First Annual EFMD@Solvay PhD & DBA in Management Job Fair and Conference


EFMD and Solvay Brussels School of Economics & Management, Université Libre de Bruxelles, are pleased to announce that the registration for the first PhD & DBA in Management Job Fair and Conference is closing soon.

What's in there for recruiting schools?

The Job Fair is designed as a 2-day event where recruiters from global research-active or doctorate in Management granting universities or schools get a unique chance to hear, meet and interview an international group of bright PhD candidates in all areas of Management: Accounting, Finance, Information Management, Management (Organisation), Managerial Economics, Marketing and Operations Management. Recruiters will be able to access the profiles and papers of all job-seeking candidates, ahead of the event.

What's in there for PhD candidates & DBA?

During the event, candidates will get a chance to meet top international schools, such as CEIBS from China, CENTRUM Catolica from Peru and AUDENCIA Business School from France. Fifteen-minute job market paper presentations, will be followed by private interviews between schools and potential candidates of interest. The participation is free of charge for PhD candidates & DBA. 

The Job Fair is hosted in Brussels on Saturday and Sunday the 29 – 30 October, with a welcome reception on Friday the 28th in the evening.

For more detailed information, please visit the Job Fair website or This email address is being protected from spambots. You need JavaScript enabled to view it..

EFMD Global Network and HigherEd Launch the First Global Internship Portal

EFMD blog stickyEFMD Global Network and HigherEd join forces to launch the first global internship portal to connect students, schools and companies worldwide.

How can your school benefit from the portal?

Through this strategic partnership every single school and student in the EFMD Global Network will get its own branded internship career portal, making this 600-school network the largest community of top talent in the world.

How can your company benefit from the access to the talent pool?

The portal will give the companies an access to an exclusive pool of three million outstanding international intern prospects, creating a unique opportunity to follow the students that are in their target groups throughout the lifecycle of their specific education and career paths. Tapping into a vast pool of selected quality graduate talent in one single place is at the heart of this initiative.

What's in there for students?

Every single student that is admitted to one of the EFMD member schools will have the possibility to build his or her own fully customised career portal, based on their educational track and interests. This unique feature will be based on the preferences specifically tailored for each of the students based on their education track and matched with the corporate members recruiting preferences.

This will make HigherEd the largest and most targeted recruitment tool available in the education industry.

This groundbreaking initiative will, in a unique way, connect students, schools and companies at an unprecedented level. Adding great diversity and corporate innovation possibilities for the corporate members, and unique international possibilities for the students.

This initiative will only be available to EFMD full member schools and corporate members of EFMD Global Network.

We are launching a pilot phase of this initiative over the next months and are gradually on-boarding schools and corporate members, so if you are interested in seizing this unique opportunity, please visit highered.efmdglobal.org or HigherEd corporate website www.higheredtalent.org and contact Bernt Blankholm, CEO of HigherEd or Matthew Wood, COO at EFMD at This email address is being protected from spambots. You need JavaScript enabled to view it..
HigherEd IE 

 

 

2016 Emerald/EFMD Outstanding Doctoral Research Awards: Apply Now!

ODRA 2016

EFMD and Emerald Group Publishing seek to celebrate excellence in research by sponsoring the 2016 Emerald/EFMD Outstanding Doctoral Research Awards.

Award-winning entries will receive a cash prize of €1,500 (or currency equivalent), a certificate and a winners' logo to attach to correspondence. In addition, a number of Highly Commended Awards will be bestowed. This year there are seven categories:

·         Operations and production management
Category sponsored by International Journal of Operations & Production Management
·         Logistics and supply chain management
Category sponsored by International Journal of Physical Distribution & Logistics Management
·         Educational leadership and strategy
Category sponsored by Journal of Educational Administration
·         Management and governance
Category sponsored by Management Decision
·         Human resource management
Category sponsored by Personnel Review
·         Leadership and organization development
Category sponsored by Leadership & Organization Development Journal
·         Health Care Management
Category sponsored by Journal of Health Organization and Management

You can check out the 2015 Winners and earlier years here.

This year's closing date for applications is 15 January 2017.

The entries will be judged by the Editor(s) and at least one Editorial Advisory Board member of theEmerald logo.jpg sponsoring journal.

Entries will be judged on the following criteria: Significance/implications for theory and practice, Originality and innovation, Appropriateness and  application of the methodology, and Quality of data/research.

All details on the 2016 ODRA's as well as a FAQ can be found here. The application form is available here.

“In Pursuit of Inclusive Capitalism: Business and Approches to Systemic Change”

Inclusive CapitalismThe Ford Foundation, along with the University of Oxford’s Saïd Business School and Deloitte Monitor initiated a conversation with key leaders on the role of business in creating an inclusive economy. The study “In Pursuit of Inclusive Capitalism: Business and Approches to Systemic Change” is the result of months of research and individual interviews with heads of 40+ non-governmental organisations seeking to promote more inclusive economies, including Prof. Eric Cornuel, Director General & CEO of EFMD.

These organisations seek to directly influence key business actors including executives, boards, and asset owners to do business that does right by society – a more "inclusive capitalism".

From this research, we learn that these organisations typically seek to influence business behaviour by shaping the ideas of thought leaders and senior executives.

We identify a landscape of eight key influence strategies pursued by the organisations we researched. 

These include three "core" influence strategies:
• Convening/networking leaders
• Research/thought leadership
• Movement building/community organising

We also identify five "supporting" influence strategies:
• Acting as an incubator for the development and dissemination of new standards/organisational forms
• Providing advisory services
• Working via business education
• Working via public engagement
• Policy/advocacy

Organisations expect to see significant progress within the next decade towards aligning public and regulatory demands with inclusive economic aims. They anticipate they will be operating in a context that is friendly to—or might even demand—work towards inclusive economies, as paradigms centred on philanthropy and corporate social responsibility (CSR) give way to inclusive economic approaches tied to core business activities and performance.

The full report is available here.

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

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

Impacts

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

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

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

HUMANE Seminar: Access and Affordability in Higher Education: System-Level and Institutional Responses in the Early 21st Century

HUMANE Seminar OK
Speakers Announced

According to the Economist, the global tertiary-enrolment ratio — the share of the student-age population at university — went up from 14% to 32% in the two decades to 2012; in that time, the number of countries with a ratio of more than half rose from five to 54. University enrolment is growing faster even than demand for that ultimate consumer good, the car.
 
One approach to satisfying this burgeoning demand for higher education emphasises state funding and provision, in which most institutions have broadly equal resources and status. This typifies some European systems.
 
The second is the more market-based model, of mixed private-public funding and provision, with better-funded institutions at the top and poorer ones at the bottom. The American systems of higher education exemplify this approach.
 
But both have had mixed success at best in getting under-represented groups into higher education and even when they do, ensuring proportionate levels of attainment despite a generation of social inclusion policies.
 
The institutional management and leadership challenges of changing the social and economic mix of universities is immense, with every aspect of university operations affected whether it be marketing and outreach to prospective students, learning support systems, through to advice and guidance services. 

We have assembled an impressive range of speakers to take on these big issues in our London Seminar.
 
Speakers and Themes:
Day One - National, international and sectoral policy, regulation and financing context

Prof. Les Ebdon
-  Director, Office for Fair Access (UK)
-  The regulation of fair access: changing the social and economic landscape of higher education
Rt. Hon. Charles Clarke - Former UK Education Secretary (UK)
- The political economy of higher education financing policy 
Dr. Michael Harms - Director of Communications, German Academic Exchange Service (DAAD) (DE)
- Higher education participation, attainment and social mobility in Germany 
Prof. Bo-Anders Jonnson - Pro-Dean, Faculty of Science, University of Lund (SE)
- Recent developments in higher education access and educational attainment policy in Sweden: a University of Lund perspective 
Andy Moss - Senior Vice President, Pearson Education (UK)
- Transforming educational attainment: innovations and developments in the for profit HE sector 

Day Two - Institutional approaches to Access and Affordability as an element of academic strategy

Baroness Prof. Alison Wolf - Professor of Public Sector Management, and peer in the House of Lords (UK)
- Heading for the Precipice: can further and HE policies be sustained? A post-secondary perspective on access, affordability and the labour market
Alexandra Rosenbach - Chief Strategic Advisor Internationalisation, Maastricht University (NL)
- Access, affordability dimensions of internationalisation in the Netherlands  
Doreen Thompson, Bill Reed and KCL students - Widening Participation Unit, King’s College London (UK)
- Widening Participation and social inclusion strategy at KCL
Cécile Chicoye - Director of Administration, Toulouse 1 Capitole University (FR)
- Developments in access and social inclusion institutional strategy in France: a look to the future from the University of Toulouse 

For more practical information, please go here
The flyer is available here.
Please register online at: online registration.

Sincere Thoughts & Condolences from EFMD - Michikazu Aoi

Aoi condolencesOn behalf of the Board of EFMD, the members and staff we were deeply saddened to hear of Michikazu’s death.
Professor Michikazu Aoi was the Dean of the Keio Business School, Keio University and recently the Dean of Graduate School of Global Business, Meiji University in Japan, and appreciated by the international business school community as an engaged and dedicated EQUIS Reviewer.

The management education community has lost an outstanding scholar and a wonderful person. Michi and both Keio and Meiji have been long-standing and great friends of EFMD and words can’t express our grief.

Our sympathy, thoughts and prayers are with his family, colleagues and the whole academic community. Please accept our heartfelt condolences.

Sincerely yours,
Prof. Eric Cornuel, Director General & CEO, EFMD

2016 GMAC Application Trends Survey Report Shows an Influx in Applications for European Schools

Schools continue to attract qualified candidates to their classrooms despite a slight decline in applications to select types of MBA and other business masters programmes, according to the 2016 GMAC Application Trends Survey Report.

2016 gmac application trends web release coverThe latest GMAC's Application Trends Survey Report showcases that overall more programmes report growing application volumes for the 2016–2017 class year compared with those reporting declining volumes. Still, global application volume growth in 2016 is limited to less than half of the reporting programmes (49%).

European programs across the board, plus full-time one-year MBA, executive MBA, and online MBA programs appear to be experiencing stronger application growth. Other growth areas include Master in Data Analytics programmes, Master of Supply Chain Management, and Master of Marketing.

At the same time, full-time two-year, part-time, and flexible MBA programmes worldwide are indicating declines this year.

“Business degrees continue to be one of the most sought-after educational credentials,” said Sangeet Chowfla, President and CEO of GMAC. “With the creation of more tailored business programs such as the Master in Data Analytics, the demand for entrance into business school is spreading across a growing supply of programs. With the competitive landscape changing, applicants have more options from which to choose, creating a mixed picture for business schools today.”

Some additional key findings include:
  1. European business programmes — which have seen stagnant volumes for several years — are experiencing an influx in applications this year. Across all programme types combined, 65% of European programs grew their application volumes compared with 46% of US programs and 41% of programs in East and Southeast Asia that did so.

  2. Full-time MBA programmes exhibit mixed results in 2016. A majority of full-time one-year MBA programmes report an increase in applications (57%) compared with less than half of full-time two-year MBA programs (43%). This is the second straight year that the share of full-time two-year MBA programmes reporting growth is down from a high of 61% in 2014. Trends differ by programme size and the application growth is significantly higher in case of large two-year programmes.

  3. Executive MBA and online MBA programmes report stronger numbers this year, 51% and 57% respectively. Survey responses also indicate that 9% of online programs are new in 2017, signalling schools are implementing programmes that are of high interest to prospective students.

  4. Part-time MBA and flexible MBA programmes continue to exhibit the same application volume patterns seen over the past seven years. This year, just 43% of part-time MBA programs and 44% of flexible MBA programs report application volume growth.

  5. For the second year in a row, a majority of Master of Finance programmes report growing volumes.

  6. One of the newest programmes on the graduate management education landscape — Master in Data Analytics — continues to see growing demand. Nearly all (94%) of the 16 data analytics programmes that submitted data comparing 2015 with this year reported application volume growth in 2016.

  7. Master of Accounting programs continue a trend of declining growth. Less than half (44%) of programs experienced rising application volumes in 2016.

  8. Schools continue to diversify their outreach and recruitment efforts to broaden their appeal to targeted candidate segments. Seventy percent of full-time two-year MBA programs recruit international candidates.

  9. The most common form of tuition assistance that graduate management programs offer is merit scholarships. The majority of all programme types offer such financial aid, including 80% of full-time MBA programmes. Two-thirds of programs (69%) report that the percentage of their incoming students receiving employer-based tuition reimbursement this year will be similar to 2015.
To download GMAC’s 2016 Application Trends Survey Report and an overview of the survey methodology, visit: gmac.com/applicationtrends.

Get Access to Top Talent Pool Through the Global Internship Platform

EFMD blog stickyEFMD Global Network and HigherEd join forces to launch the first global internship portal to connect companies and top business schools and students worldwide.
How can your company benefit from the access to the talent pool?

The portal will give the companies an access to an exclusive pool of three million outstanding international intern prospects from 600 top business schools in the EFMD Global Network, creating a unique opportunity to follow the students that are in their target groups throughout the lifecycle of their specific education and career paths.

The platform will connect companies, top business schools and students at an unprecedented level, adding great diversity and corporate innovation possibilities.

Tapping into a vast pool of selected quality graduate talent in one single place is at the heart of this initiative which will become the largest and most targeted recruitment tool available in the education industry.

This initiative will only be available to the corporate members of EFMD Global Network.

We are launching a pilot phase of this initiative over the next months and are gradually on-boarding schools and corporate members, so if you are interested in seizing this unique opportunity, please visit http://www.highered.no/for-companies/ and contact Bernt Blankholm, CEO of HigherEd or Matthew Wood, COO at EFMD at This email address is being protected from spambots. You need JavaScript enabled to view it..

2016 EFMD GN Americas Annual Conference

GN AMER ANN CONF banner
Our Americas conference will be taking place soon in Buenos Aires – take advantage of the early bird rate while it's still around! – The illustrious IAE Business School will proudly showcase our premier regional event of the year. Coming this time around to Latin America we have worked together with our committee to present you with a unique opportunity where all B-schools in the region can expand their perspectives and connect with peers from above and below the equator.

Early bird fee Americas

Themed The Broader Role of Business: The Impact of Business Schools we are bringing you a broad scope of speakers to cover a wide spectrum of possibilities when looking to the future of business and business schools.

Confirmed speakers include:
• B-school administrator extraordinaire, Marcelo Paladino, Director of Accreditation, IAE Business School, Universidad Austral, ARG
• When considering the merging of technology and business, we are pleased to have Stephen A. Leybourne, Assistant Professor of Administrative Sciences, University of Boston Metropolitan College University of Boston, USA
• The spirited and vivacious wit and experience of Beatriz Guzman, Head of International Office, IPADE Business School, MEX leading us in the collaboration session
• From the Hult Prize, visionary Founder and CEO, Ahmad Ashkar
• We’re breaking down barriers with the EFMD-FORGEC project in a very special session featuring a speaker from Universidad Agraria de La Habana addressing the progression of management capabilities in Higher Ed in Cuba

Among others whom we have endless positive things to speak on as well like: 
Flavio Vasconcelos, Director, Fundação Getúlio Vargas – Escola Brasileira de Administração Pública e de Empresas (FGV-EBAPE), BRA
Eric Rodriguez, Dean, School of Management, Universidad de los Andes, COL

Content aside, we all need a refresher on what's happening in our vicinity and this conference is the place to do it. Out of sight, out of mind no longer! We hope you will also consider joining us to continue expanding your network in the region and if you are lucky enough perhaps gain a different perspective on something you thought was cut and dry!

Reach out to me at This email address is being protected from spambots. You need JavaScript enabled to view it. if you have any questions – I will see you all in Argentina!

*Connect with me in the GN Americas office via LinkedIn or twitter @EFMDAmericas*

The Entrepreneurial Society: Global Peter Drucker Forum 2016

Drucker16

In recent years, EFMD has developed a close and rewarding partnership with the Global Peter Drucker Forum that is annually held in Vienna, Austria, Peter Drucker's birthplace.

This year's Forum will deal with a major transformation that Drucker predicted in his 1985 book Innovation and Entrepreneurship – the emergence of a society in which innovation and entrepreneurship are normal, steady and continuous. The Global Focus article "Building The New Entrepreneurial Society" outlines the scope of the conference.

As the Forum’s strategic partner, EFMD can provide our members with a 10% reduced conference fee. Register here.

The conference program can be accessed via this link.

EFMD and Cisco have jointly organised the session Adaptive Talent Markets - Channelling the Entrepreneurial Talent in which insights from the Special Interest Group (SIG) on the subject will be presented.

The 2016 roster of leading thinkers and practitioners participating in the Forum includes:
  • Clayton Christensen, Harvard Business School
  • Philip Kotler, Kellog Graduate School of Management
  • Sara Armbruster, VP, Steelcase
  • Tim Brown, CEO, IDEO
  • Mariana Mazzucato, Sussex University
  • Sally Osberg, CEO, Skoll Foundation
  • Rita Gunther McGrath, Columbia
  • Herminia Ibarra, INSEAD
  • Rajeev Vasudeva, CEO, Egon Zehnder
  • Gary Hamel, London Business School
  • Maelle Gavet, COO Priceline Group
  • Jeffrey Pfeffer, Stanford Business School
  • Lisa Hershman, CEO DeNovo Group, Vice Chair Scrum Alliance
  • Tawfik Jelassi, IMD
  • Gianpaolo Barozzi, Senior Director Cisco
  • Gisbert Rühl, CEO, Klöckner & Co SE
For the complete speaker’s list, please go here.
 

Drucker quote Abstract color

Call for Papers - 2017 Conference on Contribution of Business Schools and Higher Education to Inclusive Development

Call for papers OK

2017 Conference on Contribution of Business Schools and Higher Education to Inclusive Development    
Stellenbosch, South Africa, 19-20 April 2017


There is an increasing expectation that universities, and business schools in particular, should demonstrate their social and economic value to society. This international conference focuses on how the higher education sector and business schools address this expectation through the concept of ‘inclusive development’.

INVITATION FOR CONTRIBUTIONS

We invite contributions from a breadth of disciplinary perspectives focussing on the global, regional, national and organisational levels. By bringing together scholars, institutional leaders and managers we aim to unlock creative synergies across research, management and policy domains.

You are invited to contribute to this discussion in the following ways:
• Presenting a paper (conceptual and/or empirical in nature)
• Submitting a poster for a poster session
• Attending and participating in discussions

The selection of papers for presentation and poster sessions will be based on t with the theme, academic quality, academic, leadership and management representation, and geographic coverage. The programme will make provision for poster presenters to talk about their work.

You are requested to provide a short version of your paper or poster for peer review in two parts:
• Part 1 Abstract: A 150-word summary of the proposal/poster which – if accepted - will be printed in the published conference programme.
• Part 2 Outline: An 800-word summary of the paper or 500-word summary of the poster concept (not including references).

SUBMISSION PROTOCOL AND DEADLINES
All proposals must be submitted electronically, via the conference website: www.usbc.co.za. Instructions for how to submit your paper are available in the paper submission section.

The deadline for submission of all proposals for the conference is Thursday, 3 November 2016 at midnight South African time (GMT +2).

REVIEW PROCESS
All papers will be reviewed by a review panel and authors will be informed of the decision not later than 30 November.

An optional post-conference cultural programme will be available.

Sixth International Business School Shanghai Conference in October 2016

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

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

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

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

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

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

For more information please visit the event's website.

Registration is available here.

2016 EFMD Career Services Conference

2016 careerconf2016 banner signature
What new challenges lay ahead for career services inside your institution? What opportunities do the latest trends bring? Join us to learn and share your experience with peers on the theme “The Future of Work: New Challenges for Career Services.”

The 2016 EFMD Career Services Conference will be hosted by HEC Paris on 16 – 18 November. We invite you to register before 12 September to take advantage of our early bird fee.   

You will have the opportunity to:
> Discuss with peers and experts on the future of work and the skills expected of graduates;
> Explore new trends in recruitment: how companies are finding the right fit;
> Investigate in smaller groups how career centres can leverage relations with alumni and build a consistent brand image toward corporations;
> Discuss how career services can support gender diversity.

For further details on the programme, please visit the webpage of the event.
To register, click here.

2016 EFMD Higher Education Research Conference

HigherEductation2016 banner signature
Do you want to find out more about innovative approaches taken by higher education institutions to manage today’s increasingly complex environment? Would you like to exchange with colleagues from around the world on your on-going challenges?

You are warmly invited to join us for the 2016 EFMD Higher Education Research Conference on 10 - 11 October 2016 at the IESE Business School Barcelona.

This year’s theme is "Innovations in Higher Education". The conference will focus on innovations in forms of governance, management and organisation of higher education institutions and business schools, and innovations in education and research.

We are delighted to announce that six distinguished speakers have accepted our invitation to deliver keynote addresses during the conference:
  • Yuan Ding, Vice President and Dean; Professor of Accounting, Cathay Capital Chair in Accounting, China Europe International Business School (CEIBS).
  • Barbara Sporn, Professor at the Institute for Higher Education Management, WU Vienna University of Economics and Business. Visiting Professor until September 2016 at the University of Zurich, Department of Business Administration (IBW), Center for Higher Education and Science Studies (CHESS).
  • Pankaj Ghemawat, Global Professor of Management and Strategy and Director of the Center for the Globalization of Education and Management at the Stern School of Business at New York University, Anselmo Rubiralta Professor of Global Strategy at IESE Business School.
  • Jordi Canals, Professor of Economics and General Management, Dean of IESE Business School.
  • Della Bradshaw, Former Business Education Editor, Financial Times, UK.
  • Eric Cornuel, Director General & CEO, EFMD and Affiliate Professor, HEC School of Management, France
More details about the programme and practical information are available here.

Register here before 15 September to take advantage of our early bird fee.

Open Educational Resources and Practices for e-Leadership Skills

LeadAcademy

Internet Communication Technologies (ICT) have flattened hierarchies, making organisations more horizontal and leading to different working patterns in which leaders treat their employees as collaborators. Globalisation, 24/7 business, rapid progress and larger scope of decision-making: leaders and managers will need new e-skills to evolve in this environment. Are teachers and trainers ready to answer the demand?

Le@d3.0 Academy is a project that intends to create a long lasting Knowledge Alliance between Academy and Industry. 

The Research Report previews the pillars on which the Lead3.0 Academy will be built, exposes the main results from the research phase and gives an assessment of the current situation. 421 managers, 86 trainers and 314 students participated to help determine the delta between the existing and the required level of competence for these e-skills. 

Required skills
By means of qualitative research methods, the theory providing lists of required e-skills was confronted with the reality of trainers, establishing the skill-domains of Le@3.0 Academy: digital literacy, e-communication, e-team working, e-entrepreneurial and innovation, e-reputation and e-lifelong learning skills.A further analysis encourages the separation of e-skills into two categories: technical (hard) skills and interpersonal (soft).

Main gaps in e-skills training
In terms of hard skills, managers and students feel that they need more training in the use of big data and in analysing and managing business risk. Over half of trainers cited the importance of understanding how technologies can reshape life, business and value chains. Use of knowledge management tools as well as analysing and managing business risk in a virtual environment came next at around 44%. 

Looking at soft skills, 39% of managers do not feel comfortable in the use of digital tools for the resolution of conflicts. They also consider e-trust building a priority. On their end, students asked for online negotiation and oral communication training. Trainers’ priorities are overlapping with the manager’s (e-trust and conflict resolution) and student’s (negotiation).

Trainer preparedness
65% of trainers have changed their teaching strategy and design due to the spread of social media and MOOCs (massive open online courses). The highest priority for training (30%) was given to webinars, followed very closely by social media. 

Content and format of an e-Leadership programme
Six areas of e-skills were defined and weighted to respond to the needs of all respondents: digital basic skills, e-communication skills, e-teamworking skills, e-entrepreneurship & innovation, e-reputation and finally e-lifelong learning skills. 

The graph below represents the trainers’ responses. 

Lead Academy
To learn more, please download the complete Research Report e-book for free. You can also access all the reports here

If you happen to be at the EAIE conference in Liverpool, join us for the session “Soft e-Leadership Skills, Hard Learning in Europe” on 15 September from 10:30. Find more details here.

Sincere Thoughts & Condolences from EFMD - Madis Habakuk

Madis condolences BWSincere Thoughts & Condolences from EFMD - Madis Habakuk

On behalf of the Board of EFMD, the members and staff we were deeply saddened to hear of Madis’ death.


Professor Madis Habakuk was the founder of the Estonian Business School and an engaged and dedicated member of the EFMD Board. The management education community has lost an outstanding scholar and a wonderful person. Madis and the Estonian Business School have been long-standing and great friends of EFMD and words can’t express our grief.

Our sympathy, thoughts and prayers are with his family, colleagues and the whole academic community. Please accept our heartfelt condolences.

Sincerely yours,
Prof. Eric Cornuel, Director General & CEO, EFMD

Relevant and Impactful Research - Share Good Practices and Experiences with Experts and Peers

2015 EFMD Research Leadership Programme Cycle 6 signature2In her article "Reconnecting with the business world", Anne S. Tsui, Distinguished Professor of Management, Mendoza College of Business, University of Notre Dame, raises the question whether it is socially responsible to produce scholarship that provides no value for practice. "Business research has been criticised in the last 25 years for being disconnected from the world of business, insulated and a self-serving activity. Research factories (in business schools), journals and ranking publishers form the three legs of the research enterprise today". Yet Anne Tsui indicates that these criticisms are beginning to motivate actions. More focus is increasingly placed on research value and impact on society. Besides, funders also require that research makes a strong impact on society.   

How can you shape your research strategy to make relevant choices for research directions? Where do you stand with your research in the rankings as a business school and university? Are you going the right way? In January 2016 the FT claimed that "Business schools were no longer relevant in the age of automation".  

The EU Research and Innovation strategy and the related Horizon2020 research programme emphasise the need for relevant research to support the EU2020 strategy for a strong, inclusive and sustainable knowledge economy.    

How can business schools and HEIs support the knowledge society, help solve "the grand challenges" of society and sustainability. How can they provide research and expertise for new business models to deal with complex issues such as immigration, climate change or social inclusion.  

This requires academic focus, strong governance, leadership, and above all relevance and impact.

Join us for the next EFMD-EURAM Research Leadership Programme. With two modules taking place in Brussels from 18 - 21 October and 7 - 9 December we will be discussing all these issues, work on practical cases and hear from EU representatives. 

More info on our website.

Discover Tomorrow's Business School

CarringtonCrispLogo copy
What does tomorrow’s business school look like? How will it prosper and thrive in an increasingly competitive and international marketplace?


In September 2016, CarringtonCrisp will paint a picture of current trends and likely developments for business schools. Data will be drawn from five studies over the last 12 months assessing the views of almost 15,000 business students worldwide. EFMD GN will set out how they work with over 800 international Business Schools, corporations and consultancies to develop their quality and impact.

Each three hour seminar is free to attend and will provide an opportunity for Business School Deans, Associate Deans, Program Directors, Admissions, Marketing and Alumni professionals to examine how their school can get fit for the future.

Join one of the following seminars:
  • Fox School of Business, Temple University, Philadelphia Monday 19th September, 2pm-5pm
  • McDonough School of Business, Georgetown University, Washington DC Tuesday 20th September, 10am-1pm
  • Lubin School of Business, Pace University,
New York Wednesday 21st September, 10.30am-1.30pm
EFMD GN and CarringtonCrisp are grateful to the Fox School of Business, McDonough School of Business and Lubin School of Business for hosting these events. 

Get ready for the Business School of Tomorrow!


Please RSVP to confirm your attendance to: 
This email address is being protected from spambots. You need JavaScript enabled to view it. or This email address is being protected from spambots. You need JavaScript enabled to view it. 
This email address is being protected from spambots. You need JavaScript enabled to view it.  or 
This email address is being protected from spambots. You need JavaScript enabled to view it.

