EFMD Launch Business School Impact Survey (BSIS)

BSIS

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

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

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

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

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

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

The BSIS scheme was initially designed by FNEGE (the French National Foundation for Management Education) and is already well established in the French higher education arena. The BSIS process has been adapted for an international audience and is now offered in a joint venture between EFMD and FNEGE as a service to EFMD members in any part of the world.

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

It’s An MBA, But Not As We Know It

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It’s An MBA, But Not As We Know It - Tomorrow’s MBA 2014 - Prospective MBA students set out their views on what they think of the MBA qualification, what they expect from the business school experience and what they want to study.


‘This is the voyage of the MBA, to visit strange new worlds …’. It’s not a remake of Star Trek, but the MBA is certainly on a voyage to somewhere different, according to the findings of a new report, Tomorrow’s MBA. 

The report published by CarringtonCrisp, and supported by EFMD, is part of a five-year study that has been following the views of prospective MBA students.

Author of the report, Andrew Crisp, comments “Five years ago the MBA was being castigated in the media with lurid headlines such as ‘Should We Blame MBAs for the Crash?’, ‘Who taught them greed is good?’ and ‘MBAs: Public Enemy No. 1?’ Today, MBA programmes around the world are heading in new directions.”

Most strikingly, the Tomorrow’s MBA report notes the continuing decline of full-time study.  Five years ago just over half of all respondents preferred full-time study, today that has fallen to just over 40%.  Increasingly students are choosing a hybrid approach, taking advantage of new technology and continuing to work while studying, embracing the concept of lifestyle learning.

Other changes highlighted in the report include a shift in valued content in MBA programmes, greater emphasis on internationalisation, a younger age profile among participants and demand coming from different parts of the world.  Mainstays of the MBA such as corporate finance are still valued by many respondents, but increasingly students want entrepreneurship, project management and risk management as part of their studies.  Ethics, corporate social responsibility and governance also feature in many programmes.  There is also a growing emphasis on experiential learning, letting students put in to practice what they gain in the classroom through placements or consulting on live projects. 

MBA students are also getting younger.  Over five years those taking the GMAT aged under 24 has grown from 58,688 in 2006-07 to 91,028 in 2010-11.  Among the 24-30 age group numbers have also grown over the same period from 114,961 to 124,878, but are down from a peak of 139,144 in 2008-09.  Demand for the MBA is also switching from the US and Europe to Asia.  GMAT test takers in East and South East Asia have grown by more than 23,000 in the period from 2006-07 to 2010-11.

Andrew Crisp concludes “While the MBA of 2014 may not be unrecognisable to the class of 2009, they will certainly have no trouble spotting the difference.”

For more information, please contact:

Andrew Crisp, CarringtonCrisp
E: andrew@carringtoncrisp.com
T: +44 20 7229 7373

Matthew Wood, EFMD
E: matthew.wood@efmd.org
T: + 32 2 626 9542

Data for the 2014 Tomorrow’s MBA report was gathered in November/December 2013.  Over the five year’s of the study, nearly 5,000 prospective students have taken part in the research drawn from over 70 countries.  The full report is available to purchase for £200 from the CarringtonCrisp website at www.carringtoncrisp.com/projects  The next round of the Tomorrow’s MBA study will take place in November 2014.

EFMD Launch Strategic Learning Review

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Today at the EFMD Sharing Best Practice Masterclass in Torino, hosted by UniCredit, EFMD officially launched SLR – Strategic Learning Review.

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

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

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

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

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

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

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

The many benefits of SLR include:

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

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

EFMD Signs Strategic Partnership With Graduway

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EFMD Signs Strategic Partnership With Graduway

The partnership with Graduway, a leading provider of alumni networking platforms, will offer exclusive value to EFMD member schools.

We are delighted to announce that EFMD has entered into a strategic partnership with Graduway. The partnership with Graduway, a leading provider of alumni networking platforms, will offer exclusive value to EFMD member schools.

Business school know that staying in touch and engaging with alumni is critical to improving donations, mentoring, internships and job placements, executive education and of course using your alumni ambassadors to help attract new students. Yet many schools have lost touch with a significant number of their alumni, their databases are missing basic contact information and engagement levels are low.

“Having strong alumni relations and providing dynamic and engaged alumni networks are vital areas for any business school and we firmly believe that our partnership with Graduway is one of the best way’s for schools to realise their potential in these areas,” said Prof. Eric Cornuel, Director General and CEO of EFMD.

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 yet fully integrated with social networks. The platform brings many benefits for schools including finding their lost alumni, feeding up to date data into their existing database and engaging alumni both professionally and socially.

Click here to see the Graduway Video.

Exclusive Offer
Graduway are offering the first 75 EFMD member schools their own branded alumni engagement platform at an exclusive 10% discount. Also the first 25 schools to sign up will also have all standard set up fees waived.

If you would like to learn more about how this strategic partnership can benefit your school and join schools like Rotman, Freeman, ESMT, St. Gallen and COPPEAD who have already signed with Graduway, please contact Robert Curtis at robert.curtis@graduway.com.

