus magazine article he says: “We need to challenge the basic foundation of the theory of for Upretoriainstance economics, or marketing or finance. That takes guts, courage, a very open mind – almost a new breed of faculty”. He feels optimistic about the future in that there is a huge desire and demand for improved education at all levels across the continent and business education and development can and must play a critical role in moving the continent forward.

How can African business schools best serve the often unique needs of African businesses and people? Moustapha Mamba Guisassy gives an example in “Management in Africa”.  After elaborating on internal and external factors in the changes processes, he illustrates how IAM in Senegal established a school-community partnership. The efforts include modules on African anthropology and sociology, Fulani and Mandingo languages for business, research on entrepreneurship and immersion and incubation projects.

With the aim of encouraging the writing of case material, EFMD has been organising its annual Case Writing Competition for many years. The 2012 cases related to Africa included:

  • The “Ethiopia Commodity Exchange” case documents the establishment of a transparent and efficient commodity exchange in Ethiopia. The authors also explore the balancing act between the private and public interests in this partnership.

  • “Nuru Energy” is a social venture providing lighting solutions to 800 million poor people without access to the electricity grid in sub‐Saharan Africa.  The case describes the challenges of growing a social enterprise in Africa with a dual role – making a profit and a social impact.

  • The “Beauty of Sorbet” case covers a chain of beauty salons targeting upper income women in South African metropolitan areas with a strong focus on branding.

  • The “Black Rhino” case deals with the creation of a market for legalized black rhino hunting covering elements of Creative Capitalism and Stakeholder Theory and including all its polarizing and contradictory elements.

IAMlogoEconomic growth on the African continent and the demand for local managers backs the need for raising the level of African Business Schools. Following conferences in Cape Town and Nairobi, EFMD is very pleased to go to Senegal for the fourth edition of 2013 EFMD Africa Conference which will take place from 13-15 November 2013, hosted by Groupe IAM - Institut Africain de Management in Dakar, Senegal. Traditionally attracting over 100 participants from around the globe, a variety of corporate and academic speakers will provide input and lead discussions around the theme of “Entrepreneurship and Management Education in Africa: are we miseducating our students?.

The New Frontiers of Executive Development

exed2013pictureCome and join us at the 2013 Executive Development Conference hosted by the Stockholm School of Economics IFL Executive Education on 9-11 October (Stockholm, Sweden) to explore “The New Frontiers of Executive Development”

This conference will explore the changing and evolving models of partnership between L&D providers and companies. In a fast changing world there is no longer a clear-cut provider-customer relationship but a co-creation, co-design and/or co-deployment partnership. This becomes even more challenging in situations where budget pressures require achieving more with less.

The 2013 EFMD Excellence in Practice Awards (EiP) winning cases - which were recently selected by an international jury panel - will also provide live inputs to the debates.

Join this unique dialogue where key participants of a new emerging ecosystem come together and provide perspectives from different angles: Corporations, Business Schools, Executive Development Centres and Consultancies.

Register now to join peers from Allianz; Atos; BP; CEAGA; Danone; Danske Bank; EDF; Rabobank; Raiffeisen; Repsol; Santander; Sberbank; Siemens; Volvo; IESE Business School; Rotman School of Management, University of Toronto; Melbourne Business School; Koç University; The American University in Cairo, School of Business; Duke Corporate Education; HKUST Hong Kong University of Science and Technology.

Click here for the complete programme.

REGISTER ONLINE now as places are limited. 

We look forward to seeing you this fall in Stockholm for what we are sure will be a highly stimulating and exciting EFMD Executive Development Conference. if you have any question or require further information please contact Delphine Hauspy.

See The Future - A Brave New World For Business Education

see future 2013

See The Future - A Brave New World For Business Education

A new survey on the future of business education suggests demand from students and employers is growing for a more sustainable, international and technological future.

A Brave New World For Business Education - Money Or Fulfillment, China Or Chicago, Sustainable or Shareholder Value, on Campus or Online?

A new survey on the future of business education suggests demand from students and employers is growing for a more sustainable, international and technological future.

With much uncertainty in business education during the global financial crisis, CarringtonCrisp, supported by EFMD and ABS, launched the See the Future research study to better understand some of the key issues in business education over the next few years.

Andrew Crisp, one of the authors of the See the Future report commented “Students are embracing change faster than business schools. Many of the changes have been accelerated by the global financial crisis, vast growth in international study and rapid adoption of new technologies. The generation entering business schools today have grown up with digital technology, it’s a core part of their lives, they expect it to be part of education and understand it offers the opportunity for lifestyle learning”.

Working with 37 business schools CarringtonCrisp conducted an online survey that attracted 5365 respondents from 137 different nationalities. Some of the key findings are set out below.