For more information about EFMD GN and CarringtonCrisp, please visit our respective websites at:
www.efmd.org
www.efmdglobal.org 
www.carringtoncrisp.com

Markets Shaping Management Education in Africa: GBSN and EFMD Joint Conference in Ghana

africa2015 banner mailing
Written by Guy Pfeffermann, GBSN CEO


The theme of the upcoming GBSN/EFMD Joint Conference in Africa - Markets Shaping Management Education – touches on a question of huge global concern: why do so many of the world’s employers have such a hard time finding the talent they need, while massive unemployment persists?

One of the answers is that in all too many countries employers and educational institutions live on different planets. A recent World Bank country report notes that “Kenya’s education system is failing to meet market needs, as it does not prepare the labor market entrants with appropriate skills. Although the quantity of graduates is rising rapidly, businesses are increasingly complaining about shortages of skills in the labor market.” According to the African Management Initiative, “In Nigeria, there is a significant and growing mismatch with graduates not prepared for the job market.”

A second mismatch, which is prevalent especially in low-income countries, is the fact that most people earn their living in the “informal sector” and not in sizeable companies. Improving their living standards requires entrepreneurial skills, yet most business schools are still geared to producing recruits for established companies.

In the words of an excellent report by the Association of African Business Schools and the Association of MBAs: “Demand for better management education is increasing throughout Africa, and there is a real need for provision to expand to meet this demand. There is a predominant focus on executive education, short interventions and business support services. Shorter, flexible and more hands-on learning are increasingly seen as the most effective ways to deliver management education. Entrepreneurship education has become a critical aspect of the offer with a raft of initiatives looking to support small to medium-sized businesses and entrepreneurs alongside a greater emphasis within post-graduate management education on enterprise. The MBA is not widely seen as the most relevant choice for many students.” In other words, a second mismatch exists in the developing world between markets, which demand “bootstrapping” entrepreneurial talent, and traditional business schools that produce managerial employees.

An article entitled “Graduate Unemployment In Ghana: Who Is To Blame?” lays the blame as follows: “There are fewer job openings relative to the vast number of students who graduate from the various tertiary institutions in the country. One root cause of the current graduate unemployment is the mismatch between the supply (by schools) and the demand in the labour market. The skills and experience that employers require are quite different from what jobseekers possess. … Most universities have virtually ignored giving training in entrepreneurship and innovation to equip students for self-employment; therefore most graduates have tended to be jobseekers rather than job creators.”

A sad testimonial to the disconnect between markets and education is the existence in Ghana, Nigeria, and probably other countries, of unemployed graduates.

Nor is the disconnect unique to Africa. A report by the Asian Development Bank notes that “A paradox of higher education particularly evident across Asia is that, even at a time when countries are producing a record number of graduates, employers complain of a shortage of qualified workers, and graduate unemployment continues to creep higher. There is growing concern among employers that graduates’ knowledge and skills are not consistently aligned with labor market needs. Indeed, whether countries have too few or too many graduates depends on what kind of graduates are being produced.” Alarming surveys of India show that a majority of business and engineering graduates are for all practical purposes, unemployable.

Specific skills most often thought to be lacking are precisely those which high-quality business schools are particularly good at imparting: critical thinking, problem-solving, decision-making, strategic thinking, being good at team work, and effective communication. Good business schools ground teaching in real-world problems by means of experiential learning, developing and teaching relevant cases and other pedagogical tools. They leverage the power of the internet, tapping relevant educational materials and nurturing learning communities. Mobile education, which is in its infancy, also holds a huge potential to narrow the skills gap. Leading business schools in Africa as elsewhere work in close partnership with the private sector as well as public sector employers in shaping their offerings. They share best practices by engaging their leaders and faculty in international, regional and national fora. And in doing so, they contribute their energies toward achieving the new global Sustainable Development Goals.

At the conference in Accra this November we look forward to a vibrant dialogue with educators from across Africa and around the globe on advances and trends that will shape management education for the Continent going forward. Leaders from the business sector and academia will come together with students for conversations around industry-specific needs. Innovative educators from Africa will share new programs and approaches to management education. Researchers will give insights into the various markets that business schools serve. And delegates will have the opportunity to debate, network, share and learn with a diverse group of colleagues who share a commitment to improving access to quality management education in Africa.

GBSN and EFMD are excited to be partnering for this special conference hosted by GIMPA and encourage any educator with an involvement, interest or even curiosity around business education in Africa to join the conversation.

Earlybird registration ends on September 15, and thanks to the support of our sponsors a discounted rate is available to African faculty and deans who register. Find out more and register today at gbsn.org/africa2016.

Why Learning Velocity Matters

Guest post by Martin Binks - the former dean of Nottingham University Business School and a Professor of Entrepreneurial Development at its Haydn Green Institute for Innovation and Entrepreneurship.

It may be old, but even in this day and age one of the best gauges of the effectiveness of learning is to identify what sticks in the mind from the distant past. For me the most striking reminiscences would include measuring the speed of sound by using a starting pistol, demonstrating reflection and refraction with a ripple tank and starting to think in German while staying with a family in Hamburg.

Although I didn’t know it at the time, in those never-to-be-forgotten moments my learning velocity was extremely high. I was absorbing new information quickly and effectively, and if I had gone on to be an aircraft engineer or a Bierkeller waiter – both have a certain appeal – my experiences would have served me well in perpetuity.

The term “learning velocity” has the unfortunate ring of classic business school jargon, but I believe it deserves genuine attention. For a start, unlike so many catchy-sounding but inherently vacuous neologisms, it actually means something. Applied generally, it refers to both speed and direction – the pace at which students learn and the outcomes, whether good or bad, to which learning leads.

For our purposes here it can be couched as a question: how rapidly are our students approaching the point at which they possess the skills needed to deal with the challenges that await them after graduation? I fear the answer in too many cases is that both rapidity and direction are sadly lacking, and I think there are three areas where business schools need to improve in order to halt – and, I hope, reverse – this trend.

1. Short-term perspectives

Businesses can usually afford to be short-termist – or, to put it more clumsily yet perhaps more accurately, they usually cannot afford not to be short-termist. They operate amid remorseless pressure to acknowledge and respond to ever-shifting conditions. They have to remain forever flexible.

Business schools frequently follow the same philosophy, yet here justification is far harder to find. Business schools have the luxury of being able to analyse change over a much longer time horizon, and for them uncertainty demands not fleet-footedness but a much broader sweep of understanding.

By way of illustration, imagine trying to explain the nature and impact of World War Two without reference to decades’ worth of underpinnings and consequences. The notion is laughable, even insulting, yet it encapsulates an approach that business schools favour with alarming consistency. A long-term view places short-term developments in a different and clearer perspective and ensures learning velocity is not severely reduced.

2. Tissue-thin metrics

Rarely do students experience learning that is based on the merits of questioning every aspect of business. Instead they are expected to accept many of those aspects as given.

The result is an unswerving focus on the bottom line, as supposedly captured in incredibly narrow conceptualisations of wealth and, by extension, growth. Prices, costs, incomes – we seldom look further than these in attempting to determine success or failure.

Naturally, it is right to say that assessing utility has always been difficult. Yet we should not use this as a convenient and ever-ready excuse for repeatedly defaulting to ridiculously thin measures that restrict learning velocity by seriously constraining the available directions of travel. 

3. Disconnection from the “real world” 

Some years ago my colleagues and I carried out a significant remodelling of Nottingham University Business School’s entrepreneurship module. Our aim was for students to create, nurture, fund and sell their own brainchildren. The idea was to close the gap between what we taught and what our graduates would find in the “real world”.

Some succeeded; some failed. It didn’t matter, because success and failure alike brought immersion in entrepreneurship – and that was the whole point of the exercise.

I like to think learning velocity increased considerably for all concerned. As with my encounters with the ripple tank and life in a German household, our students found the module memorable because its lessons were experienced rather than learned in abstract isolation.

The learning velocity produced by a curriculum whose every element prepares students for their careers would be one. The learning velocity of a curriculum that does nothing to eliminate the void between what students learn and what subsequently confronts them would be zero. And the learning velocity of a curriculum that actively diminishes students’ capacity to cope with every eventuality the sphere of business might throw at them would be negative.

The first of the above is unattainable, for perfection is impossible. Yet that should not dissuade us from reaching for it, particularly when the second and third are so frighteningly achievable. We would do well to reflect on where on the scale the average curriculum might sit, because the creeping dismay that such contemplation ought to engender might just encourage us to strive more vigorously in pursuing an ever-elusive ideal.

Executive Development – Learning in Times of Disruption

exdevconf2016 registration
You are warmly invited to register online for the EFMD’s 2016 Executive Development Conference, hosted by the Católica Porto Business School, Portugal, on 12-14 October 2016.

The 2016 conference theme is: Learning in Times of Disruption. Stating that we are faced with a climate of disruption in society, businesses and organisations is becoming just another obvious truth or commonplace. But how do we, learning and development professionals, support organisations in building the agility and resilience to cope with it?

This conference goes beyond well threaded paths mobilising the experiences, practices and creativity throughout the L&D eco-system, to give you the opportunity to tap into ideas, observations and potentially solutions for your own challenges and projects.

First of all, an interesting place: Portugal. An SME-based economy that went through hard times with the recent economic crisis, now reaching out to uncommon emerging markets such as Angola and Mozambique. Besides, our host, Catolica Porto School of Economics and Management, priding itself in supporting numerous turnarounds in this vulnerable economic tissue.

Moreover, a set of methods and interactive formats will let you benefit to the maximum of the presence of your colleagues and experts. Ever prepared a PechaKucha? Been part of a co-creation session on your own project? After the flipped classroom, you might experience the birth of another new format: a flipped conference.

We will expose you to views on an uncertain future awaiting us, allow you to exchange on work-in-progress, discuss proven and tested cases coming out of EFMD’s Excellence in Practice Award competition and let you get inspired by your colleagues on what our potential role in going forward might be, as L&D professionals.

Register online now to make sure you join us on 12 - 14 October 2016 at Católica Porto Business School. And don’t forget to prepare the bring-your-own side of the conference on our Yammer platform.  

This conference is aimed at the professionals in the Executive Development sector, namely the business schools / alternative providers of executive education (executive development centres, consultants, network providers) as well as the clients (companies).

Please contact This email address is being protected from spambots. You need JavaScript enabled to view it. with questions you may have regarding the 2016 EFMD Executive Development Conference.

ENANGRAD Call for Papers: Innovative Learning Methodologies and their Relations with the World of Work

Screen Shot 2016 08 03 at 15.41.26Enter the XXVII ENANGRAD organised by ANGRAD

Submissions by 5th August on www.enangrad.org.br

 
Official languages:
The languages accepted for the competition will be Portuguese, English, Spanish or French. The submissions of the papers will be accepted in any of the four languages. The abstracts of the documents must be in both the original language and English, as well as the managerial implications and the document title.
 
Tracks:
- Public Administration;
- Entrepreneurship and Corporate Governance;
- Teaching, Research and Teacher Training;
- Finance;
- Sustainability Management;
- Information and Technology Management;
- Operations and Logistics Management;
- Human Resources and Labor Relations Management;
- Processes and Quality Management;
- Marketing;
- General theory of administration
 
Rules
- Participants shall submit individual documents or multiple authors to a maximum of four (4) people.
- The paper must be original (not have been published in print or electronic).
- Each document must be the result of theoretical research and / or practice.
- Suggested structure of document:
     Abstract
     Introduction
     Proposed methodology
     Implications or management practices
     Results
     Conclusions
     References
     Attachments
- Each document must meet the standards established in this call.
- Each document will be presented as follows:
     Minimum of 12 and maximum of 15 pages (including attachments)
     A4 format
     Simple space
     Arial 12
     
The paper should be sent in format ADOBE ACROBAT (PDF) with a maximum size of 5 Mb. Articles with more than 5Mb, will be rejected automatically by the system.
 
- The document must be sent through the electronic platform. The document should not include the author’s name. Papers whose author is identified, in one way or another will be disqualified.
- The papers will be evaluated by double blind peer review.
- The results will be published according to the tentative schedule

For more information, please go here

2016 Erasmus Management Lecture: The Future of Editorial Reviews

The Erasmus Research Institute of Management (ERIM) is delighted to invite you to the 2016 Erasmus Management Lecture with Professor William Starbuck. This event will take place on 19 September 2016 at the Erasmus Woudestein Campus, Rotterdam. The topic of the conference is:  

THE FUTURE OF EDITORIAL REVIEWS: IMPROVING DEFICIENCIES IN THE REVIEW AND EDITORIAL PROCESS 

starbuck bill1William Starbuck is courtesy professor-in-residence at the Lundquist College of Business of the University of Oregon and professor emeritus at New York University. He received his M.S. and Ph.D. in industrial administration at Carnegie Institute of Technology, after receiving an A.B. in physics at Harvard. He has also been awarded honorary doctorates by universities in Stockholm, Paris, and Aix-en-Provence. His full CV is available here

In January 2016, he published an article/essay in Administrative Science Quarterly (P*), How Journals Could Improve Research Practices in Social Science, proposing ways to improve editorial evaluation of manuscripts, pointing to troublesome properties of current editorial practices (HARKing, p-Hacking), and suggesting editorial policies to mitigate this behaviour. He will deliver the Management Lecture on this topic, what this would suggest for research practices and editorial standards, followed by a panel discussion focusing on debating these points with associate editors of leading management journals. 

We propose a timely topic of wide interest to the entire ERIM research community and beyond. This topic has been debated over the past few years, yet colleagues and institutions are trying to determine what changes need to be made at the individual, institutional and field level. The topic extends discussions already tackled in, for instance, the ERIM course on Scientific Integrity, and the workshop Research Integrity for (new) ERIM members. We aim for a large attendance and a lively discussion. 

For more information please go hereYou can register via this link.

GMAC Enters into a Memorandum of Understanding with AACSB and EFMD to Expand Current Understanding of the Global GME Market

Collab GMACThe Graduate Management Admission Council (GMAC) has signed a memorandum of understanding with the Association to Advance Collegiate Schools of Business (AACSB International) and EFMD, the world’s two largest business education networks connecting academia with business. The intent of the memorandum is to promote and enhance their research activities for the benefit of the business education industry, and to add value for their respective members.

Together, the three global organizations will increase information sharing and coordination by aligning data sets related to school, candidate, and application trends. These research-based initiatives will serve to facilitate more comprehensive analysis and reporting and expand the collective understanding of schools involved in the delivery of global graduate management education.

“One of our most pressing needs as an industry is a common platform for sharing and disseminating data for the benefit of all, and this effort will go a long way toward helping us achieve this important goal,” said Sangeet Chowfla, president and CEO, GMAC.

“This collaboration will create new research opportunities to advance business education worldwide and better serve the diverse needs of an ever-changing higher education ecosystem. By working together, we will make data and information about business education more transparent, standardized, and useful to students, employers, and business school leaders worldwide,” said Tom Robinson, CEO of AACSB International.

Professor Eric Cornuel, director general and CEO of EFMD, said, “As a joint venture between the three biggest management development organizations, with members all around the world, this memorandum of understanding will enable us to tackle the challenges and discuss the potential for industry-wide initiatives that exceed the membership bounds of any of the organizations alone.”

The three organizations plan to kick off their collaboration in mid-July with an initial joint project to establish common data definitions, which will then be presented to schools for feedback in the fall of 2016 before being finalized by year’s end.

Munich Attack: Sincere Thoughts & Condolences from EFMD

Candle condolences607x285On behalf of the Board of EFMD, the members and staff, it was with great shock and sadness that we saw the awful attack that took place last Friday in Munich. This was a horrific assault and all our thoughts and prayers go to the families who have been tragically affected, the people of Munich and Germany. We truly hope that within our German members, their families, friend and acquaintances none has suffered from this senseless aggression.

This was a despicable act of violence, but the heroic response of the people of Germany and the support from around the world shines a light in these very difficult days. 

I truly hope that a sense of peace will soon come to Munich and please know that our thoughts will continue to be with you, and the entire German nation. 

Sincerely yours,
Prof. Eric Cornuel, CEO & Director General, EFMD

Nice Attack: Sincere Thoughts & Condolences from EFMD

Candle condolences607x285On behalf of the Board of EFMD, the members and staff it was with great sadness that we saw the awful sequence of events unfold yesterday in Nice. This was a shocking and barbaric attack and our support, thoughts and prayers go out to the families who have been tragically affected, the people of Nice and France.

Sincerely yours,
Prof. Eric Cornuel, CEO & Director General, EFMD

LingWeLink : The New Digital Language Practice Experience

logo entierLingWeLink: The new digital language practice experience based on a groundbreaking exchange system and designed for educational institutions. More than a tool, LingWeLink is an influent and international network which responds to a structural need in the educational world. 

LingWeLink is a collaborative and inter-university language practice tool. It works as a web platform.

On LingWeLink users are colleges’ students. They receive a credit for each conversation of 30 minutes they give in their own native language to someone who wants to practice it. Then they can trade each of these credits for a conversation of 30 minutes in the language they want or they have to practice, with a native speaker. 

The conversations are directly done on the platform, by videoconference, as you would do by Skype. Conversation is audio when it starts. Users are free to launch their webcam or not. They also can write something in the chat box if a user did not understand a word well and needs it being written. Finally, because we want to make these «practice sessions» more than «conversations», students can use a configurable topic generator and a content-sharing tool to discuss a news-paper article, comment a picture, a video or train to pitch a slide show for example. Furthermore, we are currently developing oral-based exercises and games in order to offer a real tools-kit for students and avoiding any repetitive self-presentation speech or lack of inspiration sessions after sessions.

The members of this network are only prestigious schools and universities, which allocate a certain number of licences to a certain number of students. Schools and universities, as administrators, can monitor the activity of each of their students on the platform. They can see how many practice sessions a student has done, in which language and with which user. They have general statistics and they can edit individual reports. They can set directives for the students and be notified when some of them are not reached. They also can automatically generate marks related to this language practice activity. (Regularity, total number of sessions in the semester)
Therefore universities and schools can integrate this language practice tool as they already can integrate traditional e-learning solutions.

LingWeLink responds to a structural need for pure language practice in the high-education world.

Students spend years learning a language on a theoretical basis, from High-school to University, without
becoming fluent (the goal of language-learning however). On the other side some students begin « linguistically operational » and almost fluent after only 6 months, just talking with natives, on a daily basis and in an informal way. On LingWeLink we allow students developing the ease and the fluidity they need by practicing language on a daily basis as they would do in a cultural immersion context.
LingWeLink is a bridge between the essential but basic theoretical learning process and the cultural immersion experience which is often a one-time or occasional project.

Students Journey: Ensuring a Successful Transition to Higher Education and Graduate Careers

onf bachelor program banner

The 2016 EFMD Conference on Bachelor Programmes will be hosted by EBS Business School, Oestrich-Winkel (Wiesbaden), Germany on 28-30 September 2016 and will address the topic of “Students Journey: Ensuring a Successful Transition to Higher Education and Graduate Careers”.

If you are involved in your school’s undergraduate/ bachelor programmes and wonder how you can enrich your students’ learning experience, EFMD encourages you to join this event. In a fully interactive workshop format, you will explore the three main stages of the undergraduate experience:

- Transition from high school to university

Helping students chose the right orientation, selecting suitable candidates and managing expectations

- First year experience 

Managing diversity, personal development plans, improving the learning experience

- Entering the job market 

Extracurricular activities, lifelong learning, employers’ expectations

Among others, Anders Indset, Business Philosopher and Entrepreneur, will discuss “Wild knowledge”, mastering change, ideas and the future of education and the HR Director of the Norwegian company Jotun, Erik Tørnvall, will present his innovative way of identifying the right candidates. 

For more information, programme and registration, please go here.

Business Education - Surviving and Thriving

Ying zhang pictGuest post by Dr. Ying Zhang - Associate Dean at Rotterdam School of Management, Erasmus University.

I had the honor to be invited to give a speech on the survival and thriving of business schools at the EFMD conference for international and external relations, marketing, communication, and alumni professionals in Edinburgh, UK on April 13, 2016. I was grateful for the opportunity to draw on my recent study of business school development, my experience as an associate dean and a faculty member of one of Europe’s largest business schools, and my experience in the Chinese and American education sectors.


I am very happy that EFMD was willing to raise the questions I address here: Do business schools face a threat to their survival? And what exactly do we mean by “survival” in the case of business schools?  This inquiry also complemented the optimistic focus of the Association to Advance Collegiate Schools of Business (AACSB) at its 2016 ICAM conference—in Boston in the same month—on the future of business schools. Indeed, I believe we do have grounds for optimism, but only if they are rooted in a clear and honest review of the past and present.

Over the past several decades, education has produced a huge amount of human capital around the world. In this regard, the performance of business education has been outstanding, with ever more business schools producing ever more graduates. However, the trajectory that business education has been on does not seem to lead to what was once seen as its fundamental function: enriching social value and serving both the local and global communities. External economic and political forces, asymmetric information flow between market and education institutions (supply–demand), and severe competition across regions have brought about a convergence: a world of business schools with fewer organizational idiosyncrasies and less-differentiated value propositions. Pressured by globalization, standardization, and the income inequality typical of capitalist economies, business schools are now better equipped to compete with each other in offering vocational preparation than to help bring about a more sustainable way of life. Uneven resource distribution across countries and regions also contributes to this phenomenon, as do drastic inequalities in education. Will the business education be able to survive and thrive?

A business school’s ranking says more about its ability to prepare students to find a high-paying job for themselves than its ability to prepare students to create jobs for others. Research, publications, faculty, teaching, and even program presence are more focused on learning from cases of success than from cases of failure. Business schools are therefore pushed into a rat race, each one chasing standardization in order to survive while trying to generate a bit of differentiation in order to thrive, but doing so more in the manner of a business than in the manner of an educational institution. This leads to a very serious paradox of business education; namely, that what is needed is differentiation for different local communities but what is supplied is standardization for the sake of comparison.  For example, most business schools have saddled themselves with a research model that emphasizes narrowness of scope and rigor of methodology, while producing little in the way of insight about the dilemmas facing actual managers running actual businesses (Khurana and Spender, 2011). It then falls to the school’s administration to come up with more diversified and innovative programs and formats. This is the “Matthew Effect,” by which those business schools with strong brands and high rankings attract funding with which to upgrade, while the rest are left to struggle and will find it hard to thrive—and possibly even to survive. This is the downwards spiral driven by the “signaling effect of wealth-related indicators.” This is what comes of designing and developing business education for the sake of shareholders’ interests rather than those of the stakeholders and the community at large.

Rarely do we see business schools able and willing to pursue an integrative hybrid model to carry out both a social and a commercial mission at the same time in the same place. This capacity has been eroding for decades. The efforts to integrate social and economic missions were always separate and independent rather than systematic. Business education gradually lost it ability and its will to offer holistic, social answers to the questions “who are we?” and “where are we from?” 

In these circumstances, I propose that business education should adopt an ecosystem philosophy, attaching a great deal of relevance to a sustainable society and specifically to authentic behaviors, standards of business conduct, and how the human race can survive and thrive. Business schools have much to learn from their institutional peers, such as medical schools (though they, too, are in transition), about how to design a hybrid, ecosystem-based model for addressing social and economic needs at the same time. Setting up entrepreneurship centers or innovation labs is a worthwhile step, but the next step needs to be more embedded and integrative; for example, building up an embedded “business hospital” to diagnose local business problems, much as medical schools often provide their communities with clinics which benefit the medical students who gain experience by serving in them, the patients whom they serve, and the faculty, who have the opportunity to develop new medical knowledge, bring it to the patient’s bed, structure it, deliver it in the classroom, and ultimately publish it in good medical journals” (Nueno, 2012). A business hospital, well integrated into the curriculum, would help MBA students and their professors review and extend their knowledge while contributing to the local economy. 

I believe that if business education were structured in this way, with all its stakeholders connected, served, fully engaged, and treated fairly, whatever obstacles it faced would be resolved by the system itself automatically, just as they are in a healthy natural ecosystem. The wasteful and self-defeating aspects of the current competition would be transformed into cooperation, coordination, and collaboration. Business schools and the societies in which they operate would all be better for it.

To read the full version of the academic paper, please go here.

References

Khurana, R. and Spender, J.C. (2011), Herbert A. Simon on what ails business schools: More than a problem in organizational design, Journal of Management Studies Vol. 49 No. 3, pp. 619–639

Nueno, P. (2012), “How much will you pay? The growing culture of consulting for money”, Financial Times, available at: http://www.ft.com/intl/cms/s/2/40dc2808-1a75-11e0-b003-00144feab49a.html#axzz3s8R5KGwl (accessed 16 June 2016).

NBEAC-HEC International Training Workshop Organised at EFMD for Pakistani Experts

On 27-28 June 2016, EFMD International Projects team organised an International Training workshop on Quality and International Accreditation for five Pakistani business schools (FAST School of Management NUCES_FAST (Islamabad), Bahria University (Islamabad), SZABIST (Karachi), School of Business and Economics of the University of Management and Technology (Lahore) and Lahore University of Management Sciences and the National Business Education Accreditation Council (NBEAC-HEC) 

IMG 2494The 2-days workshop included a general presentation of EFMD accreditation services (EQUIS and EPAS) and training on the criteria and procedures, allowing the Pakistani experts to compare their national accreditation system to international quality assurance systems. 

EFMD was represented by Dr. Julio Urgel, Senior Advisor, Dr. Christian Delporte and Mrs. Isabel Ramos, respectively Associate Director and Manager of the Quality Services unit, Matthew Wood, Director of Communications and Operations and Dr. Christophe Terrasse, Director of the International Projects Unit. Mrs Carole Decamps, Administrative Vice-Dean of HEC (France) concluded the seminar to provide the participants with the views and requirement of Business Schools. 

Business education has a long history in Pakistan (IBA Karachi was established in 1955, LUMS counts more than 30 years of existence and UMT Lahore has been established in 1990, to name but of a few of the leading institutions) and is experiencing a rapid development in Pakistan. The best institutions in the country are currently upgrading their facilities and putting a strong emphasis on quality improvement to meet international standards. 

The quality of the institutions is monitored by the State, through the NBEAC-HEC accreditation scheme. Many Pakistani Business Schools also cooperate with regional accreditation bodies, such as AMDISA (Association of Management Development Institutions in South-Asia) with its SAQS (South-Asian Quality Standards) accreditation. Some of the best Pakistani institutions are also readying themselves for international accreditations. Pakistan is currently playing an increasing role for Business Education in the region and strengthening its links with international institutions. 

EFMD has a long standing cooperation with NBEAC-HEC. It has provided resources for the training of its experts and regularly participates to NBEAC events and conferences. EFMD has established a strong presence in South Asia, with 28 members, among which four in Pakistan in Karachi, Islamabad, Lahore and Sukkur.

EFMD launched the Asia – Link project in 2006, cooperating with AMDISA to establish a regional accreditation scheme. Institutions from Pakistan, India, Sri Lanka and Bangladesh partnered in this project to launch the first South-Asian regional quality label.

3rd EUA Funding Forum: "Efficient Universities: Value for Society"

EUA2The 3rd EUA Funding Forum, hosted by the University of Porto, Portugal will take place on 6 and 7 October 2016.

The Funding Forum is a unique, inclusive platform open to all higher education funding stakeholders – university leaders and managers, researchers, students, public authorities, public and private funders and partners. 

This year’s theme is “Efficient universities: Value for society”

The following questions will be discussed:
  • Which policies and strategies can help universities to efficiently fulfil their missions?
  • How can the contribution of universities to society be assessed, let alone measured?
  • Should universities communicate on their economic added value? And if so, how?
  • What are the expectations of funders and policy makers? How can stakeholders develop a productive dialogue at the system level?
  • What are the latest trends and the future of European funding?
  • How can universities explore new partnerships and diversify their funding streams?
The Forum provides a unique opportunity for peer learning and the exchange of the latest scientific and practical knowledge on how to foster and make the contribution of universities to society and the economy more visible.