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

Call for Papers: Scientific Advances in Developing Leaders for Today's Complex Environment

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

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

To this end, conceptual, empirical or practice based submissions are welcome on any of the following topics, or any others relevant to the theme of the conference:
  • Exploring the cognition behind learning to improve the way we teach
  • The neurological underpinnings and social processes of executive education
  • Exploiting the neuroplasticity of our brains to enhance our capacity to learn
  • Engaging motivation for reward to improve the effectiveness of learning
  • Applying an understanding of the biology of consumer behaviour to the classroom
  • Moving beyond competence development
  • Methods and processes to accelerate vertical development
  • The social psychology of the classroom experience
  • The impact of personality on learning and interaction in the classroom
  • Understanding the psychobiology and neurology of learning
  • Incorporating experiential learning into programmes and workplace learning
  • The collaborative nature of leadership and implications for development
  • Lessons business schools can learn from our complex and turbulent environment

Papers should include recommendations for implementation in practice. The deadlines for the submission of conference papers are: 25th July 2014 for abstracts and 10th October 2014 for full manuscripts.  Please go here to download the full Call for Papers in pdf format.

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

Emerging Chinese Competitors: Strategies Investigated in Top Case Studies

Case2013winner logorenminManagerial 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. 

Lenovo: Challenger To Leader” is the 2013 winner in the “Emerging Chinese Global Competitors” category.  This case is written by Hadiya Faheem, freelancer and Muralidhara G.V., IBS Hyderabad, both from India. It 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. All the details are available from the Case Centre. The case examines more specifically:

  • The ‘Protect and Attack’ strategy started in 2009, where Lenovo protected its China PC business and IBShyderabad logoits global enterprise business while attacking emerging markets
  • Its PC Plus strategy, covering new product areas such as mobile internet devices
  • How the company planned to challenge Samsung’s leadership position in the Chinese smartphone market
  • How Lenovo rolled out several retail outlets – Lenovo Solution Centers
  • Lenovo’s ambitious plans to launch its smartphones in the US by 2014

With the aim of encouraging the writing of case materials, EFMD has been organising its annual Case Writing Competition for many years and this year saw a record number of 258 high quality entries.

sunyatsen logoIn the 2013 category “Emerging Chinese Global Competitors” another case was highly commended:
7 Days Inn: Operations Strategy”, written by Gang Chen and Liang Xu, both at 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.  The case explores several expansion” challenges, more particularly the difficulty for HQ to manage and supervise all hotels. Full details are available from the Case Centre.

ceibs logoAlso the winning cases from the previous years in the “Emerging Chinese Global Competitors” category are available from the Case Centre. In 2012 for instance, the winner was “Hard Choices: Best Buy and Five Star in China”, written by Terence Tsai, Zhu Jianhua and Xu Leiping, CEIBS (China Europe International Business School). Pre-readings  and the industry note are available in iTunes.

You may also be interested to consult the full list of winners for all 15 categories that is on the EFMD website, as well as details for the EFMD Case Writing Competition in general.

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

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

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

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

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

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

2. Policy on Collaborative Provision (Annex 13)

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

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

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

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

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

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

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

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

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

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

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

2014 Outstanding Doctoral Research Awards: Now Open!

efmd-newlogo2013-lr coloursEFMD and Emerald Group Publishing seek to celebrate excellence in research by sponsoring the 2014 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 12 categories.

  • Educational leadership and strategy
  • Health Care Management
  • Hospitality management
  • Human resource management
  • Information science
  • Interdisciplinary accounting research
  • Knowledge management
  • Leadership and organization development
  • Logistics and supply chain management
  • Management and governance
  • Marketing research
  • Operations and production management

emerald logoYou can check out the 2013 Winners (and earlier years) here and this year's closing date for applications is 1 October 2014. The entries will be judged by the editor(s) and at least one editorial advisory board member of the 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 2014 ODRA's as well as a FAQ can be found here. The registration form is here.

Undergraduate Management Education – Preparing our Students for the Journey: Invitation to the EFMD Conference

Robins-School-URYou are warmly invited to the 2014 EFMD Conference on Undergraduate Programmes which will be held in Richmond, Virginia from 13-15 October 2014, hosted by the Robins School of Business, University of Richmond. This event is targeted at directors of undergraduate programmes in management and related areas such as finance, marketing etc. as well as programme administrators and staff concerned with undergraduate programmes.

Our Steering Committee has chosen to explore the theme Undergraduate Management Education – Preparing our Students for the Journey. Under this topic, we will provide hands-on information and solutions for challenges encountered by undergraduate directors and a wide range of staff from the admissions office to career services. Topics discussed will include:

  • As the student population gets more and more diverse, how do you handle and manage this?
  • Learning styles for millennials – how does technology influence the way students learn? What is the difference in learning styles compared to other generations? Understanding how millennials think, act and react.
  • What are the best methods for providing feedback (both face-to-face and remotely)?
  • How do companies work with millenials and what do they expect from them? In exchange what do younger graduates expect and want from their employer?
  • How well do internships prepare students for their future role?

Building on  the positive feedback from last years’ conference, you will have plenty of opportunities to discuss and exchange best practice in interactive session formats.

Please register now and benefit from our advantageous early bird registration.

More information about this conference is available via the EFMD website or please do contact Diana Grote with any questions you may have. We look forward to seeing you in Virginia.