Value of a business education

  • More students value a business education to get a more fulfilling job rather than a more highly paid job

Business in society

  • Over 70% agree that business models need to change to better engage with society
  • More than 81% agree that business needs to be about more than just maximising shareholder value
  • However 8% of prospective undergraduates disagreed that business leaders should behave ethically at all times

Sustainability, ethics and corporate social responsibility

  • More than 80% of respondents agree that ‘sustainability and ethics should be embedded in all business education programmes’
  • Just under half of all respondents agree that ‘schools that don’t teach sustainability, corporate social responsibility and ethics should be ranked lower than those that do’
  • Over 60% of respondents agree that ‘business schools should run projects to give back to local, national or international organisations and communities’


  • While the USA and the UK remain the most popular destinations for international study, Singapore and China are on the rise, ranking 4th and 6th respectively with many respondents
  • More than 30% of respondents choose a international study destination because they are ‘attracted by the sporting and cultural profile of the country’
  • Over a third of all managers and directors agree that ‘graduates should learn another language as part of their degree’. 


  • More than 50% of all prospective students agree that they ‘would not study a business programme in a MOOC’
  • Around half of all managers/directors agree that ‘I am uncertain of what a MOOC offers and how it can be part of a business degree’ and that ‘I would not recruit a graduate who had only studied online’
  • More than 60% of all current students agree that ‘For academics, technology often means little more than using a PowerPoint presentation’
  • Over 70% of prospective and current students and alumni want lifestyle learning, using technology to learn around work and family commitments

Despite the uncertainty and upheaval in business education, between 70% and 80% agree that business is a force for good in society. Demand for business education seems likely to remain strong, albeit with changing content, in different locations, delivered in new formats and with changed outcomes.

Background information
Data was collected for the See the Future study in May 2013.  Respondents were prospective students, current students, alumni and employers. Copies of the full report are available for £360 (+VAT where applicable).  To purchase a copy of the full report email: info@carringtoncrisp.com or purchase by credit card through PayPal on the See the Future page.

For further information, please contact:

Andrew Crisp, CarringtonCrisp
andrew@carringtoncrisp.com, +44 (0) 207 229 7373 or +44 (0) 7802 875260

Matthew Wood, EFMD
matthew.wood@efmd.org, +32 2 629 08 10

Major Disruption Ahead - Global Focus Magazine

Welcome to the latest issue of Global Focus with content that certainly reflects the title. The coverage is indeed global, ranging from stories about China to Senegal by way of America, Canada, France and others. And the focus is acute, centering on some of the key issues facing management education in today’s uncertain world. You can view the full issue digitally here or download the individual articles as PDFs below.

logo_pdf 1. In focus and contents Issue 2 2013 cover

logo_pdf 4. Management Education for the World
A vision for business schools serving people and planet

logo_pdf 6. Challenges and opportunities in the new business education world
Dominique Turpin analyses the issues and forces that are buffeting business schools

logo_pdf 10. Major disruption ahead!
Ulrich Hommel and Christophe Lejeune discuss how technology could change the business model of business schools

logo_pdf 14. Managing complexity: an idea whose time has come
Richard Straub explains why we now need to tackle the complexity of business

logo_pdf 20. Preparing Chinese managers for global leadership
As Chinese business goes global it is time to start training its managers for leadership in a global business world say Jørgen Thorsell, Justin Bridge and Fiona Gardner

logo_pdf 24. Cadres for the common good
The 50+20 vision has ignited a flame that illuminates a path towards the future of management education. John North describes the latest steps on the journey

logo_pdf 28. Fuelling business growth through coaching and mentoring – the Swiss Re approach
The long-lasting financial crisis challenges the business case for corporate learning. Andrew Rutsch suggests that re-insurance group Swiss Re’s business-focused emphasis on coaching and mentoring may be one way forward

logo_pdf 32. Business school evolution: media insights and the future outlook
Gillian Goh, Michelle Lee and Howard Thomas examine the way the media has reported the business school “industry” over the past 20 years and what the future might hold

logo_pdf 38. Giving students the best in international education
John Oldale explains how Canada’s University of Victoria’s business school turned the search for a more international MBA into a new type of graduate programme

logo_pdf 40. Liberal education key to business success
A new form of business education that links business competences with a grounding in liberal arts and sciences is essential argues a new book. John Johnson reports

logo_pdf 44. The looming leadership gap
David Altman and Roland Smith of the Center for Creative Leadership analyse why both developed and emerging economies may well suffer a leadership gap at all levels of business

logo_pdf 48. A French debut in America
French business school SKEMA is opening campuses around the world, including a unique venture on the American mainland. Pascal Vidal details the how and why

logo_pdf 52. Management in Africa
How can African business schools best serve the often unique needs of African businesses and peoples? Moustapha Mamba Guirassy gives one example from Senegal that may serve as a guide

logo_pdf 56. UN PRME and emerging economies
Business schools from emerging economies need to embrace UN PRME, argues Umesh Mukhi, and suggests some ways they could do it

logo_pdf 60. Risk management ante portas
Ulrich Hommel and Anna Pastwa present the results of the EFMD Risk Management survey and argue that most business schools have just begun to look at this issue more seriously

We are always pleased to hear your thoughts on Global Focus, and ideas on what you would like to see in future issues. Please address comments and ideas to Matthew Wood at EFMD

Season's Greetings