Programme  

The preliminary programme, including session descriptions and further information are now available on the Funding Forum website.

Information and registration 

The registration deadline is 22 September 2016. To register please go here.

The 2017 Conference for Deans & Directors General: Leading in a World of Uncertainty

2017DDM banner 1250
EFMD is happy to invite the leaders of business schools to attend the 2017 Conference for Deans & Directors General, hosted by the University of Ljubljana - Faculty of Economics, Slovenia, on the 2 - 3 February 2017.

Business schools are confronted with the constant need for innovation, competition in research, recruitment and global ambition. New competitors are popping up, as are new types of providers, always in search of excellence and relevance. 

Education, as we know it, is becoming a commodity and institutions have to be able to adapt in a volatile context. What other challenges are on the horizon?

This conference, bringing more than 350 peers together, will address the topic Leading in a World of Uncertainty and will discuss themes such as:
  • Key Changes and Challenges for Business Schools
  • Increasing Competition
  • West vs. East: Clash of Values?
  • Sustainable Development Goals – A Challenge for Business Schools
This is a conference by invitation only, for those with chief executive (top management) responsibility and authority in EFMD member business schools and centres. 

Please click here for the programme and registration. For more information, please contact This email address is being protected from spambots. You need JavaScript enabled to view it..

2016 Excellence in Practice Silver Award Winners

EIP Silver BANNER ALL
EFMD is delighted to announce the 2016 Excellence in Practice Silver Award Winners.

The 2016 Silver Award Winners are:

Category: Executive Development
Telstra & LIW
"Telstra Business Leadership Programme - Transforming Culture Through Connections"

Category: Organisational Development
Rosatom State Nuclear Energy Corporation & Moscow School for Management Skolkovo
“From Invention to Innovation: Atomic Intrapreneurship at Rosatom”

Category: Professional Development
Agence de Médecine Préventive (AMP) & Université Paris-Dauphine
"EpiVacPlus: Improving the Performance of Immunization Programmes through On-the-job Training and Technical Support"

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. We are pleased to take note of the continuously growing quality of applications.

Next submission deadline: 20 March 2017
For submission guidelines & expression of interest, please visit www.efmd.org/eip
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 This email address is being protected from spambots. You need JavaScript enabled to view it..

EFMD wants to provide visibility and support to all professionals in the L&D sector. The Awards Ceremony will take place during the next EFMD Executive Development Conference which will be hosted by Católica Porto Business School on 12 - 14 October.

The EiP Silver Award winners commented on this achievement: 

Telstra and LIW won the Executive Development category with the case: "Telstra Business Leadership Programme - Transforming Culture Through Connections"

"We’re delighted that Telstra’s Business Leaders Program has been recognised with the EiP Silver Award, which reinforces for us the exceptionally positive response the program has received from participants and the broader business. The program contributes significantly to Telstra’s vision and results, empowering leaders to drive cultural transformation and meet the new business challenges we face. We value our ongoing partnership with LIW, which enables us to design and deliver exceptional programs with a consistent language and approach to leadership from senior executives to frontline leaders." Claire Devlin, General Manager, Capability and Leadership, Telstra

"We’re thrilled that Telstra’s Business Leadership program has received the EIP silver award.  It’s a fantastic program that delivers a significant impact to so many different people, both emotionally and in terms of bottom-line results.  The participants love the challenge and the impact it has on them as individuals and on their teams. We’re honoured to have our ongoing collaboration with Telstra recognised in this way and to be amongst such impressive company." Dan Meek, Account Director, LIW

The silver winners of the  Organisational Development Category are Rosatom State Nuclear Energy Corporation and Moscow School for Management Skolkovo for their case: “From Invention to Innovation: Atomic Intrapreneurship at Rosatom”

"The international acknowledgement of the "Technological innovations management" program is a significant event and a confirmation of the fact that we are moving in the right direction, corresponding to the modern challenges and not yielding the palm to our colleagues. The Innovation Management Division of the Rosatom State Corporation, in concert with the Moscow School of Management SKOLKOVO have succeeded in creating a high quality product that has previously been acclaimed by the Chairman of the Government of the Russian Federation, Dmitry Medvedev. We do not intend to rest on our laurels and will progress further in the direction of innovative development, searching for new ways to implement our potential." Natalia Ilyina, Deputy Chief Innovation Officer, Rosatom

"The EFMD award is a proof that our corporate programmes are internationally recognised for their high quality. The award was received for the corporate programme that involved hard project work, which we developed and implemented jointly with the Block for Innovation Management of Rosatom State Corporation for several years. Nearly 150 managers of the corporation received training in the three years of the programme. Our task was to develop an educational programme that would not only help to build a team of managers, but also result in the creation of projects aimed at technological and organisational change. Three classes have completed the course of the educational programme, and now we, together with our colleagues from Rosatom, are happy to observe the implementation of the projects which were discussed at the SKOLKOVO Campus just a couple of years ago." Marina Karban, Director for Corporate Programmes, SKOLKOVO Business School

The Professional Development Category winners are Agence de Médecine Préventive (AMP) and Université Paris-Dauphine with the case : 
"EpiVacPlus: Improving the Performance of Immunization Programmes through On-the-job Training and Technical Support"

“L’Agence de Médecine Préventive (AMP) is honoured to receive the Silver Medal for Excellence in Practice, Professional Development, 2016 which was awarded by the EFMD jury. This Silver Medal that AMP shares with the Université Paris-Dauphine (UPD) recognizes the efficient and innovative nature of the continuous training that has been delivered by the EpiVacPlus program for nearly 15 years. Since 2002, EpiVacPlus has enabled the professional development of more than 600 public health doctors and pharmacists in more than 11 francophone sub-Saharan African countries. It has also led to the improvement of vaccination programs in 360 health districts in West Africa, where the beneficiaries account for around 6,500,000 children under the age of one and women of childbearing age. Capacity building in healthcare human resources and best managerial practices is one of the keys to success for health programs, and in particular for immunization. AMP would like to acknowledge the excellence of its collaboration with its technical, institutional and financial partners, in particular the UPD which it warmly thanks. Our sincere thanks also go to all members of the EFMD jury for this distinction.”  Dr. Aristide Aplogan, EpiVacPlus Program Director

"Université Paris Dauphine is delighted to receive the EFMD Excellence in Practice Silver Award for the EpiVacPlus Program, a multi country and multi stakeholder consortium aimed at improving vaccination in Western Africa through better vaccination and Public Health management. This program enables us to further develop our Social Responsibility orientation.  It has been a tremendous journey to partner with Agence de Médecine Préventive (AMP) and it has been a privilege to develop such a trustful relationship with our partners in Europe and in Africa. The program was designed and implemented in Africa thirteen years ago. It combines different facets: blended learning, coaching, mentoring and Communities of Practice. We are proud of its achievements with more than 500 District Medical Officers trained in 11 Western African countries and confident in its future positive impact on vaccination." Sébastien Duizabo, Executive Education Director, Université Paris Dauphine.

Nineteen Business Schools Awarded with BSIS Impact Label

Since its launch in 2014, BSIS, run as a joint venture between EFMD Global Network and FNEGE, has successfully assessed nineteen business schools all over the word.

Please have a look at what the value of the BSIS process was for the Schools, what tangible outcomes the BSIS process brought in terms of showcasing their impact on the local environment and in terms of raising impact awareness with regard to the Schools' internal and external stakeholders.

In order to formally recognise the efforts schools put into undertaking the impact assessment exercise, EFMD Global Network officially transformed BSIS - Business School Impact Survey into BSIS - Business School Impact System and agreed to confer the BSIS Label upon all the schools which have gone through the impact assessment exercise. The objective of the Label is to recognise business schools that are aware of the importance of measuring and assessing their impact not just within the management education community, but within society at large.

Nineteen Schools, including SKEMA Business School, AUDENCIA Nantes, Corvinus University of Budapest, EM Normandie, Grenoble Ecole de Management, Groupe ESC Troyes, Groupe ESC PauGroupe Sup de Co La Rochelle, HEC ULg Liège, IAE de Bordeaux, IAE de Grenoble, IAE de Lyon, IAE Nice, Montpellier Business School, San Telmo, Sobey School of Business, Toulouse Business School, University of St Gallen & USEK Lebanon were awarded with the BSIS Label during the EFMD Annual Conference in Rome on 12-14 June 2016. Many congratulatuons!

The BSIS scheme identifies the tangible and intangible benefits that a business school brings to theLogo BSISystem HR community. At the heart of the BSIS measurement process is a framework of around 120 indicators covering financial, economic, societal and image dimensions of impact.

"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," said Prof. Gordon Shenton, who, together with Prof. Michel Kalika, IAE Lyon, has been appointed one of the two co-directors of BSIS.

"I am really proud that we can now offer a tangible sign of international appreciation for the tremendous work the schools put in collecting and analysing data on their impact on the local environment. The label also raises the internal awareness within the business schools, proving their relevance, meaning and real impact on the community. It is a seal of recognition for the schools who consider their impact as vital," added Prof. Michel Kalika, BSIS co-director.

If you would like to receive further information or are interested in your school taking part, please visit www.efmdglobal.org/bsis or contact: Gordon SHENTON: This email address is being protected from spambots. You need JavaScript enabled to view it.  Michel KALIKA: This email address is being protected from spambots. You need JavaScript enabled to view it. or This email address is being protected from spambots. You need JavaScript enabled to view it..

EFMD Awards EPAS Accreditation to Four New Programmes

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

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

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

Estonian Business School, Estonia
International BBA Programme 

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

Faculty of Business, Oxford Brookes University, UK
MBA Programme

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


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

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

The list of re-accredited programmes is available here.

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

EQUIS Business School Accreditation Awarded to Catolica Porto Business School and ESSCA

equis 2016 JuneEFMD would like to warmly congratulate Católica Porto Business School, Universidade Católica Portuguesa and ESSCA École de Management which have just been awarded EQUIS accreditation.

This takes the number of accredited schools to 163 across 40 countries.

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

"Católica Porto Business School takes pride in achieving its first EQUIS accreditation. It gives us immense satisfaction to know that the work carried out during the last 15 years – aimed at the sustainable development of Católica Porto Business School, anchored in strong corporate relations and students’ skills development – is recognised internationally. The EQUIS accreditation process – especially the in-depth assessment carried out by the EFMD, along with the school’s self-assessment – were essential elements to highlight the school’s distinctive factors as well as what is needed to go further in 3 years' time, providing, at the same time, the focus and the motivation to get there," declared Prof. Sofia Salgado Pinto, Dean of the Católica Porto Business School.

Prof. Catherine Leblanc, Dean & General Director of ESSCA, shares her enthusiasm “The award of this accreditation is the fruit of the collective success of our team, of our students, of our graduates and of our corporate and institutional partners. It strengthens the path we have chosen: We are expanding, we are innovating, using new technologies without losing sight of what is essential. Technological progress can only be at man’s disposal. In an ever moving and highly competitive environment for higher education in management, our action is in keeping with our educational tradition of accompanying our students towards their own personal and professional success while remaining true to our founding values”

Prof. Martin Schader, the EQUIS Director, added: "We are delighted to welcome two new schools into the community of EQUIS accredited schools, which now includes 163 institutions from 40 countries worldwide. EQUIS accreditation ensures a rigorous quality improvement process, benchmarking the School against a set of international standards in terms of governance, programmes, faculty, students, research, and foremost, corporate connections, internationalisation and ethics, responsibility and sustainability. There are currently no substitutes for such an in-depth assessment of quality.”

The list of reaccredited schools is available here.

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

Eight Programmes Successfully Reaccredited by EPAS

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

The following programmes have been reaccredited by EPAS:

ICHEC Brussels Management School, Belgium
Master in Business Management

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Twelve Schools Reaccredited by EQUIS Business School Accreditation

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

"We see EQUIS reaccreditation as a vote of confidence in the University of Sydney Business School's new strategic direction and an affirmation, from a peer review team whose collective experience and insights demand the utmost respect, that we have achieved quality standards that make us world class. The reaccreditation process was a powerful stimulus to ask some fundamental questions about ourselves and our performance, the assumptions we were taking for granted, what we were doing well and, more importantly, what we could do better. Breaking the news to our stakeholders that we have now been successfully reaccredited has been a source of great pride." Prof. Greg Whitwell, Dean of the University of Sydney Business School

"Within the school, we feel this renewal of our accreditation as a recognition of the relevance of our strategy, to the benefit of our students and graduates. Because this label means more exchanges with academic partners in the world. In terms of employment opportunities, the labor market already recognizes the value of our CEMS diploma (co-organized by the master management with 29 partners in the world). We sense it begins to also recognize the distinctiveness of EQUIS certified studies."
Michel De Wolf, Dean of the Louvain School of Management, Université Catholique de Louvain (UCL)

“The EQUIS accreditation process, with its demanding requirements, helped the ICN Business School to reinforce its amelioration process, benefiting from the detailed and profound advice given by the external auditors. The results and recommendations of the last EQUIS audit strengthened the School’s genuine strategic position, placing creativity, personal and professional development, and experimentation in the centre of its pedagogy. ICN Business School will therefore pursue its strategic development within the ARTEM Alliance, as well as internationally, emphasizing its unique specificities as highlighted by the EQUIS auditors.”  Prof. Florence Legros, Director General of ICN Business School

“The EQUIS accreditation is an international endorsement of the highest quality standards in both our teaching, research and engagement activities. We are delighted to have received re-accreditation and endorsement of the ambitions and strategic direction of Birmingham Business School. EQUIS forms part of our prestigious triple crown accreditation which confirms our position within an elite group of global business schools.” Prof. Simon Collinson, Dean of Birmingham Business School, University of Birmingham

“I know I speak for all of the students and staff of Nottingham University Business School when I say how delighted we are at receiving EQUIS reaccreditation for five years for our business schools in the UK, China and Malaysia. This achievement reflects a genuine team effort and testifies to the dedication and professionalism of our academic and administrative colleagues in delivering excellence across the range of our activities. We found the whole process of reaccreditation to be of real value in encouraging critical and productive self-reflection and the visit of the peer review team provided the opportunity for a series of rich and rewarding conversations. Nottingham is unique for being the only business school in the world to be accredited for our operations in three countries simultaneously. Our students gain a global perspective on business and management issues that will help prepare them for globalised and multicultural work environments. We are grateful for the involvement of our alumni, corporate friends and associates in contributing to this success.”
Prof. Alistair Bruce, Dean of Nottingham University Business School, University of Nottingham

“The award of a maximum 5-year EQUIS accreditation from EFMD is testimony to the clarity of our strategy and rapid progress made in its implementation over the last three years. Colleagues have worked extremely hard to achieve this, avidly supported by our business advisors and the University of Edinburgh, and I am very proud of all of them”.
 Prof. Ian Clarke, Dean of University of Edinburgh Business School, University of Edinburgh

“Warwick Business School (WBS) at the University of Warwick is honoured and proud to have received re-accreditation for the maximum period after an accreditation visit by an esteemed EQUIS panel. We found the process to be an engaging and developmental exchange with the panel endorsing the ambitions and strategic direction of the school - to be a world leader in business education, research and engagement, helping to create a better global society. This award is a culmination of collective efforts from our academics, students, alumni, corporates and staff that are key stakeholders in achieving this prestigious recognition." Prof. Mark P. Taylor, Dean of Warwick Business School, University of Warwick

Prof. Martin Schader, the EQUIS Director, added, "I would like to congratulate the schools that have gone through the reaccreditation process. EQUIS accreditation ensures a rigorous quality improvement process, benchmarking the School against a set of international standards in terms of governance, programmes, faculty, students, research, and foremost, corporate connections, internationalisation and ethics, responsibility and sustainability. There are currently no substitutes for such an in-depth assessment of quality and all the schools should be commended for their commitment to excellence."

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

Towards an Integrated Curriculum

Guest post by Martin Binks - the former dean of Nottingham University Business School and a Professor of Entrepreneurial Development at its Haydn Green Institute for Innovation and Entrepreneurship.

IV. “Know-about” versus “know-how”

Over the course of several blog posts I have attempted to outline a model for a curriculum better able to prepare business students for the uncertainties of a career in the “real world”. In this final entry I would like to highlight the vital distinction that I believe lies at the heart of any meaningful effort to make such a curriculum work.

I have suggested previously that we might usefully imagine this curriculum in the form of a Venn diagram in which the principal sets are as follows:
  • Established principles
  • Managing uncertainty and change
  • Practice and applications
Underlining the importance of accommodating the sheer pace and intensity of change, the intersections of the above create the following sub-sets:
  • Principles from practice
  • Practice changes
  • Principles change
Of course, the “big reveal”, as they say in the plot-constructing trade, boils down to the point at which all three major sets intersect. This is central to the argument in every sense, as there has to be something that unites all of the above – otherwise we are left only with a mish-mash that perpetuates our tendency to deal in precisely segmented ingredients while the sphere beyond our ivory towers, as I have already remarked, deals in dishes whose recipes can prove both unpredictable and unfamiliar.

The answer has actually been writ large in my previous posts. In discussing each set and each intersection I have referred to “experience”, and this is the element that I feel lies at the heart of any worthwhile attempt to develop an integrated curriculum that narrows the gap between what our students are taught and what they actually need to know.

Perhaps a better word – it is undoubtedly one that has a more compelling ring to it – is “immersion”. Just as those learning to swim need to get wet, our students need to be thoroughly immersed in real change to gain the experience required to make decisions amid ambiguous conditions.

This being the case, we would do well to reflect on the enormous difference between “know-about” and “know-how”. Incredibly, ours is an age in which a few swipes of a tablet computer’s screen might very soon be sufficient to download the sum total of humankind’s learning; and yet all the facts on Earth are of genuine value only if we know what to do with them, what they really mean, how they might be applied and how they combine to make new facts.

We can illustrate as much by considering, say, the humble bicycle. We can disseminate the specifications for a new design and perhaps even circulate a video outlining the method of assembly, but what we cannot convey so simply is the skill of riding.

The latter is an example of what scientist and philosopher Michael Polanyi called “tacit knowing”. As Polanyi observed: “We know more than we can tell.” The effective transfer of tacit, experience-based skills alongside fact-based knowledge is crucial to the survival and growth of not just institutions and industries but entire economies and societies.

Countless business skills, particularly those that lend themselves to entrepreneurship, are tacit in nature. They cannot be learned wholesale from a book or via cursory reference to the internet; nor can they be digested, memorised, summoned when needed and then all but forgotten again, ready to be dredged from the deepest recesses of one’s mind maze as and when necessary. They have to be gained through experience.

It is this kind of knowledge, one encouraged by a curriculum rooted in informed flexibility, that propels us from inertia to progress and enables us to share in success rather than in failure. We appear to forget this all too easily in our extraordinarily “connected” world, where near-limitless resources and repositories of wisdom are seemingly ours to exploit as we wish.

Whether an institution expands or contracts, whether a sector thrives or shrinks, whether an environment serves as a breeding ground for evolution, revolution or neither – such outcomes are determined by the presence or absence of mindsets and milieus that foster novel ways of thinking and breakthrough technologies. This is as true now as it has ever been, and it is a truth that business schools have routinely overlooked.

I do not pretend for an instant to have discovered a silver-bullet cure-all – far from it. Nor do I claim to be a fount of irrefutably original thought. I know, too, as we have demonstrated again and again in our own attitudes towards innovation, that saying is much easier than doing.

Nonetheless, I have never been more acutely aware that we need to do something. The eventual solution might not closely resemble what I have proposed here, but it certainly cannot continue to resemble what we have now. To reiterate what I said when my deanship ended last year: dinosaurs may be getting younger, but there is no reason to openly court extinction.

Martin Binks is the former dean of Nottingham University Business School and a Professor of Entrepreneurial Development at its Haydn Green Institute for Innovation and Entrepreneurship.

2016 GMAC Corporate Recruiters Survey Report Shows Robust Hiring Market for Business Grads

Robust hiring market in 2016 favours MBA talent, showing strongest employer demand for recent graduates since 2010, according to new Corporate Recruiters Survey Report.

2016 corporate recruiters web releaseThe latest GMAC's Corporate Recruiters Survey Report, conducted in conjunction with EFMD and MBA Career Services & Employer Alliance (MBA CSEA), showcases that companies working directly with business schools plan to hire more MBAs this year than they hired in 2015 according to a global survey report released today by the Graduate Management Admission Council (GMAC). 88% of corporate recruiters who work directly with graduate business schools plan to hire recent MBA graduates in 2016, up eight percentage points from last year and 33% higher than 2010.

This finding highlights the value and enhanced opportunities that on-campus recruiting and business school career services bring to job-seeking graduates.

“A graduate business degree is rewarding from a personal, professional and financial standpoint no matter which country you study in,” said prof. Eric Cornuel, Director General and CEO of EFMD. “The advantages students get from on-campus recruitment will pay dividends throughout their careers.”

Some additional key findings include:
  1. Employers recruit from other non-MBA business master’s programs to find talent to fill roles within their organizations. For the first time, GMAC asked employers about their recruiting within such programmes as Master in Supply Chain Management and Master in Data Analytics. Overall, about a quarter or more of corporate recruiters are actively seeking graduates of the following programs: Master in Supply Chain Management (27% of respondents), Master in Data Analytics (26%), and Master in Marketing (24%). Hiring projections for graduates of non-MBA business master’s programs in management, accounting, and finance vary by world region.

  2. Employers value business school talent, as demonstrated through competitive salaries companies expect to o er recent graduates. For instance, US-based companies plan to offer recent MBA graduates a starting median base salary of US$105,000 in 2016, up from a median of US$100,000 in 2015.

  3. Opportunities for international job placement vary by region. Overall, 52% of corporate recruiters report that their companies either have plans to hire (24%) or are willing to consider hiring (28%) recent business school graduates who require additional legal documentation, such as work permits or visas.

  4. Across regions and industries, companies seek candidates who will fit within their organisational culture, work in teams, and have the potential to make an impact. Executive presence, the ability to build external networks, and ability to work independently were the three lowest-ranked traits.
These results and more are included in the summary report of GMAC’s 2016 Corporate Recruiters Survey, which GMAC conducted in February and March this year with survey partners, EFMD and MBA CSEA, and 109 business schools worldwide. The survey drew responses from 842 employers, representing more than 530 companies in 40 countries worldwide that recruit directly from business schools.

The report also includes findings from a supplemental “General Population Employer Survey” of employers in six select countries, conducted at the same time as the Corporate Recruiters Survey and designed to provide broader insights into general business hiring practices in the wider marketplace.

The additional survey yielded responses from 1,282 companies located in the six largest markets for graduate management education — China, France, Germany, India, the United Kingdom and the United States. The results show overall that half of the companies responding to the supplemental survey have plans to hire an MBA in 2016 — ranging from 35 % of companies in Germany to 70 % of companies in China. “The difference in hiring projections between the two surveys highlights the value business schools provide to students in connecting them with employers that want to hire them,” said Mr. Bob Alig, GMAC’s executive vice president for school products. “These results are compelling evidence for admissions professionals to demonstrate the value of a graduate business degree to prospective applicants.”

To download GMAC’s 2016 Corporate Recruiters Survey Report and an overview of the survey methodology, visit: gmac.com/corporaterecruiters.

What Does BREXIT Mean for UK Higher Education? An Interview with Simon Mercado

MERCADO Simon HighRes 0013Much has been said about the potential impact of BREXIT on UK Higher Education (UKHE) but what is the view from inside one of UKHE’s strongest academic communities? The UK’s Business Schools are not only amongst the sector’s leading faculties, they also enjoy some of the most direct associations with the companies and business groups so exercised by the prospect of the UK’s potential EU exit.

In an interview with European business education expert, Professor Simon Mercado, the balance sheet for EU membership is assessed with direct reference to both the country’s “native” business school community and to the international business school’s now invested in the UK sector.

So what should we know about the UK’s community of Business Schools?

There are well over 100 Business Schools in the UK providing degree-level education, the majority of which are located in UK Universities. Their performance power is quite astonishing. Of the FT’s list of Europe’s 50 top business schools in 2015, no less than 14 UK schools make appearance. Whether we are talking about this top order or the wider community of schools, the UK business school sector has a revealed comparative advantage, charging some of the highest prices for business education in the entire European market.

Does this have anything to do with EU membership and might it be at risk from BREXIT?

Although this market power does not derive from EU membership, most business school leaders would argue that EU member status makes it easier for us to sell our courses internationally, to access other EU markets as educational service providers, and to employ and/or collaborate with experts from multiple European states. It also opens up additional funding streams (e.g. Horizon 2020) and opportunities for faculty and students to gain international experience through such programmes as Erasmus. This in turn has a positive impact on our teaching and research standards and on our economic and social contribution. There is no doubt that we could trade and attract talent independent of the EU – witness the success of the Swiss and Norwegian sectors – but our ability to attract the best students, researchers and academics from across the EU is best assisted from a central position within the EU and the European Higher Education Area (EHEA).

Can you explain this in greater detail and explain what advantages the UK sector gets from being on the inside?

Well let us start at the institutional level where we are concerned not only with “indigenous” UK Schools but also with “international” schools who play an important role in our market.

In terms of British schools, the benefits of EU membership have been felt in terms of i) the core freedoms of the Internal Market and ii) the EU’s sustained investment in education and research. I put aside here wider arguments about the EU’s contribution to UK economic welfare.

The real basis of argument for continued EU membership is with the freedom of movement of goods, services, capital and people that is associated with EU membership. The European Higher Education Areas does not constitute a fully free internal market - service-based industries rarely do - but it does allow UK schools to “sell” their courses and services to a market of over 500 million persons. UK BSs attract a significant number of students from Europe and beyond each year. Last year, UK business schools claimed about a 10% share of the 125,000 (non-UK) EU students willing to pay for their degree education on UK soil. That is a lot of fee income. So argument no.1 rests with the broad belief that EU membership enhances our ability to attract bright young Europeans to study in the UK and to profit financially from their degree mobility. In addition to this “export/import” argument, the same freedoms of movement have enabled UK business schools to offer highly competitive educational services elsewhere in Europe with relatively few market entry barriers. Indeed as increasingly mature service providers, UK Schools are able to take their educational services to other European markets with relatively little restriction. Whether this be through overseas campus operations, franchises, or on-line provision, “service and programme mobility” is fuelling the development curve of many UK Schools. A significant part of this (Transnational Education (TNE) trade is focused on European markets including Greece, Cyprus, Malta and the Central European states.  So argument no. 2 rests with the ability we have to move into other European markets, what you might call a “right of access and/or establishment”. This same right of establishment has enabled European Schools like my own institution, ESCP Europe to invest quite freely in UK campuses, adding competition and diversity to the UK market.

Can you tell us more about the ESCP Europe model and its relevance here?

When we look at the situation of international providers penetrating the UK market, we gain a better understanding of the operational and commercial benefits of EU market integration. There is perhaps no better example than my own institution ESCP Europe Business School, which has six campuses in six EU countries, including the UK, where it is my privilege to serve as Campus Dean. The ability of ESCP Europe to offer world-class rotational degree programmes that move students from one European location to the next is massively assisted by the European market framework. A constant cross-border flow of students, faculty, capital and educational service is eased by the basic freedoms of the Single Market and the mutual recognition of educational qualifications that accompanies this. In fact, the operational difficulties in executing such a system really extend from the limits to the Internal Market framework, where a lack of harmonisation on VAT, employment law, and multiple currencies complicates the task.  BREXIT would almost certainly complicate our business and what we see as an authentically transnational education model.

Surely the ability of UK business schools to sell “spots” and services is not contingent upon EU membership? Surely the likes of ESCP Europe would still see the UK as an attractive market even if it waved goodbye to EU membership?