Specialized Master's Degrees in Business Gain Ground With Prospective Students

gmacA worldwide survey of prospective graduate-level business students finds that although the MBA is still the most sought-after degree, close to half the candidates are considering non-MBA master's programs in business, and one in five is not thinking about an MBA at all.

This latest report from the annual GMAC mba.com Prospective Students Survey of more than 12,000 global candidates finds that in the past five years, those focusing exclusively on specialized master's degrees increased from 13 percent to 20 percent, as candidates exclusively considering MBAs declined from 55 percent to 53 percent. Meanwhile, crossover demand -- prospects considering both MBA and non-MBA specialized master's programs in business -- declined from about a third to a quarter.

GMAC prospectiveBusiness schools are drawing more diverse students overall, but they are finding the applicant pools becoming more distinct,” said Gregg Schoenfeld, GMAC director of survey research. Candidate interest in program types vary:

  • Men are more likely than women to focus on MBA programs. Sixty percent of the men and 45 percent of the women considered pursuing only MBA programs.
  • Women are more likely than men to focus on specialized master’s in business programs. Twenty-seven percent of women and 15 percent of men considered these specialty degrees.
  • Candidates 24 and younger of both genders (31 percent of the women and 29 percent of the men) are more likely than older candidates (26 percent of women and 19 percent of men) to think about both types of programs. Overall, women (29 percent) are more likely than men (24 percent) to keep study options open.

Wide regional variations in prospective student demographics, motivations, and intentions are seen, as students pursue graduate management degrees to further careers in a variety of fields, from finance/accounting to healthcare to government/non-profit and entrepreneurship. Nonetheless, there are some persistent commonalities among prospective students worldwide:

  • Primary motivations for pursuing a graduate management degree include increasing job opportunities, developing business knowledge, and increasing salary potential.
  • No matter where students preferred to study, the quality of the educational system in that country or location was a key factor.

Despite the diversity of candidates, demographically, geographically, and in their program orientation, prospects tend to seek quality education to improve their career prospects,” Schoenfeld said.

To download this new GMAC report and a Data-to-Go on prospective students and mobility, please go to the dedicated GMAC website. For related infographics go to the GMAC Newscenter.

Grenoble logoMoreover, GMAC experts will be presenting details on the specialized master's degrees as well as wider trends regarding MBA and master programmes during EFMD's 2014 Masters conference in Grenoble.  Registrations for this conference will open in May, but please do contact EFMD colleague Ines Proenca  with any questions you may have.

The Best Cases on Supply Chain Management as Competitive Advantage

Case2013winner logokedge logoWith the aim of encouraging the writing of case materials, EFMD has been organising its annual Case Writing Competition for many years and this year saw a record number of 258 high quality entries. The category “Supply Chain Management” is sponsored by Kedge Business School and the 2013 winning case is

CISCO Systems: Supply Chain Risk Management”, written by Maria Jesus Saenz, MIT-Zaragoza International Logistics Program and Elena Revilla, IE Business School, Spain. The case describes that MITZaragoza logowhen 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.   This case illustrates the peculiarities of Cisco’s supply chain and their internal and external vulnerabilitiielogoes.

The learning objectives of this case include to analyse the sources of vulnerability of a supply chain, to expose students to the concept of supply chain resilience by design, and to illustrate the combination of reactive and proactive risk-management approaches and their implications. Full details are available from the Case Centre.

In the category “Supply Chain Management” two other cases were highly commended:

ISEM logoThe Loewe Group: A New Industrial Model and Commitment to Lean Management?”, written by Philip Moscoso and Marina Duque, at ISEM, Spain. The two 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. Full details are available from the Case Centre and these two cases explore in detail how:

  • Loewe decided to maintain its manufacturing in-house, adopting a bold industrial vision aimed on converting its factory into a center of excellence.
  • Loewe decided to revise its product strategy, to rely on "lean management" as the base philosophy, and most important, to put the employees on the center stage of all the improvement efforts.

ISB-logoRecipes for Success - Innovating Production and Inventory Management of Pepper Oleoresin at Synthite”, written by Sunil Chopra and Arun Saxena, 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.

The authors provide quantitative data to analyze Synthite’s inventory management, material flow and order lead times, and outline the company’s approach to address the above challenges. The case follows how Synthite decided to invest in additional production capacity and automated material flow at the plant. Full details are available from the Case Centre.

You are kindly invited to also consult the full list of winners for all 15 categories that is on the EFMD website, as well as details for the EFMD Case Writing Competition in general.

Sustainability Literacy Test: Invitation to Evaluate Student Knowledge

SustLitTest logoThe “Sustainability Literacy Test” is a multiple choice questionnaire of 50 online questions evaluating basic knowledge of sustainable development issues, and individual and corporate responsibility. The first higher education institutions have registered already and are now scheduling sessions.