I think most commentators would say, “yes, of course” but the central point here is that EU membership facilitates ease of trade and investment by eliminating administrative, technical and regulatory barriers to cross-border mobility and investment. Off-shore operations are assisted by capital freedoms and the right of establishment in other EU markets.  The sale of “spots” in UK-based Schools is made easier by the price and administrative benefits of treating UK and EU nationals on a “non-discriminatory” business. Indeed, accessing a UK business school as an EU national is materially easier than doing so as a non-EU national and comes with different rights with regard to post-study employment and loan financing. Non-EU nationals are typically subject to higher course fees and to burdensome visa requirements.

On the workforce side, Universities UK point out that 14% of academic staff in UK universities are nationals of other EU member states. UK business school Deans frequently identify a shortage of qualified faculty in areas like Finance & Accounting as a major issue. EU membership makes it easier for BSs to secure the services of qualified academics from other European countries almost “Europeanising” the talent pool and job market. This in turn can help to drive teaching and research excellence. It is in no small thanks to the freedom of movement of persons and the mutual recognition of qualifications that UK institutions can invest easily in academic and administrative talent. Look at the considerable presence of Greek, Italian and Central European academics in UK University Finance and Economics departments. Ask any Business School leader if it is easier to employ an EU national or a non-EU national and you will get a quick response. Turn that around and think about the career options for UK academics and researchers who currently enjoy freedom to conduct their work in other European HE systems. BREXIT does not put these options to death but it will add complication.

You started with institutional considerations. What would you say about the impact at individual level?

Well the point I have just made is that if the UK were to operate outside of the European Union, students from France, Poland and Greece (as example) would continue to have access to UK Business Schools but would theoretically be subject to the administrative and pricing regimes applicable to non-EU nationals. This would likely result in higher costs of participation and bureaucracy. It would have a negative impact on their post-study working privileges and access to higher education funding. Don’t forget that (non-UK) EU nationals can get 'loan’ based fee financing just like my children with UK citizenship. If you don’t care too much about the opportunities for young continentals here in the UK or even resent their access to funding privileges, then remember that young UK students would not necessarily enjoy the same ability that they enjoy today to study freely in other EU countries at fee levels significantly lower than those applying at home and/or to receive other benefits. Already an estimated 20,000 UK nationals are doing so each year and according to one major study, up to a third of young British students are at least considering overseas study (British Council: 2015).  Again, whilst these opportunities would not disappear, many of those countries have begun to apply higher fee rates for non-EU nationals, this has happened in Sweden and Finland for example.

Elsewhere, participation rights in the EU’s Erasmus mobility programme could be challenged. 15,600 UK students took part in the Erasmus exchange programme in 2013-14 and the number is accelerating. This is not just a matter of limit on short-term experience. We know from multiple investigations, that those that enjoy experience of study abroad (either on a fee-paying or reciprocal exchange basis) have better career earnings potential and are half as likely to experience long-term unemployment.
Such experience goes a long way in helping our students to prepare to enter an increasingly international jobs market.


You say repeatedly “we could or potentially would” lose out on existing benefits in the face of BREXIT. Why is there doubt here?

Well in truth, much hinges on the nature of the partnership the UK would have to negotiate with the EU in the BREXIT scenario. The UK could agree to actively participate in the Single European Market without full political membership. Switzerland for example has a whole series of bilateral accords with the EU to give it exactly that opportunity. Ultimately, the position of UK Schools would be shaped by the span of bilateral accords that the UK struck with its former EU partners and/or its terms of “association”.  Therefore, a post-EU UK could participate in Erasmus just like Switzerland and have its citizens enjoy the freedoms of the Internal Market without political membership. If that were the case then not everything would change. But my own concern here is what any future UK government post-BREXIT would ultimately accept post-separation. This might be a long way short of an arrangement in which the UK secured largely unhindered access to the Internal Market in exchange for financial contribution and concessions on movement of persons, which might otherwise be sought by its former wedded-partners. Let us remember that two of the central arguments for BREXIT turn on these points. There is also the matter that the collaboration model with Switzerland is now very much in crisis resulting in periodic obstacles to bilateral trade and mobility. As the EU and Switzerland have fallen out over different elements of co-operation, Swiss HEIs have seen suspensions vis-à-vis Erasmus participation and access to EU-funded research and education programmes. Under any type of trade area or association arrangement, there is additional risk and bureaucracy and a real lack of influence over the very direction of European policy.

What I would really like to avoid is an outcome in which a post-BREXIT successor arrangement failed to convince those willing to invest in the UK and distanced the UK from the EHEA. ESCP Europe is fully committed to the UK but we are not the only international business school making inward investment. If BREXIT were a trigger to market access barriers and/or an economic slowdown, we could see a slow down in this sort of investment. It really isn’t just about the money. Investments like those made by our own School internationalise educational experience, promote UK-based employment, and channel talented graduates into UK-based industry each year.

At the outset you highlighted how EU membership translates into extra-funding for Business Schools and value-adding collaboration. What did you mean by this and how might BREXIT effect things?

What I am referring to here is the EU’s sustained investment in education and research and commitment to specific forms of funding that touch and reach the business school community. Programmes (like Horizon 2020) channel financial and human resource capital into our Schools and the HE system in general. Programmes of this nature are playing a vital role in enabling collaborative research across European borders and in enhancing the scale and impact of our research. In addition, the EU’s structural funds have enabled many universities and their business schools to develop infrastructure and capacity. Programmes of this type build relationships and interdependencies that naturally span out into other form of institutional co-operation.

Surely collaboration in research would follow post-BREXIT and money could be made available to compensate for any losses?

Admittedly the transfers that I am highlighting follow significant UK contribution to the global EU budget. It is also clear that national investment might substitute or even exceed what UK HEIs currently secure under EU streams. Outside the formal structure of the EU, we would still find ways to collaborate too. But, with respect to financing, there is no certainty that in the face of competing investment priorities at national level, that current (EU) funding levels would be matched. Outside of the EU, we move from a position of centrality within impactful research programmes (like FP7 and Horizon 2020) and a real ability to shape them, into new space.

What other matters do Business School leaders talk about vis-à-vis BREXIT?

In a sense we leave the biggest issue to last. Like other service businesses we are better placed if the market is healthy and performing strongly. The first concern here is the most obvious one. If BREXIT leads to a weakened economic climate this will hurt us. The requirement for firms to assess BREXIT impact and any successor arrangements might lead to short-term suspensions on investment decisions into the UK and from the UK, for example into management development training and/or commissioned research. Certainly the business leaders that we work with stress the interdependency of firms and economies and the advantages of European integration. They tend strongly towards a “remain” vote. I sense too that Business School leaders feel that a broad direction towards more international business education demands educational experience and collaboration across borders. We can get this outside of the EU but most would contend that at the heart of Europe the task is easier and opportunity broader.

Professor Simon Mercado is the Director of ESCP Europe Business School London.

Special Offer for EFMD Members: Smart Certificate™ with Smart Ads™ Free

logo SC blue. without TMpngAre you looking for a highly secure, easy to use solution to grant thousands of academic credentials in just a few clicks?

Smart Certificate™ is the answer!
 
When posted to a LinkedIn profile, or shared via other channels, Smart Certificate™ becomes a personal electronic recommendation that turn an alumni into your best marketing tool. And embedded in the certificates are Smart Ads™ that bring potential candidates direct to you.
 
However, not all education organisations want to leverage alumni communities for programme marketing; some just want a turnkey solution to generate and manage secure digital credentials.
 
achievementsIn recognition of the diverse needs of its client base, CVTrust is pleased to announce a new Smart Certificate™ website where you can find out about the latest service packages. Whether you are a small or large education and training organisation, Smart Certificate™ has a solution that meets your needs.
 

We’re also offering EFMD members a very special offer: sign up for Smart Certificate™ and get Smart Ads™ free whatever the pack chosen. The offer is valid until the end of 2016.

“Sharing documents that have the label of trust has become tremendously easy. The Smart Certificate solution has changed the way that graduates, schools and recruiters interact. Smart Certificate clearly sets the standard,” commented Mr. Sven Biel, Associate Director MBA Programme Management at INSEAD.

Discover what other instututions said about the Smart Certificate™ here.

There is no better time to implement the Smart Certificate™ solution. Get in touch with This email address is being protected from spambots. You need JavaScript enabled to view it. to find out more.

Accrediting Business Schools: a Necessity or a Trend?

The faculty of Business and Commercial Sciences of the Holy Spirit University of Kaslik (USEK) and the Arab Society of faculties of Business, Economics and Political Sciences (BEPS) jointly organised the conference “Accrediting Business Schools: a Necessity or a Trend?” that took place on April 26 and 27 in Kaslik, Lebanon. 

More than 350 participants from 16 countries attended the conference to discuss the benefits of international accreditation agencies and their relevance for Middle-Eastern and African Business Schools. 

Liban2Dr. Christophe Terrasse, Director of International Projects at EFMD, shared his expertise during the “Accreditation from Expert and Professional Standpoints” roundtable. He presented the benefits of quality assurance for Higher Education Institutions and warned against a common misunderstanding of accreditation, often accused of adopting a too normative approach. 

He showed how EFMD has been encouraging diversity from its start and how individual achievements are taken into accounts and valued at all stages of EFMD accreditation processes. He also presented EFMD various quality assurance mechanisms and accreditations showing how they support and accompany business schools from all regions of the world in their quality improvement strategy. 

Dr. Terrasse and Jean-Baptiste Maillard, (Coordinator, International Projects), also presented their research on accreditation and branding strategies during the session “Effects of Accreditation on Business Schools: Evidences & Challenges”. 

This article describes the impact of international quality labels on the branding strategies of business schools and shows how the accreditation labels reinforce the market positioning of the schools by consolidating their visibility, legitimacy and exclusivity. 

Member of EFMD since 2008, the Faculty of Business and Commercial Sciences of USEK has been a long-standing promoter of excellence for quality assurance standards for business schools in Lebanon and in the Middle-East.

2016 Excellence in Practice Gold Award Winners

BANNER ALL AEFMD is delighted to announce the 2016 Excellence in Practice Gold Award Winners.

"Once again the EiP awards have attracted outstanding cases from all over the world. This year’s winners clearly show that Learning & Development must be closely linked to organisational strategy, involve a partnership model in design and execution, measure and show impact, and have a strong focus on the personal growth, values and behaviours of individuals taking part," said Prof. Eric Cornuel, CEO & Director General, EFMD.

EFMD wants to provide visibility and support to all professionals in the L&D sector. The Awards Ceremony will take place during the next EFMD Executive Development Conference which will be hosted by Católica Porto Business School on 12 - 14 October.

The 2016 Gold Award Winners are:

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. We are pleased to take note of the continuously growing quality of applications.

Next submission deadline:  20 March 2017
For submission guidelines & expression of interest, please visit www.efmd.org/eip
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 This email address is being protected from spambots. You need JavaScript enabled to view it..

The 2016 Gold Award Winners share their thoughts about the EiP recognition:

NHS Leadership Academy & Alliance Manchester Business School won the Talent Development Category with their case “Changing the Leadership Culture in the English National Health Service: Building Care and Compassion into the Leadership DNA”
“Alliance Manchester Business School is proud to have played a leading role in constructing a remarkable consortium of healthcare policy and management academics, organisation development experts, and learning technology specialists to work on the development of NHS leadership. The programmes we have designed with the NHS Leadership Academy are ground breaking in scale, format, style, and impact. These are tough times for the NHS in England. The programmes touch on critical contemporary issues in healthcare leadership in pursuit of safe, sustainable, high quality and compassionate care. We are delighted that our efforts have been recognised by this prestigious award”.
Professor Naomi Chambers, Director of NHS Leadership Academy Programmes at Alliance Manchester Business School

We’re delighted to have won an Excellence in Practice (EiP) Award in recognition of our Elizabeth Garrett Anderson and Nye Bevan programmes. What’s particularly heartening is the fact that this work really was a true collaboration between ourselves, Alliance Manchester Business School and our consortium of partners, which included patients and their representatives. Participants are telling us the programmes are transforming the NHS’s working culture, preparing it to meet huge new challenges. They play a critical role in giving them the confidence and ability to improve leadership culture and introduce new levels of professionalism and compassion.”
Karen Lynas, Interim Managing Director, NHS Leadership Academy

The Excutive Development Category winners are BG Group & Cranfield School of Management with the case “Exploring Leadership”
Success in wining this award was built upon the development of a strong, real partnership with BG Group. Significant investment in developing relationships across the wider stakeholder group enabled us to design and deliver an impactful intervention, that has truly made a difference to individuals and the organisation. Coupled with world class learning processes, delivery teams, and locations we believe we have created something special, that delivers sustainable results.”
Mark Threlfall, Executive Development Director, Cranfield School of Management

Swarovski & Ashridge Executive Education won the Organisational Development Category with their case Addressing Live, Organisational Issues to Ensure Swarovski’s Future Success”
“We are thrilled to be recognized with this award for the wide impact the Swarovski-Ashridge partnership has, on both an organisation and individual level, which has exceeded all expectations. This has been achieved by the OD orientation, focus on mind-set change and culture, addressing of live issues, growing ownership for change across the business and the development of leaders who understand, and feel accountable for, the collective needs of Swarovski. We look forward to continuing our relationship with Ashridge and developing our leaders and managers through our Leadership Academy and a wider range of interventions.”  
Petra Lockhart, VP Global Learning and Development, Swarovski

"It is a privilege and real pleasure to work in partnership with Swarovski on some of their most pressing and emerging needs. For the work to be recognised with a Gold award by EFMD is a tremendous achievement of which we are all immensely proud. The partnership is trusting, collaborative and respectful – a mirror for Swarovski’s new culture and approach to leadership – and proves that what starts life as leadership development can move into changing the nature of conversations, shifting how organisations work and think and have wide-reaching organisational impact. Well done to everyone in the Ashridge-Swarovski partnership!”  
Sona Sherratt, Client Director, Ashridge Executive Education

“We are delighted that the Swarovski-Ashridge partnership has won the highly coveted EFMD Excellence in Practice Award for Organisational Development and that so much impact has been achieved through the co-created interventions. We value our relationship with Swarovski very highly and are really looking forward to continuing to innovate and develop exciting leadership and organisational development interventions that support Swarovski’s future success.” 
Jason Cassidy, President, Ashridge Executive Education 

The winners of the Professional Development Category are Microsoft & INSEAD with the case Microsoft-INSEAD Customised Online Programme: An Innovative Solution 
for Global Transformation
“Microsoft is honored to receive the 2016 EiP gold award from EFMD.  It has been an incredible journey to partner with INSEAD on this innovative approach to corporate readiness.  The program has transformed the way we think about online learning and enabled us to accelerate the Microsoft business transformation at speed and at scale.  We appreciate EFMD’s recognition of the program and hard work of those who contributed to make it possible.”
Chris Pirie, General Manager of Microsoft's Sales, Marketing, and Services Group Readiness

“INSEAD is delighted to receive the 2016 EiP gold award from EFMD. Since 2014, INSEAD has pioneered in customised online programmes for companies and our clients have benefited greatly from the business impact generated by these new programmes. We are grateful that EFMD recognizes how this innovative and impactful new format have helped Microsoft transform at speed and at global scale. We look forward to helping more clients take full advantage of new technologies and transform their businesses into the future.”
Chengyi Lin, Ph.D., Lecturer of Strategy at INSEAD, Director of Strategic Innovations & Online Programmes

EFMD Awards CLIP Accreditation to OCP & EDP

CLIP award banner01The Corporate Learning Improvement Process (CLIP) is a unique accreditation run by EFMD that focuses on identifying the key factors that determine quality in the design and functioning of corporate universities and learning organisations.

We are delighted to announce that OCP Corporate Training Institute and EDP - Energy of Portugal University, which have recently received CLIP accreditation, join the community of accredited organisations which also include:

Mr. Jan Ginneberge, Senior Advisor, Corporate Services, congratulated EDP on their accreditation: "The EFMD Peer Review Team was particularly impressed by the exceptional governance architecture of EDP University which maximises alignment with both business and strategy; its outstanding network of in-business experts in line with its knowledge transfer and retention mantra; and its organisation-wide integration of learning and development under a single EDP University brand. We would like to congratulate the EDP University team with its CLIP accreditation, another key milestone in its own development as key contributor to the future success of EDP."

Mrs. Veronica Pinto, Management and Learning Development Director and Chief Learning Officer at EDP - Energias de Portugal University, added: "With the Accreditation CLIP process EDP University aimed at achieving an international recognition of its investment in Human Capital development. CLIP process will facilitate quality benchmarking, mutual learning and best practices implementation, which will reinforce continuous improvement in EDP’s Group Learning Management. This was a very valuable process for EDP University, providing an opportunity to deepen stakeholders involvement within a self-critical reflection. The feedback received from EFMD has also proven to be very valuable.”

Dr. Martin Moehrle, Associate Director, Corporate Services, who leads the CLIP process at EFMD, commented on the OCP's CTI accreditation: “The EFMD team has been impressed by the clear strategic positioning of CTI, and the extraordinarily strong learning culture that pervades the entire OCP organisation. CTI has clearly contributed, since the launch of the institute, to the mission of achieving leadership in the phosphate industry and excellence in all managerial and technical domains. Under the leadership of Latefa Zazi, a highly motivated team has built a relevant and impactful portfolio of learning programs. We congratulate OCP’s Corporate Training Institute for achieving CLIP accreditation, as the first organisation outside of Europe, and look forward to their contribution to the CLIP community.

The CLIP assessment process covers all the essential dimensions of the corporate university’s deployment within the company: the alignment of its mission and operational objectives with corporate strategy, the effectiveness of its governance and internal management systems, its ability to address key issues of concern to the business units, the programme design process, the overall coherence of the programme portfolio, the quality of delivery and the impact of the corporate university’s activities upon individual and organisational learning.

The CLIP initiative draws extensively on EFMD’s successful EQUIS accreditation scheme for business schools and universities. 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.

For more information on the CLIP process visit - www.efmd.org/clip

2015 EFMD Case Writing Competition: Winners

Case banner2015blogEFMD is delighted to announce the winners of the 2015 EFMD Case Writing Competition.

The quality of the case entries was again exceptionally high so we thank all participants.

2015 Category Winners:
 
Corporate Social Responsibility, Sponsored by Kedge Business School
“V. Kurien and the milk revolution in India”, written by:
  • Eugénio Viassa Monteiro, AESE - Business School, PT
  • Carlos Filipe Miranda Collaço, AESE - Business School, PT
Carlos Filipe Miranda Collaço declared: “V. Kurien was a leader who dedicated himself to better the lives of his countrymen by developing a concept that would give them hope and restore their dignity. He is still remembered as a highly respected social entrepreneur known as the father of the White Revolution in India. It has been a privilege to write this Case for the strong impact the cooperative model – from producer to consumer – had on the livelihoods of millions of families around India.”

Entrepreneurship, Sponsored by EM Lyon
“SimpliFlying: “Making A Great Idea Take Flight (A) and (B)”, written by:
  • Adina Wong, Singapore Management University, SG
  • Michael Netzley, Singapore Management University, SG
“I am honoured that the Simplifying case was selected for the 2015 award. This recognition is especially pleasing because Simplifying was founded by an SMU graduate who has gone on to build an exciting and progressive consultancy. To see the Simplifying story come full circle and return to SMU as an award winning case will certainly offer our current students a great role model to learn from," said Michael Netzley. 

Family Business, Sponsored by American University of Cairo, School of Business
“Ayala Corporation: One Family’s Contribution to Nation Building”, written by:
  • Benoît Leleux, IMD, CH
  • Anne-Catrin Glemser, IMD, CH
"Large multi-generational family businesses have always played key roles in shaping emerging economies around the world. Nowhere is this more visible than the Philippines where the Ayala Group activities and development very much grounded the country’s growth" explained Benoît Leleux. 

Finance and Banking, Sponsored by Toulouse Business School – Groupe ESC Toulouse
“Fake Ruby: Cooking the books” written by:
  • James Gallagher, Edinburgh Napier University, UK
  • Edward Fordyce, MBAHELP4U, UK
  • David Stevenson, Edinburgh Napier University, UK
James Gallagher declared: "Winning the EFMD Case Writing Competition is both a personal and institutional achievement that allows the showcasing of our work thereby helping to affirm the quality of both whilst enhancing our street credibility with the end users – our students."

Supply Chain Management, Sponsored by Kedge Business School
“The HP Helion Proposal: To Migrate or Not to Migrate to the Cloud, That Is the Question”, written by:
  • Juan Enrique Flores, IESE Business School, ES
  • Francisco Vazquez, HP Technology Services, ES
  • Philip  Moscoso, IESE Business School, ES
The team declared: “We are delighted to receive this EFMD case writing award for our case. At IESE Business School, we are strong supporters of the case method for business education, so developing valuable cases, ideally in close collaboration with partners from the industry, is a must for us!”

Emerging Global Chinese Competitors, Sponsored by The Global Platform of China Cases
“Xiaomi 2015: A Homegrown Apple in China?”, written by
  • Howard Yu, IMD, CH
Euro-Mediterranean Managerial Practices and Issues, Sponsored by Groupe Sup de Co Montpellier Business School
“Les Moulins De La Brague: A Terroir Olive Oil Mill Against Agri-Food Multinationals”, written by:
  • Franck Brulhart, FEG, Aix-Marseille Université, FR
  • Philippe Chereau, SKEMA Business School, FR
  • Pierre-Xavier MESCHI, IAE Aix-en-Provence, Aix-Marseille Université & SKEMA Business School, FR
African Business Cases, Sponsored by China Europe International Business School (CEIBS)
“M-Changa: Leveraging Kenya's Mobile Money Market for Community Fundraising”, written by:
  • Sarit Markovich, Kellogg School of Management, US
  • Nilima Achwal, Kellogg School of Management, US
“It was fascinating writing about M-Changa, a Kenya-based startup with a really interesting fin-tech innovation that helps Kenyans make financial contributions to friends for major life events. We are so excited that we won the African Business Case category of the EFMD competition - there are so many interesting and exciting things happening in Africa and across emerging economies that deserve to studied and discussed in business schools around the world" commented Nilima Achwal.

Indian Management Issues and Opportunities, Sponsored by EFMD
“Crisis at the Mill: Weaving an Indian Turnaround - Alvarez & Marsal”, written by:
  • Claudia Zeisberger, INSEAD, SG
  • Anne-Marie Carrick, INSEAD, FR
“Managing critical turnaround situations is an invaluable skill in every senior managers toolkit. The emerging markets setting adds complexity to the situation in our case and thereby opens the door for an engaged and interactive discussion in class. I appreciate the support of our partners at Alvarez & Marsal; their willingness to share details and come to class to engage with our students made this case and the subsequent video interview possible,” said Claudia Zeisberger.

Responsible Leadership, Sponsored by University of San Diego - School of Business Administration
“Boldly Go: Character Drives Leadership at Providence Healthcare”, written by:
  • Mary Weil, Richard Ivey School of Business, CA
  • Chitra P Reddin, Communications Solutions, CA
“I am truly delighted to receive this award. I find this case very inspiring. The protagonist has such a clear sense of responsible leadership – about what leadership means and how to communicate as a leader. It was a privilege to work with Chitra and Providence Healthcare on putting together this story about the success that the organization has achieved." Mary Weil

"I very much enjoyed writing this case study. Josie Walsh is an inspirational leader and the case can be taught from several perspectives: leadership, change management, innovation and communications. May it be useful to colleagues and friends around the world"
explained Chitra P. Reddin.

Inclusive Business Models, Sponsored by IMD
“Manila Water: From Privatisation to Sustainable Growth”, written by:
  • Christopher Dula, Singapore Management University, SG
  • Chee Wei Kwam, Singapore Management University, SG
  • Zack Wang, Singapore Management University, SG
Latin American Business Cases, Sponsored by Universidad Externado de Colombia
“JBS S.A.: A Latin American Success Story”, written by:
  • Syeda Maseeha Qumer, Icfai Business School, Hyderabad, IN
  • Debapratim Purkayastha, Icfai Business School, Hyderabad, IN
Debapratim Purkayastha said: “We are honored and very excited about winning the prestigious EFMD Award. This is my fifth EFMD Award and I would be equally excited if it was my fiftieth, as it is a highly coveted research award from one of the world’s leading management associations and accreditation body. In addition to being one of the oldest and continuously running case writing competitions, the best thing about the EFMD Case Writing Competition is that it is inclusive and does not put any kind of restriction on the form, length, etc. of the case, thus enabling the development of innovative teaching cases for the classroom.”

MENA Business Cases, Sponsored by HEC Paris in Qatar
“Michel Nassif Et Fils: Succeeding Generations”, written by:
  • Randa Salamoun, American University of Beirut, LB
  • Lina Tannir, American University of Beirut, LB
"Succession planning is a very crucial issue for the success of family businesses in the MENA and that is why we decided to write a case about that topic. Today, we feel humbled and privileged to have our case win the Best MENA case award for 2015 granted by EFMD. We are particularly happy because we hope that this award will help give more visibility to succession planning in the region, as well as to AUB’s business school as a key player in the case writing arena." said Randa Salamoun.

“The EFMD case competition is an enriching experience. As a winner, I feel privileged to belong to such a prestigious international network of academic institutions. Being part of the award ceremony was an inspiration, a true display of creativity, hard work and perseverance."
commented Lina Tannir.

Bringing Technology to Market, Sponsored by ESMT
“Balancing The Power Equation: Suzlon Energy Limited”, written by:
  • Snehal Awate, Indian School of Business, IN
  • Ram Mudambi, Fox School of Business, IN
  • Arohini Narain, Indian School of Business, IN 
"To be an EFMD Case Competition winner is indeed a great achievement. While writing the case, Balancing the power equation: Suzlon as an emerging economy multinational enterprise, we knew that we were working on a hot topic that is relevant across boundaries. However, what we did not know was that our work would get the kind of recognition it has been getting, especially winning a prestigious case competition. We whole-heartedly thank the sponsors, jury, and EFMD for the honour bestowed upon us and look forward to producing more such award-winning cases in the future," the team declared. 

Urban Transition Challenges, Sponsored by Climate-Kic
“The Senior Citizen Home Safety Association: Enabling Active, Ageing-in-Place in Hong Kong”, written by:
  • Christopher Dula, Singapore Management University, SG
  • Alfred Wu, Singapore Management University, SG
Sustainable Production Systems, Sponsored by Climate-Kic
“Newlight Technologies: Plastics For A Carbon Negative Future”, written by:
  • Daima Mazuti, IMD, CH
  • Daniel Day, IMD, CH
Integrating the Innovation Pipelines, Sponsored by Climate-Kic
“Crowdfunding Renewable Energy Solutions: Abundance Generation”, written by:
  • Christopher Corbishley, Imperial College London, UK
  • Charles Donovan, Imperial College London, UK
Charles Donovan said: “We are thrilled to gain this recognition. Research on innovative companies like Abundance is an important part of our efforts at the Business School to understand how companies are capitalizing upon the fast-growing climate change investment industry. There are trillions of dollars that will flow into clean energy over the next decade and Imperial College is positioning itself as a leading source of insight about the new climate economy.”

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.

First Seven Pilot Online Courses Certified by EOCCS

eoccs certification01Many congratulations to BI Norwegian Business School, Henley Business School, HEC Paris (in partnership with FFI), Sberbank Corporate University and Grenoble Ecole de Management, which have been recently certified by EOCCS, establishing the community of EOCCS Certified online courses.

We are delighted to announce that at the recent EOCCS Certification Board meeting, the following seven courses from five different organisations have been awarded EOCCS Certification:

BI Norwegian Business School, Oslo, Norway

- Consumer Behaviour

“It is the first time this certification is issued. We consider it a great honour and a proof of our relevance that BI is among the first educational institutions in the world to receive this certification. We receive this certification together with major international and prestigious institutions. It establishes BI as a leading international educational institution for future teaching methods, which we are very proud of,” commented Prof. Inge Jan Henjesand, the President of BI Norwegian Business School.