Higher education institutions from all over the world can now organize this test for their students, it is designed to be used at any level (bachelor, master, MBA, PhD, ...) and regardless of the type of study pursued (engineer, manager, lawyer, biologist, architect, …). As of this week universities and colleges in the USA and Hong Kong have the opportunity to customize the test by inserting questions dealing with local issues for one-third of the assessment.  In a few days, France, Spain, India, Quebec, Brazil and Argentina will follow.  By July this year, 25 countries and regions will be able to offer the same kind of local adaptations.

kedge logoNearly 150 people have been working for more than a year to produce the first international knowledge test on sustainable development.  The deployment of this assessment is possible thanks to the support of the Euro-Mediterranean Foundation for Management (Kedge Business School).  Also GRLI is member of the Senior Advisory Board. Supported by a number of United nations institutions and international academic networks, this Sustainability Literacy Test is expected to be used by 100,000 students in the coming monhts and the first worldwide snapshot of the level of knowledge of higher educations students will be presented in November 2014 during the next UN conference of Sustainable Development education in Nagoya, Japan.

For more information please go to the Sustainability Test website or you can also contact the general secretariat.

Young Leaders – Innovation and Entrepreneurship Training Programme

EIT logoThis programme from the EIT Foundation seeks to bring a more entrepreneurial and innovation-focused approach to traditional education and professional training, combining them with a specific mentoring scheme. The theme of this year’s programme is concentrated on identifying future learning environments which trigger innovation and growth in Europe.  Participants are expected to bring a fresh and forward thinking vision while addressing a specific “challenge” which could fall under, but are not limited to: Educational technology, Social learning, Game based learning, Operationalising educational innovation, Ethic and moral issues, …

One of the main objectives of the programme is to build a high level multi-disciplinary network of around 30 young leaders (between 23 and 35 years old) from across Europe with different areas of knowledge and expertise. Participants should fall into one of the three categories: academics (students, teachers, researchers, lecturers, etc.); Entrepreneurs, ideally coming for the EIT Knowledge and Innovation Communities; business representatives of companies from the EIT Foundation Community.

alcatellucentimperial logoThe programme roadmap starts with a preparatory phase, the kick-off meeting on 15-17 June 2014 will be hosted by Alcatel-Lucent in Antwerp. After group work and presentation of working papers, the Autumn Academy will take place on 1-5 September 2014 at Imperial College in London. Both the host organisations are longstanding EFMD members, as well as respectively CLIP and EQUIS accredited. The 4-day training session in London will be followed by an Innovation Forum in January 2015 and participants will be involved in the  EIT Foundation Alumni network.

For obtaining more information, please go to the EIT website or send an e-mail.

Learning to Perform Under Pressure: New Research into the Neuroscience of Stress for Managers

ashridgeThis pioneering research conducted by Ashridge and the University of Reading monitored changes in managers’ heart rates to analyse their response to stress and performance under pressure.

Participants on the Ashridge The Leadership Experience: Leading on the Edge (TLE) programme took part in simulated real-life high-pressure Board-level experiences – such as dealing with conflict, high-level decision-making and handling difficult conversations – to mimic the working life of leaders, and were continually monitored over two days (including sleep patterns).

During the study, programme participants, aged 26-55, wore heart rate variance monitors to analyse their physiological responses to critical events. This physiological analysis was supplemented by psychological data collected through psychometrics tests and surveys.

At times of high stress leaders need to make the best decisions possible, but this is when they are most likely to be cognitively impaired through pressure. Emotions like fear, anxiety, stress and anger narrow our focus, inhibit our concentration, hamper decision-making processes and decrease our cognitive abilities. In turn, the ability to regulate emotions is essential for business success.

UReading logoThe research, published in a new report entitled "The Neuroscience of Leadership Development: Preparing through experience",reveals that learning in a stimulating environment that mimics the stress of leadership is a powerful way to increase resourcefulness in the future. When the body and brain are moderately stimulated by a challenging situation, we perform at our peak. This optimises decision-making, learning and the formation of memories, which is why we learn best from experiences that have an emotional impact.

To gauge learning, perceived learning was measured post-programme and then at regular intervals. The results reveal a strong correlation between increased heart rate during the high impact life-like simulations, or ‘critical incidents’, and the perceived learning reported by participants.

Megan Reitz,  TLE Programme Director and co- researcher, Ashridge Business School, said: “Simulated experiences result in physiological changes and brain muscle development. Future leaders need to experience the critical incidents that they are likely to face in their working life. If practised  now, away from the office, then when they are encountered later in work – when the response to them really matters – managers  are more likely to have the ‘muscle memory’ needed to be able to react effectively to stressful situations".

Lee Waller, Director of Ashridge Centre for Research in Executive Development (CRED) and co-researcher, Ashridge Business School, added: “As neuroscience develops, we are developing a better understanding of how neurological processes affect management and leadership. When heart rate goes up, performance improves. But often when faced with stressful situations, people become distressed, which decreases performance. The more that people can practise responses to stressful situations the less they’ll perceive them as a threat, and the better their performance will be in response to real-life situations".

For more information, interviews, or a copy of the report The Neuroscience of Leadership Development, please contact Jenny Murray or Louise Mullan at Ashridge Business School. The Leadership Experience: Leading on the Edge (TLE)  programme is an innovative experiential 3.5-day programme based on Ashridge research into the critical events that have shaped leaders' careers.

VISIR Project: E-Learning Micro-Innovation Matters!

visir logoThe EFMD supported VISIR project wants to keep stakeholders alert, VISIR partners namely believe that the successful mainstreaming of ICT-Enhanced Learning and Open Education strongly depends on the uptake of grassroots practices.