Henley Business School, University of Reading, UK

- MOOC - Managing People: Engaging Your Workforce

Prof. Ginny Gibson, Deputy Dean at Henley Business School, said: “We are delighted to be one of the first institutions to have the quality of our online learning recognised by EFMD through its new EOCCS certification. With the continual advancements in eLearning, we see a high quality online student experience as critical to our future success. The development of a rigorous review process by EFMD demonstrates that they too recognise the importance of technology and its role in delivering outstanding business education.”

HEC Paris (in partnership with First Finance Institute), France

- Executive Online Certificate in Corporate Finance

"HEC Paris is proud to be among the first schools to receive the EOCCS certification. This certification confirms the excellence of our online courses and is a great reward for the efforts we are undertaking to constantly innovate and to provide outstanding education to people everywhere in the world," commented Mrs. Karine Le Joly, Director of Innovation at HEC Paris.

Sberbank Corporate University, Russia

- Finance for Managers
- Risk Management I
- Risk Management II

Dr. Olga Udovichenko, Vice-Dean, Programs Development, Sberbank Corporate University, said: “We are very pleased with the successful launch of EOCCS certification system which is another evidence of EFMD's global leadership in innovations in management education. For us at Sberbank Corporate University it is a great honor and responsibility to become the first EFMD corporate member awarded EOCCS. This top-level professional recognition of the quality of our three key programs in online and blended learning formats reflects well on SCU's role as a driver for Sberbank's business digital transformation.”

Grenoble Ecole de Management, France

- MOOC – Penser Global

"At Genoble Ecole de Management, we are very pleased to have had the opportunity to participate as a pilot school in the EOCCS certification. We found it to be an extremely valuable process and we benefited greatly from the focus on the specificities of on-line pedagogy. Having taken the time to examine our on-line course through the lens of the EOCCS standards and through the exchange with a very qualified peer review group will serve us greatly as we continue to develop our offer in this area. We are convinced that the future will hold a growing number of on-line offers and EFMD is playing an important role in ensuring the quality and robustness of these courses and programs," commented Ms. Julie Perrin-Halot, Associate Dean and Director of Quality & Strategic Planning, Grenoble Ecole de Management.

Prof. David Asch, EFMD Quality Services Director, said: "We are extremely pleased that seven online courses from five renowned organisations, representing both business schools and corporate universities, have successfully completed the pioneering EOCCS - Online Course Certification System. EOCCS has been designed as a demanding and quality-driven international certification system, firmly embedded in the general philosophy of EFMD accreditations, namely internationalisation, practical relevance and quality improvement. We would like to warmly congratulate all five organisations for the tremendous work they put into the development of their online courses and for the completion of the certification process."

EOCCS gives online courses within universities, business schools, corporate learning organisations and public agencies a top international quality benchmark in the diverse education landscape where digital technology is applied to teaching and learning. The system is open to any institution delivering online business and/or management-related courses that are stand-alone or constitute part of a certificate or programme.

If you would like further information or are interested in your online course taking part, please visit the EOCCS website or contact This email address is being protected from spambots. You need JavaScript enabled to view it.

Launch of the Business School Impact System (BSIS) Label

BSIS logo
Launch of the Business School Impact System (BSIS) Label

Since its launch in 2014, BSIS - Business School Impact Survey, run as a joint venture between EFMD Global Network and FNEGE, has successfully assessed 19 business schools & 24 campuses all over the word, including SKEMA, IAE Lyon, St.Gallen and USEK Lebanon.

Thomas Bieger, President of University of St.Gallen in Switzerland said: “The University of St.Gallen is a cantonal/state school with an international role. Less than 10 percent of our students are from the region, but our university needs the support of the local citizens when, for example, it needs new buildings or other infrastructure (...) For us, the BSIS impact assessment not only helps to create a transparent scheme for impact measurement and improves our strategy by fruitful inputs and benchmarking, but it also significantly increases internal awareness of the importance of regional legitimation."

 At a time when all organisations are increasingly being held accountable for their activities, there is often a need to demonstrate with well-documented evidence the impact that they have on their immediate environment.

 The BSIS scheme identifies the tangible and intangible benefits that a business school brings to the community. At the heart of the BSIS measurement process is a framework of around 120 indicators covering financial, economic, societal and image dimensions of impact.

In order to formally recognise the efforts schools put into undertaking the impact assessment exercise, EFMD officially transformed BSIS - Business School Impact Survey into BSIS - Business School Impact System and agreed to confer the BSIS Label upon schools going through the impact assessment process. The decision was taken by the EFMD Board at the 2016 EFMD Deans & Director General Conference in Budapest.

The objective of the Label is to recognise business schools that are aware of the importance of measuring and assessing their impact not just within the management education community, but within society at large. The Label will be also awarded retroactively to the schools that have gone through the process since its launch.

"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," said Prof. Gordon Shenton, who, together with Prof. Michel Kalika, IAE Lyon, has been appointed one of the two co-directors of BSIS.

"I am really proud that we can now offer a tangible sign of international appreciation for the tremendous work the schools put in collecting and analysing data on their impact on the local environment. The label also raises the internal awareness within the business schools, proving their relevance, meaning and real impact on the community. It is a seal of recognition for the schools who consider their impact as vital," added Prof. Michel Kalika, BSIS co-director.

If you would like to receive further information or are interested in your school taking part, please visit www.efmdglobal.org/bsis or contact: Gordon SHENTON: This email address is being protected from spambots. You need JavaScript enabled to view it.  Michel KALIKA: This email address is being protected from spambots. You need JavaScript enabled to view it. or This email address is being protected from spambots. You need JavaScript enabled to view it..

EFMD Launch EOCCS - EFMD Online Course Certification System

EFMD launch EOCCS


At the 2016 EFMD Conference for Deans & Directors General in Budapest hosted by the Corvinus University of Budapest, EFMD officially launched EOCCS - EFMD Online Course Certification System.

Prof. Eric Cornuel, Director General & CEO of EFMD, said: "EOCCS is a vital addition to the EFMD portfolio of quality services. It gives online courses within universities, business schools, corporate learning organisations and public agencies a top international quality benchmark in the diverse education landscape where digital technology is applied to teaching and learning. EFMD draws from twelve years of experience in running CEL accreditation, which was designed to raise the standard of ICT-based learning programmes in the area of management education. CEL accreditation was at the time a pioneer initiative in the quality assurance of technology-based learning. The expertise EFMD gathered throughout that process will help us to ensure that the EOCCS certification system will bring value and external seal of recognition to quality online courses in the world.”

Recent years have seen a surge in the use of technologies in higher education, often described as “mediatisation of the higher education ecosystem.” After the appearance of MOOCs and the subsequent hype, the discussion today is concentrating on the affordances of new learning technologies and a refinement of pedagogical approaches.

"Online learning can open up more efficient and effective ways of learning. Course participants can align their pace of learning to their competences, construct their own learning journey independently and engage in active knowledge exchange. As online delivery methods continuously change, EOCCS certification of quality standards will help institutions to meet the course participants’ needs and expectations,” added Prof. David Asch, EFMD Quality Services Director.

The new EFMD Online Course Certification System (EOCCS) is designed as an international certification system firmly embedded in the general philosophy of EFMD accreditations, namely internationalisation, practical relevance and quality improvement. EOCCS is open to any institution delivering online business and/or management-related courses that are stand-alone or constitute part of a certificate or programme. The institution must be able to demonstrate that the four EOCCS standards are satisfied.
EOCCS standards

“EOCCS can be seen as an add-on to EQUIS, EPAS and CLIP, where online provisioning is not a mandatory feature. The intentional impact of EOCCS to institutions, and to the business and management education field, is high quality online courses and the recognition of online learning as an effective and flexible way of learning”, said Prof. Martin Schader, Associate Director, Quality Services, EFMD.

The EOCCS certification system will be established and developed with a portfolio of top pilot institutions representing both corporate and business school world, including BI Oslo, HEC Paris, Henley Business School, IE Business School, The Open University, Iversity, Mazars and Sberbank.

EOCCS allows for an in-depth review and feedback within 3 months.
EOCCS processIf you would like further information or are interested in your online course taking part, please contact This email address is being protected from spambots. You need JavaScript enabled to view it.

ISB-Ivey Global Case Competition 2016 supported by EFMD

ISB Ivey competition 2016The Centre for Teaching, Learning, and Case Development at the Indian School of Business and the Ivey Business School, Western University, Canada announce the ISB-Ivey Global Case Competition 2016. The annual competition identifies and publishes the best India-centric business cases from around the world. The event is supported by Ivey Publishing, Amazon, Confederation of Indian Industry (CII) and EFMD.

Launched in 2010, the competition has rapidly gained prominence in India and abroad and is widely considered a valuable source for cases by Business Schools around the world. The competition generates a growing number of submissions and published cases each year, facilitating its goal of building a repository of a high-quality, internationally benchmarked cases about Indian businesses.

A panel of internationally acclaimed subject experts judge shortlisted cases in a double-blind review process and provides written feedback on each case. The top cases from this competition are marketed and distributed to a global audience of business schools by Ivey Publishing — the largest source of current Asian and Indian business cases in the world.

The deadline for submitting the "Participation Form" is 29 February 2016 and more submission details, categories, criteria and deadlines can be found on the case competition website.

Value of EDAF - EFMD GN Deans Across Frontiers: Videos

In a few short videos, Michael Osbaldeston, EFMD Director of Quality Services, and Christian Delporte, EDAF Director, talk about EDAF - an assessment and mentoring system for Business Schools.

In the full interview - available here - Michael and Christian explain the value of EDAF and how it fits into EFMD’s wider social responsibility, the mentoring aspect of EDAF, who can benefit from the system, the process and cost involved, as well as a possible path towards EPAS and EQUIS accreditations.
EDAF logo15 LR
“What has pleased us most about the EDAF mentorship is that the process is a collective one, directed towards the needs of the institution. Our experience has been one of unity and collaboration across departments and teams looking to improve our processes of internationalisation, research and teaching.”
Ms Gisele Becerra, Undergraduate Programmes Director, CESA, Colombia


Please find below direct links to the podcasts where we answer the following questions:

1. What is EDAF?

2. How did the need for EDAF arise?

3. Who is EDAF for?

4. What is the current status of schools involved in EDAF?

5. How does the EDAF process work?

6. How does the mentoring process within EDAF work?

7. How EDAF can help a school on a path towards EQUIS or EPAS accreditation?

8. What are the benefits for schools taking part in EDAF?

9. How does EDAF fit into EFMD’s wider social responsibility?

10. What are the costs involved in going through the EDAF process?

11. What are the long term hopes for EDAF?

The whole playlist with all the individual videos can be accessed via the following link or by pasting the following URL http://bit.ly/1JKD8i5

Learn more about the EDAF: download EDAF brochure in English and Spanish or access directly EDAF webpage.

Value of EQUIS and EPAS Accreditations: Videos

In a few short videos, Prof. Michael Osbaldeston, EFMD Director of Quality Services, explains the value of EQUIS and EPAS accreditations, the process, a possible pathway between EPAS and EQUIS, the cost-benefit report, as well as internationalisation, alumni and research dimensions of the accreditations.

Please find below direct links to the podcasts where he answers the following questions:

- What is the value for schools in participating in EQUIS and EPAS?

- What role does EFMD feel alumni should be playing?

- The cost of accreditation versus its value

- Is EPAS a valid pathway to EQUIS?

- What is the value from all the work required to complete accreditation assessment reports?

- What are the challenges of internationalisation?

- How is EFMD approaching the impact of research?

The whole playlist with all the individual videos can be accessed via the following link or by pasting the following URL http://bit.ly/1LxOAvP

EPAS logo13 LR"The process of the EPAS accreditation has helped sharpen our focus on the strategic priorities. A mission and strategy are often easy to formulate but more difficult to implement. By focusing on the processes in the EPAS framework we know what variables we can work on over the coming years in our journey of educational excellence."
Prof. dr. Rudy Martens, Dean, Faculty of Applied Economics, University EQUIS logo13 LRof Antwerp, Belgium

"EQUIS accreditation is one of the most important benchmarks available to business schools to ensure excellence in teaching, student experience, research and outreach. I am very pleased that our substantial effort to continually improve in all aspects of what we do has been well recognised."
Prof. Jon Reast, Dean, Bradford University School of Management, UK

Learn more about the EFMD Quality Services offer: download the Quality Services brochure or access directly EQUIS and EPAS webpages.

Siemens Global Learning Campus Re-accredited by CLIP

CLIP Reaccreditation to SIEMENS
We are delighted to announce that Siemens Global Learning Campus has been recently reaccredited by CLIP.

The Corporate Learning Improvement Process (CLIP) is a unique accreditation run by EFMD that focuses on identifying the key factors that determine quality in the design and functioning of corporate universities and learning organisations. The CLIP commutiny includes:

Dr. Kai-Holger Liebert, Head of Global Learning Campus, Siemens AG, Germany, said: “I am very pleased to report that after having earned our first accreditation in 2010, we have once again received the CLIP Award. I see this as proof that as a learning organization within Siemens, we are on the right track and have been working on the right levers over the past few years. Of course, the requirements of our Siemens business units have contributed to the changes in our learning organization, but the scrutiny of the EFMD as a benchmarking authority made up of learning experts has enabled us to take a neutral yet professional perspective regarding our activities.  We have therefore taken very seriously the points that were rated during our 2010 accreditation as needing improvement. We have worked on them, and these efforts have paid off. Not only because we’ve been accredited once again, but also because our position within the company is much stronger today, and we serve as a partner to the business units for changes and the resulting new challenges. During the accreditation, the way in which we have globally organized learning was emphasized as a point of excellence. We have done this with our own approach, taking a path that is consistent with Siemens’ corporate culture. We have combined the individual, independent learning organizations in the Siemens countries into a single integrated organization which operates under the name “Global Learning Campus.” This name represents a shared goal but also leaves plenty of room for local ways of reaching this goal. We are putting “shared governance” into practice by establishing a common, global leadership circle. The involvement of the German headquarters contributes the company perspective while the individual countries represent their regional requirements. Our maxim is to act globally as much as possible in order to utilize synergies and communicate corporate content, while at the same time permitting local distinctiveness to the necessary extent. It has been a long process to set up this integrated organization, and our work is never finished. Mutual trust is the basic requirement for the success of this kind of organization in which the units operate under separate disciplinary authority. Another success factor is our closeness to the Siemens business units. We are fully networked so that we can translate business challenges into skills requirements and then into learning products. We involve the business units and central offices in the product development process. As a result, we can use strategies and support and drive them forward as a global network within the company. In addition to this logistical expertise as a global organization, our core competency lies in using the most effective learning methods for this mission-critical content. In the future, we will be facing many new challenges as well as opportunities that will emerge from the digitalization of our society. New forms of e-learning are, of course, a suitable way to quickly disseminate content, particularly in a global corporation. But social media platforms and video platforms with user-generated content must also be part of an employee’s learning portfolio in the future. Increasingly, it is becoming our job to provide orientation and to act as a “content curator,” in order to guarantee effective learning. I’m looking forward to these challenges in the coming years!

The CLIP assessment process covers all the essential dimensions of the corporate university’s deployment within the company: the alignment of its mission and operational objectives with corporate strategy, the effectiveness of its governance and internal management systems, its ability to address key issues of concern to the business units, the programme design process, the overall coherence of the programme portfolio, the quality of delivery and the impact of the corporate university’s activities upon individual and organisational learning.

The CLIP initiative draws extensively on EFMD’s successful EQUIS accreditation scheme for business schools and universities. 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.

Dr. Martin Moehrle, Associate Director, Corporate Services, who leads the CLIP process at EFMD, added: “When corporate learning functions have achieved adequate maturity in their portfolio of programmes and in their global reach, going through CLIP is an effective tool in identifying options and areas of focus for the next phase of their evolution.

For more information on the CLIP process visit - www.efmd.org/clip

EFMD Call for Participation in the 2016 GMAC Corporate Recruiters Survey

 2016 corporate recruiters survey

EFMD and GMAC are once again cooperating to carry out the Corporate Recruiters Survey (CRS). Since 2001, CRS data has provided a picture of the current employment landscape, gauged employer demand for MBA and master-level business graduates, and offered valuable insights into employer needs and trends across industries and world regions.

The survey is conducted by GMAC in partnership with EFMD and the MBA Career Services & Employer Association (MBACSEA).Screen Shot 2015 12 08 at 12.35.13

For the 2016 edition, there are two easy ways to participate:

- Option 1: You provide GMAC with the list of employers that recruit and hire students from your business school, and GMAC takes care of the rest.
- Option 2: You administer the survey directly to the employers that recruit and hire students from your business school using a unique URL that GMAC provides.

Participating schools receive exclusive access to the following:

- Interactive Data Report. A free online tool that lets survey participants examine findings in greater depth and conduct customized data searches by numerous variables including propensity and magnitude of hiring overall and by industry and company size, internship data, and salary data.
- Customized Benchmark Report Tool. This free online service gives participants the power to instantly generate benchmark reports for peer programs of their choosing.

The survey launches on February 10, 2016. Sign up your school to participate anytime from now until January 31, 2016 to be sure your school hears from the employers that recruit your students about their hiring projections and the skills they seek in business grads.

For more information, please visit a special webpage.

2015 Emerald/EFMD Outstanding Doctoral Research Awards: Apply Now!

emerald efmd banner

EFMD and Emerald Group Publishing seek to celebrate excellence in research by sponsoring the 2015 Emerald/EFMD Outstanding Doctoral Research Awards.

Award-winning entries will receive a cash prize of €1,500 (or currency equivalent), a certificate and a winners' logo to attach to correspondence. In addition, a number of Highly Commended Awards will be bestowed. This year there are seven categories:

·         Operations and production management
Category sponsored by International Journal of Operations & Production Management
·         Logistics and supply chain management
Category sponsored by International Journal of Physical Distribution & Logistics Management
·         Educational leadership and strategy
Category sponsored by Journal of Educational Administration
·         Management and governance
Category sponsored by Management Decision
·         Human resource management
Category sponsored by Personnel Review
·         Leadership and organization development
Category sponsored by Leadership & Organization Development Journal
·         Health Care Management
Category sponsored by Journal of Health Organization and Management

You can check out the 2014 Winners (and earlier years) here and this year's closing date for applications is 15 January 2016.

The entries will be judged by the Editor(s) and at least one Editorial Advisory Board member of theEmerald logo.jpg sponsoring journal.

Entries will be judged on the following criteria: Significance/implications for theory and practice, Originality and innovation, Appropriateness and  application of the methodology, and Quality of data/research.

All details on the 2015 ODRA's as well as a FAQ can be found here. The application form is here.

2015 EFMD GN Asia Annual Conference

EFMD GN Asia Annual Conference 2015

The EFMD Global Network Asia Annual Conference has been designed for all those interested in management education and development. It brings together EFMD Global Network members, companies, educational institutions and other associations that have an interest in the Americas.

CEIBS Acquires Lorange Institute of Business Zurich

CEIBS logoGuest post by Dr. Peter Lorange, Honorary President, Lorange Institute of Business Zurich, A Member of CEIBS Group

CEIBS, the China Europe International Business School, took over the Lorange Institute of Business Zurich, effective October 2015.

CEIBS was established in 1994 under an agreement between the Ministry of Foreign Trade and Economic Co-operation (MOFTEC, now The Ministry of Commerce) and the European Commission. The school has had a very successful development, and is today considered by many to be not only a top school in China but also one of the leading business school in Asia. CEIBS is now “re-entering” Europe through the acquisition – via the Friends of CEIBS Foundation – of the Lorange Institute of Business Zurich. Lately, we have seen important acquisitions by Chinese companies or the Chinese government all around of the world, including in Europe. The development of a base for CEIBS in Switzerland, thus, comes as a natural consequence of this added Chinese visibility in Europe.

For CEIBS the choice of Switzerland was important, as the country is situated in the center of Europe, with a neutral status vis-à-vis the major European countries, and with a high attractiveness ranking. And, selecting the Lorange Institute was equally natural for CEIBS. The fact that the Lorange Institute has no permanent faculty, but relies exclusively on drawing on faculty from other academic institutions, was seen as attractive to CEIBS as this ensures that there will be no major issues of cross-cultural integration of faculty.

The Lorange Institute is largely expected to maintain its present modus operandi, including continuing to offer its Masters programmes (E-MBA, E-MSc/ and its tailored corporate programmes). In addition, there are four new focal points for the Lorange Institute:

  • Many companies in Europe have been acquired by the Chinese organisations. This has risen a need for training of Chinese executives being assigned to these acquisitions. The new entity aims at providing relevant executive education offerings to this customer segment.
  • Exchanges for EMBA programme participants. Many of these Master students from CEIBS shall come to the Lorange Institute for several weeks and attend specific modules. Similarly, Master students from Lorange Institute shall be attending learning activities at CEIBS. The purpose: improved focus on the cross-cultural aspects of internationalisation.
  • Prepare European executives for China. Many European businesses see the large, fast-growing Chinese market as attractive, perhaps particularly now with a shift towards consumerism and away from classical manufacturing in China. However, the European executives may not be all that well prepared for doing business in China. The new entity is aiming to address this market.
  • Study trips in Switzerland for Chinese executives. There is often much to learn when it comes to management practices of Swiss companies, in particular when it comes to how these firms focus on rapid implementation of innovations. This will be one area of focus during study trips that will be arranged for Chinese executives.
A final issue: it is the intention of the acquirer, CEIBS, to maintain the fundamental ways in which the Lorange Institute now operates. So, Dr. Philipp Boksberger, President and CEO, shall continue in this roLorange logole, with Dr. Yuan Ding, Dean at CEIBS, as the Executive Chairman. The basic modular structure of many of the offerings at the Lorange Institute shall remain; as will the heavy focus on outsourcing, modern pedagogy, and ability to act with speed and flexibility.

In conclusion, it is important to point out that the clear aim of this deal is for dominant Chinese practices - such as long-term time horizon, consensus management, etc. - to be shared with European audiences, where there is already a genuine interest. Similarly, CEIBS is interested in drawing on several of the innovative business school practices put to work at the Lorange Institute. Dr. Peter Lorange shall remain involved in the new entity, and shall play a role when it comes to this, and as Honorary President.

EQUIS Re-accredited Seven Leading Business Schools

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

•    Copenhagen Business School, DenmarkEQUIS logo13 LR
•    Korea University Business School, Republic of Korea
•    Waikato Management School, Waikato Management School, New Zealand
•    Otago Business School, University of Otago, New Zealand
•    Kozminski University, Poland
•    Faculty of Economics, University of Ljubljana, Slovenia
•   Imperial College Business School, Imperial College London, UK

"With EFMD's accreditation of CBS for a further five years it is once again confirmed that CBS is an education institution of a particularly high quality in terms of research, education, students and teachers. EFMD has numerous criteria that business schools must meet, and this year's visit had a special focus on CBS's development strategy. I find that undergoing a thorough examination by an independent group of experts has a very positive impact on the entire organisation. At CBS we attach great importance to our international accreditations. They are conditional on our ability to meet international criteria for high quality in our work. The very best people scrutinise our strategy as an international business school."
Dr. Per Holten-Andersen, President, Copenhagen Business School, Denmark

"Since its initial accreditation in 2007, Korea University Business School (KUBS) has come a long way in reaching its international academic aspirations. KUBS has been able to enhance its educational and research standings in the global setting through redesigning of its curriculum, the construction of a new business school facility, and greater interationalization of faculty and programs, among other efforts. Through its second consecutive five-year EQUIS re-accreditation, KUBS continues to review its processes and achievements and hopes to further develop as an international business educational institution."
Prof. Dong-One Kim, Dean, Korea University Business School, Republic of Korea

"The Waikato Management School is proud to be accredited by EFMD / EQUIS. The rigour and care of the accreditation review process provide an invaluable quality assurance mechanism for us, and signal to current and prospective students that at the WMS they can be confident of receiving a transformative educational experience that will provide them with globally relevant knowledge, skills, and connections."
Prof. Don Ross, Dean, Waikato Management School, Waikato Management School, New Zealand

"The University of Otago Business School is pleased to have been awarded our third EQUIS accreditation. The international recognition of quality the accreditation brings is highly valued by the School, the University, and our graduates and alumni. We are continually looking for ways to improve;  and in such a distant location from the rest of the world, this accreditation confirms that we are maintaining the high management education standards we seek."
Prof. George Benwell, Dean, Otago Business School, University of Otago, New Zealand


"We are truly honoured to have received a full EQUIS accreditation for the third time. Kozminski University (KU) was awarded its first EQUIS accreditation in 1999 so, for more that 15 years, KU has been guided by EQUIS accreditation standards. During this period, we came to recognize our weaknesses and done all we can to overcome them. As a result, KU has gradually matured as a truly international academic institution. In this process, EQUIS standards and criteria have provided KU with a valuable source of benchmarks and best practices that guided future development and provided motivating challenges for KU staff members."

Prof. Witold Bielecki, Rector, Kozminski University, Poland 

"Every reaccreditation cycle starts as a reminder of the almost unimaginable progress we have made and the valuable lessons we have learned so far. It continues by revealing the future challenges we are yet to face. It then ends not only by clearly showing the way forward but by empowering us to stay on course and be brave enough to continue to grow from a regional to an internationally recognised business school. We are honoured to be an EQUIS accredited school and we are proud of our achievements that were made possible by dedicated staff and supporting partners."
Prof. Metka Tekavcic, Dean, Faculty of Economics, University of Ljubljana, Slovenia   

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

EQUIS Accreditation Awarded to Bond, CKGSB, ESMT & LUISS

2015 EFMD EQUIS Accreditated Business Schools 03

EFMD would like to warmly congratulate Bond University, Faculty of Business, Cheung Kong Graduate School of Business, ESMT European School of Management and Technology & LUISS Business School including the Department of Business and Management who have just been awarded EQUIS accreditation.


This takes the number of accredited schools to 159 across 40 countries.

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

“EQUIS is an internationally recognised stamp of excellence and going through the extensive accreditation process itself delivered significant value. The process involved so much more than the supply of data to develop forced rankings, guides and lists. In addition to self-analysis, an in-depth review of our School, strategy, programs, research, community outreach and global competitive positioning was conducted by a panel of our international peers. The constructive, supportive advice of the professional peer review team ensured it was a positive learning process for us and one that provided significant guidance and direction. Our students are assured they will receive international recognition for their qualification, which is absolutely vital in today’s competitive global marketplace. With less than 2% of the world's 13,000 business programs EQUIS Accredited, Bond University and its Faculty of Business are in very good company indeed.”
Prof. Mark Hirst, Executive Dean, Faculty of Business, Bond University, Australia

“We are delighted to gain official accreditation from EQUIS, which is well recognised around the world. It will give us more opportunities to exchange best practices with other leading business schools. We are confident that it will also help us continue to innovate in developing global leaders of today and tomorrow.”
Prof. Bing Xiang, Dean, Cheung Kong Graduate School of Business, China


“We are delighted to have been granted EQUIS accreditation and would like to thank EFMD and in particular the EQUIS Peer Review Team for its constructive and helpful feedback. We appreciate the time and effort they have spent working with us. ESMT is committed to delivering the best business education and preparing their graduates to excel from the first day of their careers, and in this light, we look forward to working together with EFMD to constantly improve and maintain the highest levels of quality.”
Prof. Jörg Rocholl, President, ESMT European School of Management and Technology, Germany

“LUISS Business School including the Department of Business and Management are honored to receive the EQUIS accreditation. The entire process has been challenging and at the same time highly rewarding for the development of new and relevant practices and to grow at the international level. Our multidisciplinary perspective combined with a strong network of corporate relationships and an innovative approach to Ethics, Responsibility and Sustainability have received a powerful external endorsement from this process. The whole experience has been valuable to our institution and we warmly thank EFMD and the peer review team for their support. EQUIS accreditation is a central part and a stepping stone of our institutional strategy.”
Prof. Paolo Boccardelli, Dean, LUISS Business School, Italy


Prof. Michael Osbaldeston, the EFMD Director of Quality Services & EQUIS Director added: "We are delighted to welcome four new schools into the community of EQUIS accredited schools. EQUIS accreditation ensures a rigorous quality improvement process, involving a thorough self-assessment, a visit of an international peer review team, and finally a very experienced Awarding Body evaluating the assessment and findings of the review team to determine whether the School should be granted accreditation. EQUIS benchmarks the School against international standards in terms of governance, programmes, faculty, students, research, and foremost, corporate engagement, internationalisation and ethics, responsibility and sustainability. There are currently no substitutes for such an in-depth assessment of quality and all the 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

7th Global Peter Drucker Forum: "Claiming our Humanity - Managing in the Digital Age”

As in past years EFMD will be a strategic partner of the Global Peter Drucker Forum.