In the last two years, VISIR has been researching and identifying innovations from all over Europe. Based on real-life practices, the VISIR team has been investigating main barriers and favourable conditions for mainstreaming bottom-up innovation in education and training. A key finding is that institutional education environments are often not supportive to grassroots innovation. Educational settings are still based on outmoded ‘industrial’ models, which work in a reproductive rather than transformative mode.

On 25-26 March 2014, innovators, experts and stakeholders gathered in Brussels to reflect upon a way forward in order to make education systems more receptive towards grassroots innovation. Barriers and success factors for the transformation of new ideas into mainstream practices were discussed and strategies that can facilitate scalability of innovation were proposed. Inspiring micro innovation cases were showcased and used as a starting point of a discussion on what can be transferred to other contexts and how to support innovation for learning.

lifelonglearning logoAs Anthony Camilleri, Policy advisor EFQUEL, mentioned: "The breadth of the case studies collected by the project shows that when given the appropriate space and technological support, educators are able to innovate to improve learning experiences and improve student engagements. The challenge for policy-makers is to foster the right conditions to allow more of these innovations to germinate."Or as Markku Markkula (host of the seminar and member of the Committee of the Regions), stated: “Lifelong learning and the full use of ICT are cornerstones for this change of mind-set towards entrepreneurship and innovation.”

VISIR represents an unprecedented networking effort, bringing together seven European networks and a renowned research institution in the field of learning innovation in order to make Europe a better learning place, by understanding, networking and mainstreaming ICT-for-learning ideas that work.

VISIR is identifying, analysing and promoting opinions of practitioners and policy makers, research results and trends as well as innovative practices on the use of ICT for learning and teaching. Next to EFMD, VISIR brings together, under the coordination of the MENON Network, some key associations in the field of education and training: the European Association for Adult Learning (EADL), the committeeregionsEuropean Distance and E-learning Network (EDEN), the European Learning Industry Group (ELIG), the European Interest Group on Creativity and Innovation (EICI), the European Foundation for Quality in e-Learning (EFQUEL), as well as KU Leuven.
 
The project is supported by the Lifelong Learning Programme of the European Commission.If you would like any further information or have any questions please contact EFMD colleague Boriana Marinova at  or visit the Visir project website.

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

ac2014-bannerPlease join us in Vienna on 15-17 June 2014 at WU - Vienna University of Economics and Business’ brand new campus on the occasion of EFMD’s 2014 Annual Conference. This unique event is designed for all those interested in management education and development. It brings together several hundreds of EFMD members, companies, educational institutions and other associations, offering various perspectives and discussions on the conference theme. This year, under the theme "The Art of Teaching and Learning", we will discuss how new technologies have influenced the way people learn and teach, the impact they have on architecture and the design of learning spaces.

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

wu new campusThe Conference Committee have put together a series of outstanding sessions which include:
  • Designing Learning Spaces: Wolf D. Prix, Founder, COOP HIMMELB(L)AU, Austria
  • MOOCs: how to get started: Vivek Goel, Chief Academic Strategist, Coursera and Santiago Iniguez, Dean, IE Business School.
  • Financial Models for Educational Institutions: Thomas Estermann, Head of the Unit Governance, Autonomy and Funding, European University Association.

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

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

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

Please register before 5 May in order to benefit from an advantageous registration fee. More information about the conference is available on the EFMD dedicated website or please do contact EFMD colleague Diana Grote with any further questions you may have. 

We hope to welcome you in Vienna very soon!

Invitation to GESEMAP: The Most Important International Academic Event on Management in Cuba

Gesemap logoYou are kindly invited to the 9th International Congress on Enterprise Management & Public Administration, GESEMAP 2014. This invitation is issued by the Direction for Managers Training & Research on Management (DCCED) of the Ministry of Higher Education of the Republic of Cuba. The event will take place on 9-11 July 2014, in Havana, Cuba.

GESEMAP is the most important international academic event on management in Cuba, which has been taking place since 1998, with the attendance of hundreds of civil servants, businesspeople, professors, students, consultants and researchers on management issues, in its eight biennial previous editions. The aim of the event is to promote the exchange of proposals and experiences among managers, teachers, students, consultants and researchers.

In the Fifth International Workshop of Administration Schools & Faculties, executives, professors, graduates and students will discuss on the present state and current trends in curricular design, contents, forms, methods and learning resources, as well as training impacts. These issues will be dealt with in pre–congress courses on Public administration, Enterprise management, and Approaches & methods for managers training, on 8 July 2014; and also throughout the conference.