7thGPDF LogoThe Drucker Forum 2015 touches a key theme of our time: it will look at the technology Tsunami - with Robotics, Big Data, Artificial Intelligence, Cloud Computing, and The Internet of Things - through the lens of humanity. This leads into fundamental questions to be discussed at the Conference:
 
In a technology-driven economy, is management still about people? Does it need a fundamental makeover? How can digital technology be leveraged do augment human capacity as opposed to automate and replace it? Can we achieve breakthrough innovation across the board creating new opportunity for people?  Based on the new technology infrastructure - is a new economic order in the making? What is the role of the public sector in this secular transformation?

As the Forum’s strategic partner, we can provide our members with a 10% reduced conference fee. To secure your conference pass at the special rate please register under the following link http://www.druckerforum.org/registration/ and enter the code "EFMD" as prompted in the course of the registration process. Last remaining seats available!

If you cannot make it in person you are invited to join virtually. Free registration for the live stream (sponsored by Scrum Alliance) is available here.

Simultaneous translation from English into Chinese will be available at the Drucker Forum (sponsored by Haier Group). Chinese speaking audiences can active a Chines laguage channel for the live stream as well.

The 2015 roster of world class speakers and thoughtleaders includes:
  • Charles Edouard Bouée, CEO Roland Berger Strategy Consultants
  • Robin Chase, Entrepreneur, Founder & former CEO of Zipcar, co-founder Veniam
  • Tom Davenport, Distinguished Professor in Management and Information Technology at Babson College
  • Steve Denning, Forbes contributor, Member of the Board of Directors Scrum Alliance
  • Charles Handy, Social Philosopher
  • Adi Ignatius, Editor-in-chief of Harvard Business Review
  • Santiago Iniguez, President IE University and Dean IE Business School
  • Jim Keane, President and CEO of Steelcase Inc.
  • James Manyika, Director, McKinsey Global Institute
  • Henry Mintzberg, Cleghorn Professor of Management Studies at McGill University
  • Dambisa Moyo, International economist and writer 
on macroeconomy and global affairs
  • Kevin Roberts, Executive Chairman, Saatchi & Saatchi, 
and Head Coach Publicis Groupe
  • Gillian Tett, US Managing editor and columnist, Financial Times
  • Sherry Turkle, Abby Rockefeller Mauzé Professor of the Social Studies of Science & Technology at MIT
  • Ruimin Zhang, CEO of Haier Group

For the complete speaker's list please go here. The final conference programme is available here.

For more information about the Drucker Forum please also see the article published in the Global Focus June issue Management's Second Curve by Richard Straub, the 2015 Drucker Forum blog series and the conference abstract.

EFMD Awards EPAS Accreditation to Three New Programmes

EPAS Accred 2015 UE IAE

We are happy to announce that the EPAS Accreditation Board has recently awarded the EPAS accreditation to two new Institutions from Poland and France.


Three new programmes from two institutions have been recently recognised by EPAS quality label:
"IAE Montpellier is honored to be awarded EPAS for its Master in International Business programme. IAE Montpellier stands out for its focus on double skills training in management and EPAS accreditation has been a powerful external endorsement for the quality of our programme. The whole process of accreditation has been valuable to our institution and we warmly thank EFMD and the peer review team for their support. EPAS accreditation is a very important part of our drive for continuous improvement."
Mr Eric Stéphany, Director, IAE Montpellier School of Management, Montpellier University, France

“EPAS process is a very disciplined and structured process. Participation in the process by two of our programmes - Bachelor Studies in Finance and Master Studies in Finance - resulted in the improvement of the programmes, first of all, by strengthening corporate relationships, secondly, by identification of the factors driving the quality improvement, and thirdly, by the progress in the internationalisation of the programmes.”
Prof. Krzysztof Jajuga, Head of Bachelor and Master Studies, Faculty of Management, Computer Science and Finance, Wroclaw University of Economics, Poland

Prof. David Asch, Associate Director, Quality Services & EPAS Director, commented: We are delighted to welcome two new Institutions from Poland and France into the EPAS community. Programme Accreditation from EFMD is one of the most effective ways to certify the quality of a programme in the field of business and management. The EPAS accreditation process involves an extensive self-assessment, a visit of an international peer review team and a very experienced jury evaluating the assessment and findings of the peer review team to determine whether the programme should be granted accreditation. Accreditation is about excellence and continuous quality improvement linked to the strategy, vision and leadership of the School. It is also forward looking and helps a School to set a quality agenda for the future.

EPAS was launched in 2005 and in 10 years has had a considerable impact on the quality of business schools programmes all over the world. As of October 2015, 97 accredited programmes from 71 institutions across 31 countries have been awarded EPAS accreditation.

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

2016 HUMANE Winter School: Applications Now Open

WinterSchool Barcelona bannerYou are warmly invited to apply now for the EFMD (ESMU)–HUMANE Winter School! The Winter School will take place from the 6-11 March 2016 in Barcelona, Spain, hosted by Universitat Pompeu Fabra.

The aim of the Winter School is to develop the leadership potential of talented administrators in higher education by making them fully aware of the concepts and practices of strategic management in a global context.

The programme focuses on key areas of higher education management including: strategic management, effective implementation involving integration of academic and financial issues, human resources, communication and change management. 



The typical candidate will be someone who has the potential to become an influential senior manager and/or head of administration in the future but who at this moment may not be a deputy or senior colleague. Candidates may be an expert or specialist with the potential to broaden responsibility and move in due course to a senior management position.

WinterSchool Barcelona logoIn addition to presentations and case studies on particular themes from leading university administrators and distinguished speakers, participants work in teams on a university based case study, that involves analysing data, finding policy options, and finishes with a case presentation to a panel of EFMD and HUMANE members.

Participants are requested to fill in the electronic application form and will be asked to submit the a one page statement describing qualifications and interest, a curriculum vitae and support letter.
 The deadline for applications is 31 October 2015.

EFMD and HUMANE are pleased to announce the availability of two scholarships for outstanding individuals from EFMD and HUMANE member institutions. If you wish to apply for this scholarship, please check the details here.

Finally you are invited to read the article "Warm memories of the Winter School" from EFMD’s Global Focus magazine which gives some good insight into many of the issues that will be covered in Barcelona.

 For queries about the Winter School, please contact This email address is being protected from spambots. You need JavaScript enabled to view it.l, Winter School Director or This email address is being protected from spambots. You need JavaScript enabled to view it.>" target="_blank">Caroline Taylor, Winter School Coordinator.

“Best of the Best” - Overall Winner of the EFMD Case Writing Competition

case writting competition winner IMD
After a very careful evaluation of all the winning cases of the 2014 edition of the EFMD Case Writing Competition, “J.M.Huber: A Family of Solutions” was chosen as the “Best of the Best” - the overall winner of the EFMD Case Writing Competition! The case is written by Benoit Leleux and Anne-Catrin Glemser, both at IMD.

"The J.M. Huber case is excellently written. It is fascinating to read, charting the development of a business with roots back to 1765 in Germany, to its beginnings in the U.S.A in 1883 and its continual development into the fascinating, values-based family business that it is today. It also serves as a case on general strategy and business development over time"
, wrote the selection committee comprised of Gay Haskins, Anders Aspling and Richard McCracken.

imdThe case is extremely well researched and provides great teaching and learning opportunities. The teaching note is thorough and fully meets its objective of providing superb opportunities to discuss fundamental family business issues in an integrated and original manner.

In unearthing the scenario, developing the relationship and then analysing and writing the history as a story engaging - and relevant to - a wider audience, the winning case is a perfect illustration of a great case author's skill in combining academic research, analysis and rigour with a strong narrative style.

Moreover, the “Family Business category” is a type of business at times neglected in business school programmes, despite the huge number of family businesses around the globe.

The judges' task in selecting a winning case was made both more difficult and more pleasurable by the very high standard of the cases under consideration. The judges welcomed the breadth of cultural and industrial scenarios reflected in the cases and were struck by the high quality of research and writing. We commend all the entrants for the quality of their work. It took an exceptional case to win in such company.

Many congratulations to the authors for this outstanding contribution to the management education body of knowledge. The 2014 Case Writing Competition has first rate winning cases across all categories. Several of the cases could have been worthy winners of the overall award as “Best of the Best”, said Eric Cornuel, EFMD Director General and CEO.

Benoit Leleux and Anne-Catrin Glemser, the authors of the winning case, added: “We are very honored and proud to receive this prestigious acknowledgement. It has been a great journey for us to unveil the unique ways in which J.M. Huber Corporation unites family interests with those of its businesses and combines tradition and innovation while demonstrating resilience and commitment since its founding in 1883. We hope this case will provide a rich platform for other family-owned or controlled businesses to discuss best practices, stimulate dialogue and learn from each other. It should also be relevant for non-family businesses to discuss values-based cultures, policies favoring broad inclusion, leading-edge governance processes and the management of a diversified portfolio of industrial activities”.

This year's "Best of the Best" was submitted in the category "Family Business".

Winners in the other categories include: IBS Hyderabad, IE Business School, Indian School of Business, INSEAD, Kellogg School of Management, L.N. Welingkar Institute of Management Development and Research, Middlesex University Dubai, Richard Ivey School of Business, Rotterdam School of Management, Singapore Management University, University of Regina, University of Waterloo.

For more information on categories and submission opportunities, please consult the dedicated EFMD Case Writing Competition website.

The upcoming submission deadline is 30 October 2015.

Business Development in Latin America: The Very Best Cases

universidad externado de colombiaCase2014winner logoBusiness 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 2014 winner is this category is:

"Chile's Concha y Toro: A Silver Bullet for the Global Market", written by: V. Namratha Prasad and Muralidhara G V, both at IBS HYDERABAD, India.

The case “Chile’s Concha y Toro: A Silver Bullet for the Global Market,” describes the efforts made by Chilean company Concha y Toro (Concha) to build its brand image in the global wine market at a time when Chilean wines were generally perceived as cheap.

Concha adopted a ‘Silver Bullet’ strategy, wherein it focused on promoting its flagship premium brand – Casillero del Diablo, throughout the world. The company expected the fame of the brand to propel the popularity of its other brands and eventually enable it to raise their prices. Toward this end, the company undertook a global ad campaign that was carried on TV and outdoor media. It also entered into a three-year sponsorship deal with renowned football club, Manchester United, which helped it immensely in building a global brand image.

IBSHyderabad logoAt the same time, Concha laid special emphasis on improving its wine production processes, which included extensive investments, exploration of new territories, and collaboration with other prominent wine companies. Concha also implemented strict control over its distribution processes and this helped it to control the visibility of its brands and to ensure the company achieved its business objectives in local markets. Despite the tangible improvement in the brand image of the company, as of 2014, Concha was still battling the consequences of the popular perception that Chilean wines were below par.

Also the winning cases from the previous years in the “Latin American Business Cases” category  are most interesting.

"Mabe: Learning to be a Multinational”, ITAM Mexico.
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?

 “Veja: Sneakers With a Conscience”, the Richard Ivey School of Business, USA. The 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.

 “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 14 categories on the EFMD website, and NOW submit cases for the 2015 EFMD Case Writing Competition.

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

imdCase2014winner logo“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 2014 winner is:
Gillette’s “Shave India Movement”: Razor Sharp against the Stubble”. Two cases written by: Christopher Dula, Srinivas Reddy, and Adina Wong, all three at Singapore Management University, SG

Case A begins in April 2010, where Sharat Verma, the brand manager for Gillette India, together with Harish Narayanan, the assistant brand manager in the Singapore regional business unit, influence an R&D effort to redesign the Gillette Mach3 razor for the Indian market. By focusing on frugal innovation, they succeed in removing non- essential features of the razor design in order to reduce costs, thereby aligning the value proposition and price-point to the target segment. In addition, they also help develop an unconventional marketing campaign, called the “Shave India Movement”, which catalyses the previously unresponsive yet more affluent urban market, and results in record breaking sales for the Mach3 razor in 2010.

SMU logoCase B begins in May 2010 with Sharat Verma wondering how he can extend the “Shave India Movement” from the urban elite down to consumers at the bottom of the affluence pyramid through a new product, the Gillette Guard — set to launch five months later in October. This new product is designed specifically for low-income consumers in India. With the price-point and distribution dilemma already solved vis-à-vis the successes of the Mach3 campaign discussed in Case A, he now needs to craft an activation strategy that will extend the Shave India Movement to all rungs of society.

Also the winning cases from the previous years in the “Inclusive Business Models” category may be of interest to you.

Child in Need Institute: Non-Profit or Hybrid?”, 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.

 “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.

You can also consult the full list of winners for all 14 categories that is on the EFMD website, and submit cases  for the next EFMD Case Writing Competition.

Top Cases on Indian Management Practices and Challenges

emerald logoKellogg logoUnique characteristics of Indian management practices and challenges are at the core of this category in the EFMD Case Writing Competition, sponsored Emerald Group Publishing.  The 2014 winner in this category is:

Mast Kalandar: Prioritizing Growth Opportunities”, written by Sunil Chopra and Sudhir Arni, Kellogg School of Management, US.

After a highly successful third round of funding in 2012, Gaurav Jain, founder of the Indian quick service restaurant chain Mast Kalandar, was looking to expand. In addition to opening new stores in other cities, Jain was also hoping to increase the profitability of his existing stores in Bangalore, Hyderabad, Chennai, and Pune. He needed to fully understand the financials of his current operations and identify the key drivers of success at the stores, at both the city and corporate levels. With this understanding, he would be able to evaluate how best to improve the performance of existing outlets and to choose an entry strategy for new cities.

Case2014winner logoStudents are asked to develop a financial model for outlets and use it to compare different growth strategies. The case provides students with an overview of the Indian food and beverage landscape, information about Mast Kalandar’s current customers and store operations as well as two spreadsheets, the Store Economics and Tradeoff Model workbooks, which they can manipulate to do their analysis.

Also the winning cases from the previous years in the “Indian” category may interest you.

Embrace”, Indian School of Business and Indiana University, both institutions in India. The focus is on an innovative idea to solve the problem of a high number of fatalities in premature births in rural India, and the potential for an affordable product.
This case series provides an engaging context to understand social innovation.

 “It's not just a cup of 'Tea': Consumer Brand Relationship” , S.P. Jain Institute of Management and Research, India This case explores the marketing strategy for building greater brand loyalty on  a national scale in India for Surya Gold tea.  The marketing head of Surya Gold had to better understand how brand loyalty develops and changes over time.

Please do also consult the full list of winners for all 14 categories,it is on the EFMD website, as well as details for the  EFMD Case Writing Competition in general.

Top African Business Cases: Specific Challenges for Telecomms

ceibs logoKellogg logoThis category in the EFMD Case Writing Competition is sponsored by China European International Business School, CEIBS and the 2014 winner in this category is:

Mobile Telecommunications: Two Entrepreneurs Enter Africa”, written by Benjamin Jones and Daniel Campbell, both at Kellogg School of Management, US.

In the 1990s, two entrepreneurs made daring, early entries into mobile telecommunications in Sub-Saharan Africa, both seeing great market opportunities there. One firm, Adesemi, would ultimately go bankrupt. The other firm, Celtel, would ultimately succeed and make its founder, Mo Ibrahim, a star of the global business community. Why the difference in outcome? Emerging markets often present weak rule of law, bringing many challenges to business success—from the demand for bribes to regulatory obstacles, hold-up problems, and even civil war.

Case2014winner logoThis case explores strategies that can limit these critical non-market risks in foreign direct investment and entrepreneurship. Students will step into the shoes of both companies by exploring their entry strategies, wrestling with the challenges they faced, and diagnosing the reasons why a shared insight about a new business opportunity turned out to be prescient—and led to extremely different endpoints.

The case further considers political strategies, including board development and connections to international partner institutions, such as the World Bank, that can help private businesses succeed. The case can be used to discuss these topics individually or collectively. It can be used broadly in courses that consider international business strategy, global entrepreneurship, international economic development, political economy, Africa, or the global telecommunications sector.

Also the winners from the previous years in the “African Business Cases” category are interesting.

Research in Motion: Managing Channel Conflicts”, Lagos Business School, Nigeria. This case discusses Research in Motion, a Canadian manufacturer of smart phones, unable to penetrate the Nigerian mobile phone market to secure a larger market share than 2%. In crafting a new distribution strategy to grow the company’s market share in Nigeria.

 “Vodafone in Egypt: National Crises and their implications for multi-national corporations”, ESMT European School of Management and Technology, Germany. In January 2011, the government in Egypt ordered the three main voice and data communications providers in Egypt to suspend services in the  areas in Cairo with high concentration of protester and  to broadcast propaganda text messages to all their subscribers.

The case explores how the CEO of Vodafone Egypt was about to take a crucial decision that would have consequences not just for Vodafone Egypt, but also for the parent Vodafone Group

Please also consult the full list of winners for all 14 categories that is on the EFMD website, as well as details for the EFMD Case Writing Competition in general.

2015 EFMD Africa ConferenceYou may also be interested in the 2015 EFMD Africa Conference. This event will be held on 29 November – 1 December 2015 in Tanzania; hosted by Institute of Finance Management (IFM), Dar Es Salam, Tanzania with the support of IESEG School of Management.

Plenary sessions will focus on:
  • Building a New Business Model for Management Education in Africa – Global Partnerships
  • Management Education in the African Context
  • Alumni testimony: Graduates as Entrepreneurs and Innovators in Eastern Africa: How business schools are supporting African Leadership, Entrepreneurship and Economic Developments
  • E-learning solutions for Today’s African management programmes – The e-Learning Africa report
  • Winning programme positioning: GMAC tools for more effective student recruitment and admission strategy
  • International Schools in Africa – The Incentives?

Please do consult the event website for the full details.

Case Studies on Euro-Mediterranean Management Styles

Montpellier logoCase2014winner logoTheoretical and practical approaches of the Euro-Mediterranean style of management are at the core of this category in the EFMD Case Writing Competition, sponsored by Groupe Sup de Co Montpellier Business School

Rosa Vaño And Castillo De Canena” is the 2014 winner in the “Euro-Mediterranean Managerial Practices and Issues” category.  The case is written by Rosario Silva and Custodia Cabanas, both at IE Business School.

The case summarizes the evolution of the family business Castillo de Canena Olive Juice. This company started operations in 2003 when its founders decided to give up their professional careers in large multinational companies and launch a new company within the existing family business. The case, focused on the role that Rosa Vañó plays in this evolution, explains the process that was followed in order to set up the competitive strategy, the steps that were taken to carry it out and the development of her leadership style.
In the final part of the case, Rosa Vañó describes three options for the future: (1) gradual internal growth, (2) massive growth with the financial help of investors, and (3) to sell the company.

ie logoTo get a better idea of this case study, please watch the 4 minute intro video.

Also the winning cases from the previous years in the “Euro-Mediterranean” category are probably of interest to you.

HPS, a successful South/North Technology Transfer Model”, ESCA School of Management, Morocco. This case discusses HPS, a Moroccan company and provider of high tech electronic money solutions ranked among the 15 world providers of electronic payment systems.  The case provides a practical reading grid to better encompass the main corporate strategy concepts.

 “Experience-Wine.com: The Monte Lauro Vineyards Story", Bentley University, United States. This case describes an innovative business model offering wine and a French cultural experience to North Americans. The authors primarily focus on innovation management.

You may also be interested to consult the full list of winners for all 14 categories that is on the EFMD website, as well as details for the EFMD Case Writing Competition in general. 

Emerging Chinese Competitors: Strategies Investigated in Top Case Studies

renminManagerial dilemmas faced by emerging Chinese global competitors are at the core of this category in the EFMD Case Writing Competition, sponsored by Renmin University of China School of Business

 The 2014 winner in this category is;
Yancoal: The Saskatchewan Potash Question”, written by and George Peng, Paul J. Hill School of Business at University of Regina, CA and Paul Beamish, Richard Ivey School of Business, CA

Case2014winner logoPHillSOB logoThis case reflects a pattern of Chinese firms acquiring foreign assets in recent years, and shows the common challenges they confront. In 2011, a major coal producer in China — Yancoal — must make several decisions in terms of product and geographic diversification. One option is to retain its focus on the coal business. Here, it can acquire other coal assets in Australia to further increase its coal reserves. Another option is to acquire 19 potash-exploration permits in Saskatchewan, Canada. This represents an opportunity for both product diversification and further geographic diversification. Yancoal has to decide whether it should focus on the coal industry or pursue the potash opportunity as well.

richardiveyThe authors examine in detail the dimension (product versus geographic), path and pace of diversification. 

Also the winning cases from the previous years in the “Emerging Chinese Global Competitors” category may be of interest to you.

Lenovo: Challenger To Leader", IBS Hyderabad, India.
This case discusses the success story of Beijing-based multinational technology giant, Lenovo in China and its emergence as a global brand from China. The authors investigate the strategies Lenovo adopted in its home market, China such as aggressive pricing and its acquisition strategy in mature markets such as Germany and Japan.

 “7 Days Inn: Operations Strategy”, Sun Yat-sen University, China.
7 Days Inn is a leading hotel group in China with more than 1000 hotels in 168 major Chinese cities.  This case explores its innovative business model and operations strategy.  The authors also introduce the company’s shepherd management philosophy. 

You may also be interested to consult the full list of winners for all 14 categories that is on the EFMD website, as well as details for the EFMD Case Writing Competition in general.

The Best Cases on Supply Chain Management as Competitive Advantage

kedge logoCase2014winner logoWith the aim of encouraging the writing of case materials, EFMD has been organising its annual Case Writing Competition.The category “Supply Chain Management” is sponsored by Kedge Business School and the 2014 winning case is:

Vanderlande Industries: Parcel And Postal Predicaments”, written by Rene de Koster and Philip Lazar, Rotterdam School of Management, NL.

VanderLande Industries (VI) was a strong global player in the distribution, parcel and postal (DPP) automation market, providing fully automated systems for parcel and posting sorting centers. VI’s product line had always remained strictly customer-centric, with every product built from scratch according to the customer’s wishes, but with increasing market pressure from new market entrants offering faster and lower-cost standardized solutions, the firm was seriously considering altering its market-responsive, service-focused and integrated product offerings towards a more efficient, modular and standardized output.

rsmThis case describes the frameworks and knowledge related to the first set of large-scale, modular and standardized repeated projects that VI had offered. VI hoped to leverage its knowledge and experience accumulated from these projects and replicate the new approach in many future projects. However, VI’s infrastructure was not suitable for such a transition: the firm was entirely organized around customer-specific projects and employees were used to work for individual customers. Jan Hulsmann, managing director of VI’s DPP division, was struggling to find a way to re-organize the division so that it could be both cost efficient and customer attentive.

This case develops and highlights the considerations involved in choosing an appropriate strategy for product offerings. The case describes the difficulties in overcoming the trade-offs between service and efficiency, integration and modularity, and efficient and market responsive supply chains, when designing or altering a product strategy. It delves into both the benefits as well as the downsides involved with different product strategy approaches, and attempts to make students think about what product strategy is most appropriate for what business and market context.

Also the finalist cases from last year may be of interest to you:

Cisco Systems: Supply Chain Risk Management”, IE Business School, Spain.
The case describes that when the tsunami on the Japanese coast occurred in March 2011, it affected the scope of Cisco’s extensive network of suppliers and facilities all over the world and activated a global complex mechanism with the main purpose of diminishing the tsunami’s effects on its supply chain. This case illustrates the peculiarities of Cisco’s supply chain and their internal and external vulnerabilities.

 “The Loewe Group: A New Industrial Model and Commitment to Lean Management?”, ISEM, Spain.
The cases deal with Loewe, a luxury leather goods manufacturer from Spain, that was acquired by the world´s leading luxury goods group, LVMH. The authors illustrate that operations management can be a very powerful source of competitive advantage and that manufacturing excellence can coexist with artisan traditions and values.

Recipes for Success - Innovating Production and Inventory Management of Pepper Oleoresin at Synthite”, Indian School of Business, India.
This case focuses on production and inventory management at Synthite, an oleoresin manufacturer in Kerala, India. The company faced several challenges in inventory management, production planning, and in meeting customer expectations on order lead times.

You are kindly invited to also consult the full list of winners for all 14 categories that is on the EFMD website, as well as details for the EFMD Case Writing Competition in general.
 

Top Cases on Reviewing Financial Policy at Infineon Technologies, Tumi and Apple

toulouse logoCase2014winner logoThis category in the EFMD Case Writing Competition, sponsored by Toulouse Business School – Groupe ESC Toulouse. 

Infineon Technologies: Time to Cash in Your Chips?” is the 2014 winner in the “Finance and Banking” category. It is written by Denis Gromb and Joel Peress, both at INSEAD, FR.

Set in late 2011, the case considers the cash holding and pay-out policy of Infineon (IFX), the large German semiconductor firm. Having just emerged from a period of distress and,restructuring, Infineon is sitting on a very large net cash position of €2.4bn, representing 40% of,its €5.9bn assets and €6bn in market capitalization. Much of this liquidity comes from a recent,surge in profits and the sale of the wireless communication unit. Infineon’s management has engaged in a review of its financial policy and has received conflicting advice from various quarters as to whether the company should part with some of its cash, how much, and through which payout method(s).

inseadThe first issue is whether Infineon benefits from holding onto substantial cash reserves. The characteristics of Infineon’s business post-restructuring are described: highly cyclical, capitalintensive, risky, intangible asset-based, etc. Hoarding cash offers a coarse but effective way to ensure continued investment through the cycle.

The second issue is which method for distributing cash Infineon should employ, assuming it does intend to disburse at least some of it. This is an opportunity to review leading methods for paying cash dividends and repurchasing shares, and how they relate to different rationales for paying out cash in the first place: adjusting the capital structure, exploiting mispricing, signalling, serving investor clienteles, etc.

Also the winning cases from the previous years in the “Finance and Banking” category may be of interest to you:
 
Tumi and the Doughty Hanson Value Enhancement Group”, IMD, Switzerland
The authors investigate some of the hottest issues in the private equity industry, in particular active ownership strategies; the current difficulties in managing exits, also known as the “portfolio constipation”; the progressive incorporation of corporate social responsibility agendas in the value creation plan of buyouts; and the relationship between private equity investors and the senior management of the company.

"Apple – Time to ‘Think Different™’ about cash?", Vlerick Business School, BE
This case explores Apple’s tax payments and investigates the company’s capital structure, cash position and dividend policy. All these elements have a significant impact on Apple’s value and on methods appropriate to gauge Apple’s valuation level.

Please do also consult the full list of winners for all 14 categories, it is on the EFMD website as well as details for the EFMD Case Writing Competition in general.

Critical Family Business Issues: Top Cases on Talent, Ownership, Growth and Communications

Case2014winner logoInter-disciplinary coverage of family business entrepreneurship related issues is at the core of the “Family Business” category of the EFMD Case Writing Competition. The 2014 winner in this category is:

J.M. Huber: A Family of Solutions”, written by Benoît Leleux, and Anne-Catrin Glemser, both at IMD, CH.

imdThe J.M. Huber case, based on extensive personal interviews with senior executives and family members of the J.M. Huber family business, one of the largest and oldest American family businesses, investigates the unique culture and governance structures and processes of the firm, its roots and the multiple forms of expression that enables it to survive and thrive over six generations and about as many fundamental strategic shifts (pivots) and repositionings. The following questions are explicitly addressed:

  • Can a family business culture be a “weapon to attract talent,” as stated by the CEO?;
  • What factors should be included and how should they be weighted in the recruitment of the next CEO? What kind of CEO profile should they target?;
  • How much should the family business continue to open up its communication, both internally (for family shareholders and family members) and externally (for broader stakeholder groups)?;
  • How does the Huber family instil a sense of purpose and a shared vision among its owners? In particular, how much are the various factors – the family principles and values, the Huber business principles and the Mike Huber Award – contributing?;
  • Where does the firm find the infamous “family glue” and how does it try to strengthen these bonds?;
  • What are the advantages and disadvantages of inclusion, i.e. incorporating as many family members, including in-laws? Why are many family firms reluctant to adopt/resist an inclusive environment? What structures and processes has Huber adopted to facilitate inclusiveness?

Also the finalist cases from last year in the “Family Business” category may be of interest to you:

"Trusted Family: For Families, by Families, forever… "by IMD Switzerland
This video-case is an innovative and entertaining basis to discuss a number of critical family business issues, such as governance and the communication needs of large multi-generational family firms, entrepreneurship by next generation members, the brand value of family names, etc.

"The Future of AFG: How Family Attachment Influenced Growth", Rotterdam School of Management, Erasmus University, NL.The case deals with a dilemma the Italian family firm AFG faced after making a significant investment to grow its business and the strategic decisions to be taken by the CEO.

Hermès, INSEAD, FR. This case follows the evolution of two distinct types of family-owned luxury houses. Hermès represents traditional excellence – with its low-key style, highest quality workmanship, and dependable designs. LVMH is a luxury conglomerate that grows by acquisition of designer labels. The authors explore the ownership battle between them.

You are most welcome to consult the full list of winners for all 14 categories is on the EFMD website, as well as details for the  EFMD Case Writing Competition in general.

Entrepreneurship: The Winning Cases from the EFMD Case Writing Competition

emlyonThe “Entrepreneurship” category of the EFMD Case Writing Competition is sponsored by EM Lyon and the 2014 winner in this category is: 

Jungle Beer: An Entrepreneur's Journey”, written by Christopher Dula and Kapil Tuli, both from Singapore Management University, SG.

This case follows Aditya Challa, a craft beer aficionado whose passion for good beer led him on an international quest to study the art of brewing in Scotland and eventually to Singapore, where he started a microbrewery business with his friends in 2011. By October 2012, sales of his craft beer have been increasing 20% per SMU logomonth, bringing up his production to about one third operating capacity.

However, future growth remains uncertain — with specific challenges in distribution and branding. Craft beer is still a relatively unknown concept in the city-state, and consumers remain sceptical of premium priced local beer. Moreover, big breweries in the Singapore market have already locked down most retailers with exclusive draft contracts. Challa has to review his business model and growth strategy in terms of how and where he can sell his beer while continuing to build the Jungle Beer brand.

Also the below winning cases from the previous years in the “Entrepreneurship” category may be of interest to you:

WooRank: Creating & Capturing Value in a European Web Start-Up, Solvay Brussels School of Economics & Management, BE. The cases examine a Belgian web start-up (WooRank) that develops and markets online tools for Search Engine Optimization (SEO) through to a Software as a Service (SaaS) model. The two case studies highlight the strategic and sales challenges.

Case2014winner logoLaastari: Building a Retail Health Clinic Chain, INSEAD, France. This case study presents an example of business model innovation in the context of primary care delivery. It documents the story of Laastari, a new IT-driven retail health clinic chain based in Finland, including the process that links conceptual strategy to implementation and practice, as well as the evolving stakeholder ecosystem of the company. 

You can consult the impressive list of winners for all 14 categories on the EFMD website, as well as details for the EFMD Case Writing Competition in general. With the aim of encouraging the writing of case materials, EFMD has been organising this annually for decades and this year saw a record number of 258 high quality entries.

Corporate Social Responsibility: Winning Cases on WWF, Hewlett-Packard, Accenture and Novo Nordisk

kedge logoCase2014winner logoWith the aim of encouraging the writing of case materials, EFMD has been organising its annual Case Writing Competition for over 40 years.  The category “Corporate Social Responsibility” looks for innovative ways companies are managing the demands for socially and environmentally responsible business practice.  This category is sponsored by Kedge Business School and the 2014 winner is:

WWF's Living Planet @ Work: Championed by HP”, written by Oana Branzei, Richard Ivey School of Business and Haiying Lin, University of Waterloo.

Leading up to the completion of a successful partnership between Hewlett-Packard Canada and World Wildlife Fund Canada, the two individuals who championed the program contemplate their separate and joint next steps: should their organizations renew or exit the partnership?

R IveySoB logoTogether, they had designed and delivered a world-first program, Living Planet @ Work, which had enrolled more than 500 companies, large and small, whose employees had already raised more than $1 million in charitable donations through workplace giving. The program was helping corporate Canada harness the collective desire and power of their employees for the good of business and the future of the planet. The two champions had a short window to go global and scale up the positive impact of the program.

Also the winning cases from the previous years in the “Corporate Social Responsibility” category may be of interest to you:

UWaterloo logoIn 2013, it was Accenture Development Partnership, by INSEAD France. Accenture Development Partnerships is a “not-for-loss” business unit established inside Accenture in 2003 to serve NGO and development sector clients.

The case provides an example of the effective development of a sponsorship network for securing buy-in for a new venture and illustrates the challenges of deciding how far a new venture should be separated from or integrated with the main business of the firm.

In 2012, it was Novo Nordisk: Managing Sustainability at Home and Abroad, by EM Lyon Business School in France.

This case was written to help students develop skills in analyzing the potential strategic purposes of sustainability when applied to a global business context. The case focuses both on internal organization issues in a multinational organization, as well as on how to develop a sustainability strategy in a highly competitive business context in China.

You can consult the full list of winners for all 14 categories is on the EFMD website, as well as details for the  EFMD Case Writing Competition in general.

43 New EFMD Members Ratified

AGM newmembersEFMD wants to warmly welcome the new members ratified at the EFMD General Assembly Meeting on 8 June, 2015. The new institutions are:
  • AFI - L'Université de l'Entreprise, Senegal
  • Amcor Flexibles, Switzerland
  • Amsterdam University of Applied Sciences, International Business School,
  • The Netherlands
  • Australian Catholic University, Faculty of Law and Business, Australia
  • Azerbaijan State University of Economics, MBA Department, Azerbaijan
  • BEM Management School, BEM Dakar, Senegal
  • BML Munjal University, School of Management, India
  • Bogazici University, Department of Management, Turkey
  • CISCO Systems, Belgium
  • Dalian University of Technology, Faculty of Management and Economics, China
  • Foundation San Pablo Andalucia CEU, Postgraduate Institute and Executive Education Department, Spain
  • Helsinki Metropolia University of Applied Sciences, Metropolia Business School, Finland
  • IAE de Grenoble, Université Pierre Mendès France, France
  • ICD International Business School, France
  • Indian Institute of Management Calcutta (IIMC), India
  • Istanbul Medipol University, School of Health Sciences, Turkey
  • Lehigh University, College of Business and Economics, United States of America
  • Liverpool Hope University, Liverpool Hope Business School, Faculty of Arts and Humanities, United Kingdom
  • Mälardalen University, School of Business, Society and Engineering, Sweden
  • National Sun Yat-sen University, College of Management, Chinese Taipei
  • National Taiwan University of Science and Technology, School of Management, Chinese Taipei
  • Neumann Business School, Peru
  • OCP S.A., Morocco
  • Ryerson University, Ted Rogers School of Management, Canada
  • Saint Paul Escola de Negócios, Faculdade Saint Paul, Brazil
  • SDM Institute for Management Development (SDMIMD), Business School, India
  • Shanghai International Studies University, School of Business and Management, China
  • Sultan Qaboos University, College of Economics and Political Science, Sultanate of Oman
  • The Australian National University, ANU College of Business and Economics, Australia
  • The University of the West Indies, Arthur Lok Jack Graduate School of Business, Trinidad and Tobago
  • Turar Ryskulov New Economic University, Republic of Kazakhstan
  • Umm Al-Qura University, Faculty of Business Administration, Saudi Arabia
  • Universidad de Lima, School of Business, Peru
  • Universidade Positivo, Brazil
  • Universidad Panamericana, Campus Guadalajara, College of Economics and Business Administration, Mexico
  • University of Economics in Katowice, Poland
  • University of Stavanger, UoS Business School, Norway
  • University of Sussex, School of Business, Management and Economics, United Kingdom
  • University of Tasmania, Tasmanian School of Business and Economics, Australia
  • University of the Fraser Valley, School of Business, Canada
  • Zeppelin University, ZU Professional School, Germany

Please feel free to consult the EFMD List of Members, for your ease it is organised by country and has direct links to all institutions.

EFMD membership offers the unique opportunity to become part of the leading international network in the field of management development. The wide spread portfolio of networking opportunities allows for an enriching interaction among peers to discuss, share and benchmark their experiences.

It provides unlimited access to a global network of management education providers, companies, public sector organisations and consultancies. You may want to know more about the access to information, to services, and to quality improvement tools.

Key EFMD & EFMD GN Events in the Second Half of 2015

EFMD NewLogo2013 LR coloursBefore the summer, we would like to update you on the key EFMD events planned for the second 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.

September

15 September 2015 is the date for the next EFMD Future Series Webinar. Focus theme is “Innovative Technology-Based Ways to Run Engagement Survey”. This web-based event will run from 12:30 till 14:00 (GMT+02:00).

The EPAS XXL Accreditation Seminar  will take place on 17-18 September, at the EFMD premises in Brussels, Belgium.

17-18 September are also the dates for the next EQUIS XXL Accreditation Seminar. Hosted by Solvay Brussels School of Economics and Management, ULB - Université Libre de Bruxelles,Belgium.

The 2015 EFMD Conference on Undergraduate Programmes will be held on 30 September - 2 October in Prato, Italy, hosted by Monash Business School. “3E Learning – Engagement, Experience, Employability” is this year's theme.

October

October is one of the busy months, with the 2015 EFMD Executive Development Conference taking place on 14-16 October. Host institution is Barcelona School of Management in Spain where participants will explore “Learn to Transform in Unpredictable Times.”

EQUIS and EPAS Accreditation Seminars will also be held in Prague, Czech Republic. The next one is held on 15-16 October 2015 at the University of Economics, Faculty of International Relations, Prague.

Quebec City in Canada is the location of the 2015 EFMD GN Americas Annual Conference. It is Université Laval that will host this event on 19-21 October 2015.

The next Future Series Webinar focuses on “Engaging the Future Workforce - is GEN Y Different?”.  This webased event will take place on 20 October 2015.

Finally, October will feature the Sharing Best Practice CLIP Workshop on 29-30 October 2015. Hosted by London Business School in London, UK, under the theme: “The 100-Year-Life: a Chance to Diffuse the Demographic Time Bomb in your Business.”

EFMD GN2013 PANTONE HRNovember

November has an extra global flavour with Miami, United States as the location for EQUIS and EPAS Accreditation Seminars. Manchester Business School – Americas Centre, Miami will be the host for the seminars on 12-13 November 2015.

The 2015 EFMD Career Services Conference will take place on 18-19 November 2015. “Connecting for Success” will be the theme of this event hosted by University of Groningen in Groningen, the Netherlands.

In Phuket, Thailand, the first EFMD GN Asia Annual Conference will take place on 20-21 November 2015. Host institution is Sasin Graduate Institute of Business Administration of Chulalongkorn University.

The 2015 EFMD Africa Conference will take place from 29 November till 1 December 2015. Taking place in Dar Es Salam, Tanzania, this event is hosted by Institute of Finance Management (IFM), Dar Es Salam, Tanzania, with the support of IESEG School of Management.

December

December will host the 2015 EFMD Conference on Master Programmes. On 9-11 December 2015, Católica Lisbon School of Business & Economics will host the event in Lisbon, Portugal.

Please also note that preparations are well underway for the:

All the latest updates on the events are available on the EFMD website.

EFMD Awards EQUIS Accreditation to Glasgow University Adam Smith BS

EQUIS Accreditaed 02

We are delighted to announce that the EQUIS Accreditation has recently been awarded to Adam Smith Business School within the University of Glasgow. Congratulations!

This takes the number of accredited schools to 156 across 40 countries.

“The Adam Smith Business School, indeed the University of Glasgow, are extremely pleased and excited with the EQUIS accreditation award. As a consequence of undertaking the accreditation process, the School has learned much and has much to build on. We look forward with greater confidence in our efforts to enhancing further the standing and performance of the School, and to engaging fully with EFMD and the EQUIS team.”
Prof. Jim Love, Head, Adam Smith Business School, University of Glasgow, UK

The following schools were reaccredited by EQUIS:
Please read below what the Deans of the reaccredited Schools say about the achievement.

"The review highlighted a number of areas of strength across the UNSW Business School, including our impressive reputation in the national market, strong corporate connections, the quality of our students and academic staff, the impressive careers of our graduates, our outstanding teaching performance, and the strong research ethos that permeates throughout what we do. There are over 10,000 business schools in the world, but only 156 have received EQUIS accreditation and not all are granted the full five-year accreditation, which places the School in an exclusive group of the world's leading business schools."
Prof. Chris Styles, Dean, University of New South Wales Business School, Australia
 
"This third renewal of our EQUIS accreditation is proof of our constant efforts and the way the School devotes all its resources to reaching and even surpassing the highest quality standards. HEC Montréal has been among the world’s top business schools for over 15 years now, and we are very proud of that achievement."
Mr. Michel Patry, Director, HEC Montréal, Canada

"Universidad de los Andes School of Management is delighted to receive news about its EQUIS re-accreditation. Since 2003, year in which the School was accredited by EQUIS for the first time, this process has been fundamental for the development of our School in different dimensions such as strengthening our faculty and research, gaining international positioning and enhancing the relations with different types of organisations. Being part of a select group of Schools characterised for their high quality standards and impact on society has helped us create a continuous improvement environment which allows us to offer high quality education in Colombia. This achievement is a joint effort of faculty, students, staff and other stakeholders who are deeply committed to this endeavour."
Dr. Eric Rodríguez, Dean, School of Management, Universidad de los Andes, Colombia

"We are delighted to have been reaccredited by EQUIS. The stringent process of the EFMD and the international experts who carry out the accreditation really help us to gage how our programmes and initiatives measure up against other leading global business schools. Their final conclusions and recommendations help us to focus our constant innovation and investment on key areas of the institution where most impact can be made."
Mr. Enrique Bolaños, President, INCAE Business School, Costa Rica

"We are very happy to have received re-accreditation for five new years. This is very important for BI Norwegian Business schools pursuit to reach our international ambitions. I will also like to thank the peer review committee for a good process and both insightful an constructive comment to improve the school even further."
Dr. Inge Jan Henjesand, Rector, BI Norwegian Business School, Norway

"We are proud to be among the only six institutions within the German-speaking countries to receive the EQUIS accreditation for five years. After our accreditations in 2009 and 2012, this shows evidence of our continuous quality improvement and institutional development. Again we attained insightful feedback through the peer-review process that is much appreciated. We are confident that this 5-year accreditation will enable us to follow our strategic priorities and continue to evolve both our strengths and opportunities."
Prof. Harald Gall, Faculty of Business, Economics and Informatics, University of Zurich, Switzerland

"We are extremely pleased to have been awarded the highly sought-after 5 year EQUIS accreditation status by EFMD. This award reflects the University of Bath School of Management’s consistent approach to recruiting high calibre students, providing high quality programmes and delivering world class, impactful research. As Dean, I am delighted that the hard work of my colleagues across the School has been recognised in this way and I look forward to continuing our journey as a leading international School of Management."
Prof. Veronica Hope Hailey, Dean, School of Management, University of Bath, UK

"EQUIS accreditation is one of the most important benchmarks available to business schools to ensure excellence in teaching, student experience, research and outreach. I am very pleased that our substantial effort to continually improve in all aspects of what we do has been well recognised."
Prof. Jon Reast, Dean, Bradford University School of Management, UK

Prof. Michael Osbaldeston, the EFMD Director of Quality Services & EQUIS Director added: "We are delighted to welcome Adam Smith Business School, University of Glasgow, into the community of EQUIS accredited schools. EQUIS accreditation ensures a rigorous quality improvement process, involving a thorough self-assessment, a visit of an international peer review team, and finally a very experienced Awarding Body evaluating the assessment and findings of the review team to determine whether the School should be granted accreditation. EQUIS benchmarks the School against international standards in terms of governance, programmes, faculty, students, research, and foremost, corporate engagement, internationalisation and ethics, responsibility and sustainability. There are currently no substitutes for such an in-depth assessment of quality and all the 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

Eight Programmes Successfully Reaccredited by EPAS

We are happy to announce that the EPAS Accreditation Board has recently reaccredited eight programmes from six institutions:

The following programmes have been reaccredited by EPAS:

"The process of the EPAS accreditation has helped sharpen our focus on the strategic priorities. A mission and strategy are often easy to formulate but more difficult to implement.  By focusing on the processes in the EPAS framework we know what variables we can work on over the coming years in our journey of educational excellence."
Prof. dr. Rudy Martens, Dean, Faculty of Applied Economics, University of Antwerp, Belgium

"EPAS re-accreditation of programme set Financial Management and Marketing Management comes as a validation of our efforts to provide our students with the educational experience of the highest quality, in accordance with the most demanding international standards. It further motivates us on our path of reaching excellence in all our processes. We are deeply convinced that our affiliation to the family of EFMD accredited institutions has inestimable contribution in the processes of attaining our mission to become a prestigious higher education institution in the area of economic and business sciences in South East Europe region by 2025."
Dr. Jasmina Selimović, Vice Dean for Academic Affairs and Research, School of Economics and Business, University of Sarajevo, Bosnia-Herzegovina

"We are delighted that our Degree Programme in International Business has been awarded with EPAS reaccreditation. We would like to thank the peer review team for their contribution to enhancing our quality. I would also like to thank our faculty and staff members for their commitment and enthusiasm during this rewarding learning process."
Dr. Asta Wahlgrén, Director, School of Business, JAMK University of Applied Sciences, Finland

"The accreditation is a result of a joint effort of the management, the faculty, the students, the corporate partners and the alumni. It was not only a benchmarking but a team building project as well."
Dr. Maria Dunavölgyi, EMBA, Corvinus University of Budapest, Hungary


"The Kemmy Business School at UL is delighted to achieve 5 year accreditation for our flagship undergraduate programme. Ever since our first EPAS accreditation in 2009, we have found the EPAS accreditation to be extremely valuable for the School."
Dr. Philip O'Regan, Executive Dean, Kemmy Business School, University of Limerick, Ireland

"Wielkopolska Business School is very pleased and proud to receive EPAS accreditation for Executive Master of Business Administration. This accreditation confirms the highest quality of education and professionalism of our team. In addition, EPAS accreditation process was very beneficial experience and unique opportunity to rethink what we are doing and what we can improve and develop. I want to thank Peer Review Team and Accreditation Board for feedback and high valuable process."
Mr. Grzegorz Giza, Director, Wielkopolska Business School, Poznan University of Economics, Poland

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 extent to which the programme promotes the principles of responsible management
  8. The depth and rigour of the assessment processes (relative to the degree level of the programme)
  9. The quality of the student body and of the programme’s graduates
  10. The institution’s resources allocated to support the programme
  11. The appropriateness of the faculty that deliver the programme
  12. The quality of the alumni and their career progression
  13. The existence of robust quality assurance process
Prof. David Asch, Associate Director, Quality Services & EPAS Director added: "I would like to warmly congratulate the six Institutions that have successfully gone through the EPAS reaccreditation process. Their achievement illustrates these Institutions’ commitment to the continuous  improvement of the quality of their programmes. The highly demanding EPAS standards ensure that accredited programmes are designed and delivered so that they are both academically rigorous and have practical relevance for students in today’s global environment."

EPAS was launched in 2005 and in 10 years has had a considerable impact on the quality of business schools programmes all over the world. As of June 2015, 94 accredited programmes from 69 institutions across 31 countries that have been awarded EPAS accreditation.

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

EFMD is Delighted to Announce the Winners of the 2014 EFMD Case Writing Competition

CaseWriting-Award ecch

Winners include IBS Hyderabad, IE Business School, IMD, Indian School of Business, INSEAD, Kellogg School of Management , L.N. Welingkar Institute of Management Development, Middlesex University Dubai, Richard Ivey School of Business, Rotterdam School of Management, Singapore Management University, University of Regina, University of Waterloo.

EFMD is delighted to announce the winners of the first phase of the 2014 EFMD Case Writing Competition. The quality of the case entries was again 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 later in the year.

Corporate Social Responsibility: “WWF's Living Planet @ Work: Championed by HP”, written by Oana Branzei, Richard Ivey School of Business and Haiying Lin, University of Waterloo. This category is sponsored by Kedge Business School.

Entrepreneurship: “Jungle Beer: An Entrepreneur's Journey”, written by Christopher Dula and Kapil Tuli, both at Singapore Management University, SG.  This category is sponsored by EM Lyon.

Family Business: “J.M. Huber: A Family of Solutions”, written by Benoît Leleux, and Anne-Catrin Glemser, both at IMD, CH.

Finance and Banking: “Infineon Technologies: Time to Cash in Your Chips?” written by Denis Gromb and Joel Peressn, both at INSEAD, FR. This category is sponsored by Toulouse Business School – Groupe ESC Toulouse.

Supply Chain Management: “Vanderlande Industries: Parcel And Postal Predicaments”, written by Rene de Koster and Philip Lazar, Rotterdam School of Management, NL. This category is sponsored by Kedge Business School.

Emerging Global Chinese Competitors: “Yancoal: The Saskatchewan Potash Question”, written by George Peng, Paul J. Hill School of Business at University of Regina, CA and Paul Beamish, Richard Ivey School of Business, CA.

Euro-Mediterranean Managerial Practices and Issues: “Rosa Vaño And Castillo De Canena”, written by Rosario Silva and Custodia Cabanas, both at IE Business School, ES. This category is sponsored by Groupe Sup de Co Montpellier Business School.

African Business Cases: “Mobile Telecommunications: Two Entrepreneurs Enter Africa”, written by Benjamin Jones and Daniel Campbell, both at Kellogg School of Management, US. This category is sponsored by China Europe International Business School (CEIBS).

Indian Management Issues and Opportunities: “Mast Kalandar: Prioritizing Growth Opportunities”, written by Sunil Chopra and Sudhir Arni, Kellogg School of Management, US.

Responsible Leadership: “SEWA (A): Ela Bhatt”, written by Sonia Mehrotra, L.N. Welingkar Institute of Management Development and Research, IN and Oana Branzei, Richard Ivey School of Business, CA. This category is sponsored by University of San Diego - School of Business Administration.

Inclusive Business Models: “Gillette's "Shave India Movement": Razor Sharp against the Stubble?”, written by Christopher Dula, Srinivas Reddy and Adina Wong, all at Singapore Management University, SG. This category is sponsored by IMD.

Latin American Business Cases: “Chile's Concha y Toro: A Silver Bullet for the Global Market”, written by V. Namratha Prasad and Muralidhara G V, both at IBS HYDERABAD, IN.  This category is sponsored by Universidad Externado de Colombia.

MENA Business Cases: “The Booming GCC Retail Sector: Prospects for Online Fashion Retailers”, written by Muneeza Shoaib and Hameedah Sayani, both at Middlesex University Dubai, UAE.  This category is sponsored by HEC Paris in Qatar.

Bringing Technology to Market: “Moser Baer And OM&T -- Choosing A Strategic Partnership Mode”, written by Kannan Srikanth, Sonia Mehrotra, Priyank Arora and Geetika Shah, all at Indian School of Business, IN. 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.

Quality Services Events in the Second Half of 2015

Would you like to learn more about the EFMD Quality Services offer? Do you manage the accreditation process and wish to gain a thorough understanding of the process, standards & criteria? The EFMD Quality Services have different types of seminars that will address your needs, wherever you might be in your accreditation journey.

EQUIS logo13 LRWe are happy to publish the upcoming accreditation events in the second half of 2015.

Learn more about EQUIS, EPAS and EDAF by attending one of the different types of information events:

-    Information sessions: Get a glimpse of the process! These events are targeted at Business Schools with little knowledge of EFMD accreditations and quality services (2-3 hours sessions)

-    Introductory seminars: Already know a little but still undecided? These seminars are targeted at Business Schools that consider EFMD accreditation or mentoring, but have not decided yet if or when to start the process (typically, a half-day seminar)
EPAS logo13 LR
-    Standard accreditation seminars: Decided to embark on the accreditation journey? These seminars are targeted at Schools that have already decided to pursue either EQUIS or EPAS, are considering applying for EQUIS or EPAS accreditation, or are holding active eligibility and wish to get a better understanding about the system. They allow for an in-depth preparation of the application phase (typically, a 1,5-day seminar)

-    XXL accreditation seminars: Brilliant! Already in! We will guide you through the process. These seminars are targeted at EQUIS and EPAS eligible and accredited Schools. The seminars provide in-depth guidance on how to complete the different steps of the EQUIS or EPAS accreditation process successfully:  how to compile a 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 (typically, a 2-day seminar)

EDAF logo15 LRStill uncertain about which of the above events is most suitable for you and your School? Please contact the Quality Services Office via This email address is being protected from spambots. You need JavaScript enabled to view it., This email address is being protected from spambots. You need JavaScript enabled to view it. or This email address is being protected from spambots. You need JavaScript enabled to view it..">This email address is being protected from spambots. You need JavaScript enabled to view it.. We are always happy to assist you!

The QS department plans the following events in the coming months:

XXL accreditation seminars
-    EPAS XXL Accreditation Seminar in Brussels on 17-18 September 2015 – EFMD Office
-    EQUIS XXL Accreditation Seminar in Brussels on 17-18 September 2015 – hosted by Solvay Brussels School of Economics and Management

Standard accreditation seminars
-    EQUIS and EPAS Accreditation Seminars in Prague on 15-16 October 2015 – hosted by University of Economics, Prague – Faculty of International Relations

Introductory seminars
-    On EQUIS, EPAS and EDAF in Phuket, Thailand on 22 November 2015 (after the EFMD GN Asia Annual Conference)
-    On EPAS and EDAF in Dar es Salaam, Tanzania on 1 December 2015 (after the EFMD Africa Conference)

Practical information about registration, prices and logistics will be published on the EFMD website in due course.

2015 EFMD GN Americas Annual Conference

EFMD GN Americas Annual Conference 2015

The EFMD Global Network Americas Annual Conference has been designed for all those interested in management education and development. It brings together EFMD Global Network members, companies, educational institutions and other associations that have an interest in the Americas.

Transnational Higher Education: Insights on Joint Programmes and Student Mobility

TransnatHE JointRussiaJoint Programmes between Higher Education Institutions of the European Union and Russian Federation
Joint Programmes are complex forms of collaboration. This report, co-authored by Nadine Burquel, EFMD Director Business School Services,  provides examples and checklists for action on how to overcome  challenges including legal restrictions, recognition issues, financial or organisational constraints, linguistic or cultural issues.