On the the Organising Committee serve:
  • President: PhD. Aurora Fernández González, Vice minister of the MES.
  • Vice-President: MSc. Gerardo Montenegro Morán, Head of the DCCED.
  • Executive Secretary: PhD. Tamara Batista Gutiérrez, Adviser of the DCCED.
  • Chairman of Scientific Committee: PhD. Erwin Aguirre de Lázaro, Adviser of the DCCED.
  • Vice-president of Scientific Committee: PhD. Marisol Muñiz Guilarte, Adviser of the DCCED.
  • Chairman of Finances Committee: BA. Mª del Carmen Hernández Oliva, Head of the Treasurer´s Office
  • Chairman of Promotion & International Relations Committee: BA. Yanela González González, Protocol Specialist.
  • Chairman of Logistic Committee: BA. Mª Regla Gutiérrez Fabré, Technician of the DCCED.
  • Chairman of Inscription Committee: Mrs. Odalys Oduardo García, Technician of the DCCED.
cuba flagThe issues that will be dealth with at the conference include:
  • State reforms.
  • Public policies design, implementation & evaluation. Accountability.
  • Innovation systems.
  • Sustainable local development. Productive chains, clusters, networks.
  • Participation of citizens in public affairs & employees at work.
  • Management legal foundations.
  • Ethic in public & enterprise administration.
  • Governments, enterprises & other workplaces as complex systems.
  • Telecommunication & information technologies in public & enterprise administration. E - Government. Information systems, particularly with IT support.
  • Corporate social responsibility.
  • Administration of colleges & other public or private organizations, as well as its human, materials (including layout), financial & informative resources.
  • Training for managers & employees.
  • Consultancy & research.
Please go here to request further information on the Call for Papers or the two events, you can also contact Mrs.Dr. Tamara Batista Gutierrez  at the Ministry of Higher Education for all further information. For registration, please go here directly.

Private Equity and Company Valuation: The Top Cases on Taking the Long-Term Perspective

Case2013winner logotoulouse logoBusiness situations occurring in the sector of finance and banking are at the core of this category in the EFMD Case Writing Competition, sponsored by Toulouse Business School – Groupe ESC Toulouse. 

Tumi and the Doughty Hanson Value Enhancement Group” is the 2013 winner in “Finance and Banking”. This case is written by Benoit Leleux, Michel Galeazzi, and Esmeralda Megally at IMD, Switzerland. At stake is the definition of the proper exit strategy for the high-end luggage company (Tumi) that Doughty Hanson had imdacquired in 2004. In this case, 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. Moreover, the case examines many unusual features of the intervention mode of this private equity firm. Full details are available from the Case Centre

With the aim of encouraging the writing of case materials, EFMD has been organising its annual Case Writing Competition for 40 years and this year saw a record number of 258 high quality entries.

vlerick logoIn the 2013 category “Finance and Banking” another case was highly commended, namely: "Apple – Time to ‘Think Different™’ about cash?", written by Wouter De Maeseneire, Vlerick Business School, Belgium and Thomas  Deschepper and Maxime  Maertens. 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. The authors explain Apple’s performance using a long-term perspective and financial statement analysis, capital structure, dividend policy and company valuation in particular. Full details are available from the Case Centre.

inseadAlso the winning cases from the previous years in “Finance and Banking” are available from the Case Centre. In 2012 the winner was “Irish Schools: Sovereign Risk in Social Infrastructure Public Private PartnershipsINSEAD Singapore.

Please do also consult the full list of winners for all 15 categories, it is on the EFMD website as well as details for the EFMD Case Writing Competition in general.

A New EFMD Special Interest Group on "An Engaging Place to Work"

efmd-newlogo2013-lr coloursEFMD is delighted to announce the launch of a new Special Interest Group (SIG) on the theme of “An Engaging Place to Work”. Across industries and geographies the question how a company can become and stay an engaging place to work is being discussed with increasing intensity. Two main factors seem at the core of this discussion: First, with Generation Y entering the labor market a distinctively different set of expectations has taken the stage. Second, companies need to constantly adapt and innovate in a world driven by exceptional speed of change. This can only happen where employees take their hearts and minds to work and act like entrepreneurs from where they sit in the organization.

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

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

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

Alstom, Baloise, Merck/MSD, Pirelli as well as UBS have already committed to take a lead role in this group for experience and best practices sharing. Details of the final work schedule and specific challenges to be addressed within the SIG will be agreed upon by SIG members once the project is fully underway.

We invite you to take advantage of this tremendous opportunity to leverage best practice, utilise leading experts and collaborate with peers to deliver real value to your organisation. Please do contact EFMD colleague Shanshan Ge for more information and registration.

2014 Higher Education Research Conference

2014HERC bannerYou are kindly invited to the 2014 EFMD Higher Education Research Conference;  the deadline for the early-bird registration has been extended until Monday, 7 April  2014. Let us remind you that the Conference will take place in Stockholm on 15-16 May 2014.

The theme of the conference is Research on Higher Education Management, Management Education and Business Schools: "Developments & Discoveries" and it will bring together academics from management, higher education and other fields to discuss their original work. The papers presented will focus on the following broad areas of enquiry: Higher Education Management Research; Management Education research; and Research on Business Schools.

We are also proud to announce that three very prestigious scholars from the field will present keynote speeches at the conference:

  • Rosemary DEEM, Vice Principal and Professor of Higher Education Management, Royal Holloway College, University of London, will hold her keynote speech on “Developments and Discoveries in Research on Higher Education Management
  • Santiago IÑIGUEZ DE ONZOÑO, Dean and Professor of Strategic Management, IE Business School, will present a keynote speech on “Bridging the Agora and the Academia: Relevance and Impact of Business School Research
  • Ken STARKEY, Professor of Management and Organisational Learning, Nottingham Business School will address in his keynote speech: “In Search of a Narrative: Reflections on the Evolution of the Business School

For the full programme and for the registration, please visit the dedicated HERC website. Please note that you can book a single room at the Ibis Hotel Stockholm Odenplan at a discounted rate until Monday, 14 April 2014 for more information, please go here. Should you have further questions, please contact research@efmd.org.