The 162-page report  highlights the  tremendous efforts put into teaching and learning cooperation in EU and Russian institutions. Several hundreds of programmes are covered and findings are structured around seven key dimensions:
  • Institutional partnership composition — Looser to more strategic partnerships
  • Programme design and delivery– Fragmented to real jointness
  • Student mobility paths — Ad-hoc to structured mobility paths
  • Recognition of study abroad — None, partial to full recognition
  • Degree types — Single (Joint), Double, Certificate
  • Programme management — From individual to institutional integrated arrangement
  • Quality assurance — Internal and external arrangement
General findings include:
  • EU-Russian Joint Programmes focus primarily on Management, Economics and Engineering, Manufacturing & Construction and are for the majority at the Master level.
  • German and French universities dominate in EU-Russian partnerships, followed by Finland and the United Kingdom.
  • In Russia, most Joint Programmes are found in Moscow, followed by St-Petersburg and Siberia.
  • Different lengths of studies in the EU and Russia create recognition problems.
  • Mobility is mainly for Russian students who travel to Europe.
For further details, please consult the 162-page report: Joint Education Programmes between Higher Education Institutions of the European Union and Russian Federation. Chapter 8 is dedicated to challenges and best practices:
  • The strength of internationalisation in partner universities
  • The lack of partners’ clear motives
  • Linguistic, cultural and legal limitations
  • Developing and establishing robust partnerships
  • Decisions at the level of programme integration and jointness
  • Creating opportunities, building brand and reputation
  • Financial constraints to ensure joint programmes’ long term sustainability
TransnatHE studentsStudent Mobility and Internationalisation
The 261-page report “Social and Economic Conditions of Student Life in Europe” presents the findings of the 5th round of the EUROSTUDENT project to which 30 countries of the EHEA have contributed between 2012 and 2015. It is a collection of key indicators on the social dimension of higher education and functions to monitor progress in the implementation of the Bologna Process reforms.  The synopsis focuses on three main topic areas: Access to higher education and characteristics of students; Study conditions; and International student mobility and future plans.

Chapter 10 examines students’ international mobility (realised and planned), obstacles to enrolment abroad, organisation and funding of enrolment abroad, and the recognition of credits earned abroad. As an indicator of internationalisation at home, the extent to which students’ national study programmes are taught in foreign language is examined. Results here indicate that:
  • International student mobility rates vary greatly by country; between 5 % and 39 % of students in the cross-sectional samples.
  • Enrolment abroad tends to be the most frequently realised foreign study-related experience.
  • Access to international student mobility can be shown to be subject to social selectivity.
  • The most critical of the analysed obstacles to studying abroad is the (perceived) additional financial burden.
  • A separation from partner, children, and friends has turned out to be the second most critical obstacle.
  • A large degree of variation across countries can also be observed regarding the organisation, funding and recognition of foreign enrolment periods.
For the full details, please go here.

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), a group of thirteen leading business schools located in Asia, Europe, and North America. The 2015 & 2016 programmes will be hosted 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 and exciting dimension, while using most of the same international faculty as in previous programmes.

You can find more info via this web link. Please send any queries or questions you might have to This email address is being protected from spambots. You need JavaScript enabled to view it..

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.

Opportunity for Member Schools to Host EFMD Event

Hosting an EFMD event enables you to increase the visibility of your institution and to showcase your school to the global network of EFMD members. Any institution that is a member of EFMD, is active in the specific network for which it wants to host and has the capacity and facilities to host is eligible to put themselves forward. Host institutions of recent events include:

  • Simon Fraser University, Vancouver, Canada
  • Singapore Management University, Singapore
  • Cass Business School, London, UK
  • LUISS Business School, Rome, Italy
  • UPV Universitat Politècnica de València, Valencia, Spain
  • CBS - Copenhagen Business School, Copenhagen, Denmark
  • ESADE Business School, Barcelona, Spain
  • Grenoble Ecole de Management, Grenoble, France
  • Porto Business School, Porto, Portugal

As well as the commitments specific to an event, a person from the institution who has expertise in the content is invited to join the steering committee of the network for three years, for example the Dean of the school for the Deans & Directors General Conference or the MBA Director for the MBA Conference.

The EFMD website has a dedicated page with full details on cover networkingOpportunities to Host” where you can also find an EFMD Events Fact Sheet and an EFMD Events Host Application Form. Institutions who have taken this opportunity to showcase the professional approach of their organisation and who will be hosting an EFMD event in the near future include:

  • HEC - École des hautes études commerciales de Paris,Doha, Qatar
  • ISM University of Management and Economics, Vilnius, Lithuania
  • Said Business School, University of Oxford, Oxford, United Kingdom
  • Monash Business School, Prato, Italy
  • Université Laval, Quebec City, Canada
  • University of Groningen, Groningen, The Netherlands
  • Corvinus University of Budapest, Budapest, Hungary

You can find an overview of the main EFMD events with facts, target audience and recently addressed topics in the EFMD Learning and Networking guide.

Institutional Development of Business Schools

The book "The Institutional evelopment of Business Schools" provides novel empirical findings on the change and development of business schools, the causes and consequences of the ranking, and branding wars around business schools in particular and higher education systems more generally.

The book, edited by Andrew M.Pettigrew, Eric Cornuel and Ulrich Hommel, also offers a stimulating critique of some of the intellectual, professional and economic challenges facing business schools in the contemporary world, as well as concluding thoughts on “Building a Research Agenda on the Institutional Development of Business Schools”.  It has three main parts:
  • The Change and Development of Business Schools
  • Ranking and Branding of Business Schools
  • Challenges for the Future Development of Business Schools
You may also be interested to explore “Securing the Future of Management Education: Competitive Destruction or Constructive Innovation?". This "EFMD Perspectives" book (by H.Thomas, M.Lee, L. Thomas, A.Wilson) has most interesting chapters on:
  • Future scenarios for management education
  • Critical issues for the future: Unfolding gaps
  • Uncertain futures: What should business schools do now?
Of interest too may be The Business School in the 21st Century. This book is by H.Thomas, P.Lorange and J.Seth. In this book, three world experts share their critical insights on management education and new business school models in the USA, Europe and Asia, on designing the business school of the future, and how to make it work. They look at how the business school is changing and focus in particular on emergent global challenges and innovations in curricula, professional roles, pedagogy, uses of technology and organisational delineations. Set within the context of a wider discussion about management as a profession, the authors provide a systematic, historical perspective, analysing major trends in business school models, and reviewing a wealth of current literature, to provide an informed and unique perspective that is firmly grounded in practical and experimental analysis.

Also, please do check related recent articles from the EFMD Global Focus magazine:
"The socially responsible business school": David Oglethrope argues that business schools need to embrace social responsibility more enthusiastically than they have done so far.

"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.

2014 EFMD-Emerald Outstanding Doctoral Research Awards (Part Two)

emerald logoEFMD and Emerald Publishing announce with great pleasure the winners of the 2014 Outstanding Doctoral Research Awards. In this second listing of Winners and Highly efmd-newlogo2013-lr coloursCommended, we cover:

Leadership and Organisational Development, sponsored Leadership & Organization Development Journal

  • “Follow Me! Followership, Leadership and the Multigenerational Workforce”: Dr. Johnson, Winner from Nova Southeastern University
  • “Leadership, engagement, and workplace behaviors: The mediating role of psychological capital”: Dr. Robin, Highly Commended from The University of Melbourne

Management and Governance, sponsored by Management Decision

  • “Collaborative Resilience: The Multi-Level Structural of Organizational Kinship in Socioeconomic Collectives”: Dr. Randolph, Winner from University of Nevada Las Vegas

Human Resource Management, sponsored by Personnel Review

  • “Human Resource Management: Work-Family Reconciliation”: Dr. Glaveli, Joint winner from Aristotle University of Thessaloniki
  • “The impact of HR differentiation on employees”: Dr. Marescaux, Joint winner from KU Leuven

Logistics and Supply Chain Management, sponsored by International Journal of Physical Distribution & Logistics Management

  • "The adaptation of Supply Chains to Climate Change": Dr. Kreie, Winner from Heriot-Watt University

Knowledge Management, sponsored by Journal of Knowledge Management

  • “The use of storytelling as transfer of knowledge”: Dr. Leung, Winner from The Hong Kong Polytechnic University
  • “The hidden difference – Identity status, access of knowledge and the generation of new ideas”: Dr. Silberzahn, Highly Commended from IESE Business School

Health Care Management sponsored by Journal of Health Organisation and Management

  • “Health Systems Integration: Competing or Shared Mental Models?”: Dr. Evans, Winner from University of Toronto
  • "Bottom-up safety initiatives: a case study of falls preventon at a Portuguese hospital": Dr. Barbosa de Melo, Highly Commended from  Queen's University Belfast

Award-winning entries receive a cash prize of €1,500 and international recognition. Moreover, EFMD is particularly proud to see so may EFMD member institutions represented, the first six categories of the Outstanding Doctoral Research Awards were covered in a first blog post and cover Educational leadership and strategy, Interdisciplinary accounting research, Marketing research, Information science, Hospitality management, as well as Operations and production management. You may also be interested in more details on the Outstanding Doctoral Research Awards or you may want to consult the archives of previous winners.

EFMD 2015 External Relations Conference - LAST CHANCE to Register

ext rel2015-banner









We would like to remind you that you have until the 25 February to benefit from our normal conference fee and register online for the 2015 EFMD Conference for International & External Relations, Marketing, PR, Communication and Alumni professionals. 



The conference will be kindly hosted by Simon Fraser University, Beedie School of Business in Vancouver, Canada on the 25-27 March 2015 and supported by the Canadian Federation of Business School Deans. 



One-to-One Connect Session & Alumni Cocktail


For the first time we are organising two bonus sessions to complement the conference. Soon after you have registered for the conference you will receive a complete list of participants, which will enable you to plan and structure your networking accordingly. We have added to the programme a One-to-One Connect Session to facilitate meeting up with other international schools to formally discuss alliances, exchanges, partnerships etc. This time is designed specifically for you so please don’t miss out on the opportunity!



We will also hold our first Alumni Cocktail that will be kindly sponsored by Graduway. This will give you the opportunity to invite 2 or 3 of your alumni to a networking cocktail on the Friday evening, so you can connect with them and they have the opportunity to meet others living in the Vancouver region.



PLACES AVAILABLE for the conference ARE ALMOST SOLD OUT, so if you want to join, don’t wait too long and register online today!


 
Join colleagues and peers from over 20 countries to network, exchange, discuss and share your experiences. Schools already registered include: 

University of New South Wales, Australian School of Business, London Business School, John Molson School of Business at Concordia University, Duke University - Fuqua School of Business, Faculté des sciences de l'administration Université Laval, Stockholm Business School, SKEMA Business School, The Hong Kong Polytechnic University, RISEBA University, University of Chicago booth School of Business, Rotterdam School of Management, Erasmus University (RSM), BI Norwegian Business School, Institute of Business Administration (IBA), Karachi, Kozminski University, ESADE Business School, Jönköping University, University of St.Gallen, Durham University Business School and many more.



You can view the complete conference programme online and see what is of interest for you. 



Finally, please note that the negotiated hotel rates at the Four Season Hotel are coming to an end on 23 February. If you haven’t reserved your room yet:
Go to this link; Enter your arrival and departure dates & number of guests in the 'Make your Reservation' tab; Click on Corporate/ Promo Code; Enter Promo Code: CI0315EFM

Please get in touch with This email address is being protected from spambots. You need JavaScript enabled to view it. with any questions you may have regarding this event.

Reflections on the Future of Business Schools and Elephants

Guest post from Prof. Johan Roos, Dean and CEO of Jönköping International Business School, Sweden.

Johan Roos
will moderate the panel discussion "What’s Next for Management Education" during the 2015 EFMD Conference for Deans & Directors General in Barcelona. Andrew Hill, Associate Editor and Management Editor, FT, and a group of distinguished panelists will reflect on what business schools do in different regions of the world in relation to the current world situation.

elephant building surreal pen ink drawing by vitogoni d5rnr84DURING the course of in 2013-2014, as the Dean of a Swedish business school I participated in three educational programs devoted to exploring and assessing the status of higher education and what university presidents, deans and senior-levels administrators can do to improve our future.  One conference was an 18-months-nine-weekend program offered by The Association of Swedish Higher Education. Another was a 1-weekend seminar at the Harvard University Graduate School of Education for experienced university presidents. The third was the week-long leadership in higher education program offered by the Oxford Academy for Education and Development. In reviewing these learning experiences as part of my preparation for the upcoming 2015 EFMD Conference for Deans & Directors General, I had three insights that may help many of us strategize for 2015 and beyond.
   
Insight #1 – Higher Education today is like the parable of the 3 blind men and the elephant.
We all know the tale of the blind men who want to understand what an elephant is. One blind man feels the elephant’s leg and so thinks it is an animal that must look like a tree. The other blind man feels the tail and thinks an elephant is a thin and wispy animal. The third blind man feels the trunk and believes that elephants are like snakes.

In the same way, over the course of my three programs, I felt that I was in the company of blind men and women trying to figure out what higher education should look like in the future. Each of us had a very different sense of the ailments that are currently challenging us.

•    Some very thoughtful colleagues believed that the loss of professorial control over courses and curricula to centralized planners in their schools constituted a major blow to good teaching and rapport between students and faculty.
•    Others focused on how the growing demand for measurable student “outcomes” was pressuring them to abandon the teaching of thinking and analysis, for a focus only on vocational competence development.
•    Still others worried about the growing financial pressures on higher education, especially among state-owned schools that are facing budgetOpportunity cuts and pressure to reform their operations. My heart went out to several university leaders in African nations whose deepest concerns were finding clean water for their schools in parched countries, or staying safe from marauding terrorists 100 miles from their gates.

As I reflected on these problems, what became clear to me was that every one of us was sensing some type of elephant, though we interpreted it differently. We all felt problems looming ahead, even if each person was struggling with challenges that are local and on the plate directly in front of them. But to me, what was worse was that nearly everyone saw their challenges in a negative way, more like a crisis than an opportunity. There was a pall of fatalism dominating the soul of the gatherings, and it was disconcerting.
I am an optimist and I hope that I can inspire others to adopt my position that change is possible, that we can walk into the future with great ideas to guide our institutions to higher goals and serve the purpose of a better world.

Insight #2 – There is an elephant in the room—and it’s a good thing.
As for bringing insight #1 home to myself, I realized that when it comes to business education, we are looking at the proverbial elephant in the room that we don’t want to talk about but it is actually a great omen of change. Of course, we all know that business schools are in need of serious reconstructing, but I suggest it is now time to see opportunities that we have in front of us rather than denying the crisis.  We have remained ensconced in the same paradigms of thinking, teaching, and researching as we have done for more than fifty years, while the world is changing around us.

We are seemingly deaf to the outside global business world telling us that they require a new type of education for business students, yet we have the tools, minds and ability to develop many great new ideas. We have been blind to building new programs and curricula that take into account how the business world intersects technology, science, engineering and medicine, yet these are perhaps the most fascinating areas of growth for business schools. We act defensively about the pressure to find new ways to teach and learn, yet MOOCS could be our silver lining to an efficient, imaginative and responsible blended lifelong learning approach that could also create a renaissance of the classical high touch, high value tutorial system of education. In short, let’s look at the elephant in the room and see it as reminder to innovate rather than run away pretending it is not there.

changeInsight #3 – We need to make changes of an elephantine nature.
Three programs hardly form a pattern, but it was impossible for me not to see that the tasks in front of us are enormous. To keep my elephant metaphor, the problems we face require action of elephantine proportions, ranging from a complete overhaul in how we prepare students for higher education, to what types of curriculum and programs we offer them, to what relationship their business education has to do with working in the real world of business. These are all potentially large paradigm changes to tackle, but they will help us reinvigorate the ultimate purpose of higher education grounded in freedom of thought, integrity, quality, and responsibility.  Such reconstruction will take time, great effort, and patience, but it can be done.  I suggest that 2015 is a good year to start because 2014 is already gone.  Elephants or not, it is time to get to work.

EFMD Sign Strategic Partnership with AdjunctFinder.com

ajEFMD has entered into a strategic partnership with AdjunctFinder.com to deliver members access to a worldwide data base of Adjunct Faculty and provide a workforce planning tool for their existing Adjuncts.

Business education is changing with tighter budgets, casualised employment, increasing global competition and students demanding more experienced and diverse instructors. Business schools need simple, cost-effective ways to service student needs and deliver successful educational outcomes.

AdjunctFinder.com is the global, central clearing-house or ‘commons’ for business and business law related schools delivering quality Adjunct faculty to the front line. Adjuncts are full-time, part-time, retired or semi-retired academics or managers - people who want to share their knowledge and experience with the next generation. Adjuncts deliver face to face, intensively on-site and online; they work as sessional lecturers, tutors, executive educators, research supervisors, markers, guest speakers, mentors, coaches, advisory board members and study tour leaders.

The strategic partnership between AdjunctFinder.com and EFMD will enable our member schools to access local and global teaching staff and manage their current people in a personal school-branded site. Through their personal ‘My Adjuncts’ school site, school leaders and administrators can apply data – qualifications, teaching experience, business experience, disciplines, teaching modes, availability etc – to their staff allocation decision making.  adjunctfinderpic

Click here to visit the AdjunctFinder.com website.



“The EFMD AdjunctFinder.com strategic partnership brings global Adjunct Faculty recruitment to all members. The easily accessible, global data base of Adjuncts makes searching for new talent easy while providing a Workforce Planning tool to manage existing Adjuncts. We believe our partnership with AdjunctFinder.com will have enormous benefits for members and build stronger global bonds between our schools,” said Prof. Eric Cornuel, Director General and CEO of EFMD.

Exclusive Offer to EFMD Members

AdjunctFinder.com is offering a 20% discount to EFMD members subscribing before 1 September 2015. Such subscribers will also qualify for the ‘My Adjuncts’ premium service, to manage their existing Adjuncts in their personal school-branded site for no extra cost for one year from the date of joining.

If you would like to learn more about how this strategic partnership can benefit your school please contact Victoria O’Connor This email address is being protected from spambots. You need JavaScript enabled to view it. or John Toohey This email address is being protected from spambots. You need JavaScript enabled to view it.



If you have any other questions regarding how EFMD is supporting this partnership, please contact This email address is being protected from spambots. You need JavaScript enabled to view it. at EFMD.

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.

Join a Graduway Webinar to Power Your Alumni Relations

Banner 3
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 This email address is being protected from spambots. You need JavaScript enabled to view it. 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 This email address is being protected from spambots. You need JavaScript enabled to view it. at EFMD.

Testimonials

  • ‘’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.

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.

EFMD Awards EPAS Accreditation to Programmes at Binus & RISEBA

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.

Strategic Leadership and New Ways of Working to Drive Growth – the UniCredit Approach

GF14 3 RutschAndrew Rutsch explains how Italian banking group UniCredit turned to strategic leadership and new ways of working in a bid to drive organisational growth.

In today’s fast-paced environment, organisations and even whole industries are challenged with seismic shifts. Companies such as Kodak, Merrill Lynch and General Motors, once industry icons, are now bankrupt, acquired or stumbling.

Against this background, the recent EFMD CLIP Sharing Best Practice Workshop hosted by Italian banking group UniCredit in Turin, Italy, in March at its inspirational UniManagement corporate learning center showcased a variety of approaches and practices that drive development outcomes.

A larger theme emerged during the day-long workshop: the role and impact of strategic leadership and new ways of working in the pursuit of organisational growth. Put more concretely, this focused on how UniCredit’s senior management engages organisational members and clients around shared goals and needs to drive collective development and performance.

Banking is not anymore what it used to be
The banking sector has undergone substantial changes accelerated by the financial and economic crisis of recent years – and is expected to continue doing so. In particular, a number of drivers have affected banking:

  • increasingly strict regulations by governments and transnational bodies
  • greater competition through globalising banks that drive market consolidation
  • socio-demographic changes through the arrival of Generation Y with its new values
  • new technologies that are reshaping how organisations are steered and operated

For example, the World Retail Banking Report 2014 by Capgemini and Efma found (for the first time in three years) a decline in customer experience. This was particularly true among Generation Y members, who comprise up to a third of the population in many markets, who value technology and who represent the largest user base of social media. It is a wakeup call for banks to rethink how they use technology in building a personalised customer relationship.

Given these market shifts, banks have to adapt their value chains to increase their responsiveness. They are reworking services, channels and systems to increase interaction with all value chain partners from suppliers and customers to media and regulatory bodies. Against this background, MIT’s Principal Research Scientist, Andy McAfee, believes that “we haven’t seen anything yet” and that the impact of digital technology will be transformational.

UniCredit responded through a decisive strategy
What actions did UniCredit take to address these issues? In 2010, it shifted its focus to its core business, commercial banking, and thus anticipated a trend gradually spreading across the industry. It has realised its strategy through a set of concerted measures:

  • strategically aligned operations by newly defined customer segments and reinforced regional management around one profit & loss per country;
  • Strengthened relationships with family and business customers and introduced an integrated service model across a wide range of channels
  • Simplified its organisation to drive operational efficiency and faster decisions and enhanced its governance to better respond to regulatory changes.

UniCredit has performed remarkably well in this troubled macroeconomic setting. Today, it is a rock-solid commercial bank with a European network across 17 countries, over 8,900 branches and more than 147,000 employees. In 2013, it posted an operating income of €23,973 million and disposed of a number of legacies such as loan loss provisions, allowing it to focus on increasing its business and profitability. Please click to read more.

Business School Libraries – Where Next?

GF14 3 librariesDaniel Gunnarsson (Jönköping University Library, Sweden) describes the major changes that technology has made possible in business school libraries. And speculates about other changes that are still to come.

As far as I am aware there has not been much discussion about business school libraries in the Global Focus magazine. This is rather remarkable since technological change has had a major impact on library resources and services.

This change has significantly influenced how business schools researchers manage their access to scholarly publications and has also had an impact on how teachers select reading materials for their students. This article hopes to share some of the major changes in business school libraries that have already been implemented and also provide my views on what the future might bring. It will focus on four different themes: collections; technology; services; and the librarian.

Collections – from printed books to e-resources: For many people the library is still a place filled with printed books. That is in fact still true though it is not the whole truth. Behind the shelves of printed books there is a world filled with e-books available from the cloud. E-books create lots of advantages for the library and readers – simultaneous usage, no shelving, no weeding, deep searching within the whole text of the book, and 24/7 availability from all over the world– and no need to carry them around.
So, is the printed book on the road to extinction? If you ask me, no, not yet. Here are some reasons why not:

  • The most popular textbooks still have a business model that makes it impossible for business school libraries to promote access (some of the most used are not even available as e-books).
  • Students and researchers still prefer a printed source for longer reading (at least in my experience).
  • Among many people the printed book is still the most familiar source of academic information and it is hard to change that perception.
  • Finally, a printed book is very easy to browse and skip between different pages when you are reading.

GF14 3 JIBS logoHowever, in the future I expect the e-book to grow even more in importance over the printed book. Especially, books with a more focused content such as handbooks, anthologies and encyclopaedias are excellent as e-books since one only reads parts of them. In addition, books for complementary or supplementary reading will be sought out as e-books.

However, many questions will have to be solved regarding textbooks before a breakthrough can occur. Probably this will be managed outside the library, directly between the student and the publisher. As a concluding remark theshift from printed books to e-books has not, and will not, be as dramatic as the earlier change from printed journals to e-journals.Regarding the development of collections (whatever the format), this is a delicate relationship between me (a subject librarian) and students and staff (in this case at Jönköping International Business School in Sweden – JIBS). Please click to read more.

Reinvigorating the PhD

GF14 3 doctorPhDs are increasingly under scrutiny for being ‘irrelevant’ and ‘lacking impact’. But given the right tools, Simon Linacre at Emerald Group Publishing believes that they still have much to offer.

It may surprise some to know that the PhD, as it is today, only goes back to the 19th Century. As a result of education reforms in Germany it was established by Humboldt University, Berlin. Similarly, the vision of higher education offered by the undergraduate, master and PhD levels was only developed in the US in the late 1800s.This information was provided by Wikipedia and as such is not necessarily reviewed and corroborated for authenticity. It does however; provide an apt way to start a discussion on the status of the modern PhD. And more importantly, how it might develop in the digital age. Some think the PhD’s days are numbered, but I believe that there are one or two initiatives that may prove the doubters wrong.

Academy awards
One such initiative is the Outstanding Doctoral Research Awards, research  jointly supported by the European Foundation for Management Development (EFMD) and global publisher, Emerald Group Publishing. The awards – commonly known as the “ODRAs” – were conceived in the early 2000s as a way for EFMD and Emerald to recognise and promote emerging, high-quality PhD theses. Recent PhD graduates may submit a summary document of fewer than 2,000 words succinctly describing their PhD research. In order to bring out the more impactful elements of the research, submissions should highlight the following elements:

  • Significance/implications for theory and practice
  • Originality and innovation
  • Appropriateness and application of methodology
  • Data and findings

emerald logoThe submissions are judged by Emerald editors from its sponsoring journals in the business and management research portfolio.  Winners in each category are awarded a cash prize of €1,500, along with a certificate and winner’s logo.

Winners are also encouraged to follow up their success by writing up their research and submitting it to the appropriate sponsoring journal subject to normal peer review protocols.

Celebrating success
In the early days of the awards, there was some variance in the interest they provoked in researchers, mainly depending on the category. However, in recent years they have enjoyed significant success. The most recent awards in 2013 attracted 525 submissions from 78 different countries – an increase of more than 100 on the total submissions the year before allied to a much greater international coverage.

This supports the hypothesis that not only is the reach of organisations such as EFMD growing but also that much of the vibrant new research that has demonstrable impact is happening outside the established bastions of management education in Europe and North America.

What is notable about the submissions over the years is what they have signified for the development of postgraduate researchers’ careers. Emerald is, of course, only able to access its own data and the figures across all publishers will probably be even more impressive. But of the 980 ODRA submissions in 2010-2012, their authors went on to publish 437 articles in Emerald’s journals, 70 book chapters and
62 case studies. Please click to read more.

Solving the Global Talent Equation

GF14 3 JohnsonMike Johnson offers some thoughts on the challenges facing business leaders tasked with managing our organisations today and tomorrow.

Peter Lorange is angry. This well-seasoned academic, innovator and business leader thinks that it is high time a lot of his contemporaries woke up to the fact that the organisation has changed irretrievably – and do something about it!

Lorange’s concern is that too many organisations are not moving fast enough to keep up with the changes taking place in global society – most often driven by the digital explosion. “If we are going to be effective we must be able to really understand the modern consumer and come up with innovations that they value,” he says. “This is not easy.” Lorange isn’t the only one who observes that we need to get a whole lot at this.

Global people provider Manpower Inc. say that we are at the dawn of what they term “The Human Age”.  In Moving People to Work. Leveraging Talent Mobility to Address the Talent Mismatch in the Human Age, Manpower think that “in the Human Age, companies must align their talent strategies with their business strategies to ensure they have the right people in place to grow and succeed.” However, getting that right isn’t going to be easy either.

So far, many organisational observers think that we have failed to do very much. Rudi Plettinx, Managing Director of Management Centre Europe in Brussels, notes that “although we’ve had all the processes in place time after time, in truth our developmental programmes have failed.” He adds: “HR has never, ever become a real partner of the executive team – although there are a few exceptions. As long as senior executives have been paying lip service and see these vital initiatives as just another HR process rather than a strategic leadership strategy process, I‘m afraid that effective talent management won’t really be on the radar screens of our C-Suite managers.” Plettinx speaks for many frustrated leadership experts when he continues: “HR failed to make this a strategic business issue with top management and so it has festered in the inner circles of an organisation’s HR community. Talent is not just about having the appropriate recruitment and retention strategy, it is also about an effective development strategy.

GF14 3 johnson bookThe arrival of ‘talentism’
Manpower’s idea of a Human Age demands that the collective group of stakeholders collaborate to find new, innovative ways to operate in a world where people with the right skills are the scarce resource and “talentism” is supplanting capitalism.

It may be a lot to swallow in one go, talentism taking over from capitalism, but Manpower haven’t finished yet. They further their case by noting that, “when a third of employers globally cannot fill positions, it’s imperative that stakeholders expand their view of talent sources and incorporate strategies for attracting individuals with needed skills from across international borders”. Please click to read more.

This article is an edited extract from The WorldWide WorkPlace: Solving the Global Talent Equation by Mike Johnson, published by Palgrave 2014.