We are looking forward to meeting you in Stockholm.
Andrew Pettigrew, Professor of Strategy and Organisation, Saïd Business School, University of Oxford
Ulrich Hommel, Director, EFMD Research and Surveys Unit and Professor of Finance, EBS Business School, Germany

Businesses Must Do More To Prepare for a “4 Generation" Future

cipd logoCIPD’s research, ‘Managing an age-diverse workforce’, reveals that many businesses are still ill prepared to capitalise on the opportunities that an age diverse workforce can bring:

  • 31% of employers say that they react to issues relating to the ageing population as they arise rather than having a strategy in place.
  • Employers are most likely to say (34%) their organisation does nothing to ensure it has access to enough skilled and diverse people of all ages.
  • A fifth of employers say their organisation (22%) has no provisions in place to ensure employees of all ages develop and keep their skills up to date.
  • Nearly half (46%) of employers said that line managers are not trained in managing teams of different generations and that their organisation has no plans to change this. This seems to be an oversight, particularly in the light of 1 in 5 employees believing their managers to be ineffective in this area.

This CIPD report, released last week, shows that the age at which employees are retiring is increasing, with the average now being 66–70. Both HR professionals and employees believe their organisations to be fairly age-diverse currently between the ages of 18 and 64, but just 1% have employees over the age of 65. As this report shows, by 2032, the number of employees in this age group will rise dramatically. Claire McCartney, Research Adviser at the CIPD, said: “Despite well-publicised skills shortages and low productivity, our research shows that businesses are not doing enough to recruit from an increasingly age diverse talent pool. And even amongst those companies that are, many simply aren’t equipped to manage their age diverse teams in order to maximise their potential.  This is a missed opportunity and could put businesses at a serious disadvantage in a four-generation future".

CIPDageing coverRegarding Employee skills and performance, this report covers: Employers can use a variety of practices for employees of all ages to ensure they develop and keep their skills up to date to meet business needs. HR professionals are most likely to state their organisations use regular reviews of training needs for all employees (58%) for this purpose. Four out of ten HR professionals have a requirement for line managers to encourage employees of all ages to take part in training (43%) or encourage employees to act as mentors and mentees (41%).
However, a fifth of HR professionals say their organisation (22%) has no provisions in place to ensure employees of all ages develop and keep their skills up to date, with the private sector (27%) and SMEs (35%) significantly more likely to report this.

This CIPD research report combines findings from the UK Employee Outlook and UK Labour Market Outlook surveys, both done in Winter 2014, comparing employee and employer/HR perspectives and with samples of 2,691 and 935 respectively across private, public and not-for-profit sectors. For more details, you can view the infographic or download the full 22-page report (after registration) from CIPD.

Talent Trends 2014: What is on the Mind of the Professional Workforce

Linkedintalentsolutions logoThis LinkedIn Talent Solutions survey covers over 18,000 fully-employed workers in 26 countries to shed light on professional attitudes to job seeking, job satisfaction and career evaluation around the world.

Active or passive candidates? The breakdown of fully-employed professionals regarding current jobseeking status shows that approximately 25% claim to be actively looking for their next role, 45% are open to talking with a recruiter, and only 15% say they are not interested in a new job. Countries with unusual levels of active candidates are United Arab Emirates (44%) and India (42%). Countries with unusual levels of approachable candidates include Indonesia (90%) and Spain and United Arab Emirates (both 89%).

Linkedintalent coverOngoing career management is the new norm: Regardless of whether they are passive or active candidates, almost all professionals engage in some sort of career advancement activity on a monthly basis. The top five activities include: Engaged in professional networking; Edited resume and/or professional profile; Researched ways to update skills to improve career path, Researched companies that interest me; and Received a message from a recruiter. Countries with unusual levels of professional networkers include United States, Canada, Australia. Countries most meticulous about updating profiles or resumes include Singapore, South Africa, United Arab Emirates. No matter where you look in the world, professionals agree that the most important factor in considering a new job is whether their prospective new company is perceived as a great place to work (in other words, whether the company has a strong talent brand).

Professional job satisfaction: Only 14% of respondents express outright dissatisfaction, while 45% of survey respondents described their status as “somewhat satisfied,” indicating room for improvement. Countries with unusual levels of “very satisfied” professionals include the Netherlands (43%) Canada and Sweden (both 39%).The top five motivations for changing jobs are for:

  • active professionals: Greater opportunities for advancement; Better compensation & benefits; More challenging work; Better fit for skill set; and More learning opportunities.
  • passive job seekers: Better compensation & benefits; Better work/life balance;  Greater opportunities for advancement; More challenging work; and  Better fit for skill set.

This full 41-page report is downloadable after registration and includes a rich appendix with question by question breakdown across 26 countries.

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

Case2013winner 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 2013 winner in this category  is:

"Trusted Family: For Families, by Families, forever…". 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 video case is written by Benoît Leleux, IMD Switzerland.

imdTrusted Family is a company that developed a communications platform enabling families and family businesses to engage, interact and collaborate more effectively. It was founded by Edouard Janssen, sixth-generation member of the Solvay family and Edouard Thijssen, fifth-generation of the family owning the Aliaxis group. The case describes the genesis of their idea in 2006 (the founders were 28 and 21 years old respectively at the time), its progressive maturation, the development steps taken, the decision to hire an external CEO and the issues currently faced. Full details are available from the Case Centre.

With the aim of encouraging the writing of case materials, EFMD has been organising its annual Case Writing Competition for many years and this year saw a record number of 258 high quality entries. In the category “Family Business” two other cases were highly commended:

rotterdamsom logo"The Future of AFG: How Family Attachment Influenced Growth", written by Willem Hulsink, Francesco Polano, and Eric Eckelmann, Rotterdam School of Management, Erasmus University, the Netherlands. 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. This case serves two main teaching objectives: Firstly, to make students understand the characteristics of a family firm – the “mission” of the entrepreneur is often to provide a secure future for his family; and secondly to make students examine the dilemma common to many entrepreneurs – how should one deal with setbacks when building or growing a company? Often there is more than one option to choose from, but none seems to be a perfect solution.

insead"Hermès", written by Morten Bennedsen, Robert J.  Crawford and Rolf Hoefer, INSEAD. This also highly commended 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 how the ownership battle between them is as much a clash of business models as of competition between product lines. The central theme is options for ownership design

Full details of both cases are available from the Case Centre. You are most welcome to consult the full list of winners for all 15 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 2013 Case Writing Competition

emlyonCase2013winner logoThe “Entrepreneurship” category of the EFMD Case Writing Competition is sponsored by EM Lyon and the 2013 winner in this category is:

"WooRank: Creating & Capturing Value in a European Web Start-Up". These two cases were written by Robin Demaria, Olivier Witmeur, and Paul Verdin, at the Solvay Brussels School of Economics & Management, Belgium. The cases examine a Belgian web start-up (WooRank) that develops and markets online tools for Search Engine Optimization (SEO) through to a solvaybrussels logoSoftware as a Service (SaaS) model. The two case studies highlight the strategic and sales challenges. More particularly, the cases describe how the web start-up had developed a leading free automated website SEO auditing tool, but was not able to make it profitable. In the second part (six months later) WooRank had become a SaaS with a freemium business model and the co-founders had to make tactical decisions related to the way they would manage their customer base, focusing on acquisition, retention or development. The authors introduce key concepts such as: learning organisation, emergent strategies, revenue models selection, customer lifetime value and customer management. All further details are available from the Case Centre.

inseadIn the “Entrepreneurship” category ” another case was highly commended:
"Laastari: Building a Retail Health Clinic Chain" that is written by Stephen E.  Chick and Ridhima Aggarwal, 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 in Finland, including the process that links conceptual strategy to implementation and practice, as well as the evolving stakeholder ecosystem of the company. Full details on this case are available from the Case Centre.

rsmAlso the winning cases from the previous years in the “Entrepreneurship” category are available from the Case Centre. In 2012, the winning case was "ENVIU: Starting World Changing Companies" written by Luca Berchicci and Giovanna Domingues Sanches, Rotterdam School of Management, Erasmus University, the Netherlands. The Dutch company Enviu evolved from a small non-profit organization to a more flexible commercial firm that combined social changes with profits between 2004 and 2010, when 'Enviu' also became a brand associated with social and environmental projects led by enthusiastic employees and a large community of passionate volunteers. The core question that the authors deal with is: Were impact-driven, sustainable ventures fundamentally different from high-growth potential business ventures?

You can consult the impressive list of winners for all 15 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 Case Studies on Accenture, Novo Nordisk and Walmart

Case2013winner logokedge logoWith the aim of encouraging the writing of case materials, EFMD has been organising its annual Case Writing Competition for 40 years and this year saw a record number of 258 high quality entries.  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 2013 winner is:

insead"Accenture Development Partnership": These two cases were written by Michelle Rogan and Christiane Bode, at 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 illustrates the successful establishment of a social enterprise within a major corporation. Authors Rogan and Bode provide 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. Full details are available from the Case Centre


emlyonAlso the winning cases from the previous years in the “Corporate Social Responsibility” category are available from the Case Centre. For 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. In the 2011 awards, the winning CSR case was "Walmart’s launch of Love, Earth" - a one billion dollar line of sustainable jewellery - told from the perspective of an NGO activist, written by INSEAD faculty.

You can consult the full list of winners for all 15 categories is on the EFMD website, as well as details for the  EFMD Case Writing Competition in general.

Executive Development Conference: Exploiting/Improving and Exploring/Innovating

Banner2014exdevYou are warmly invited to the 2014 EFMD Executive Development Conference, hosted by the University of St. Gallen, Executive School of Management, Technology and Law, Switzerland (1-3 October, 2014).



EFMD and the organising committee have decided to investigate, discuss and explore the following theme: 

(EI)² Exploiting/Improving AND Exploring/Innovating
. If only it was as simple as applying a maths formula; organisations face ongoing challenges from all corners whether they are a company, a business school or an other provider. There is a constant need for new capabilities within the organisation and, on top of exploiting what you already are good at, exploring new ways to develop these capabilities and innovating with new ideas is also crucial in order to survive.



This conference aims to build on the experience of participants, to collect and capture knowledge, to allow for interaction amongst each other and benefit from “new” knowledge and ideas coming out of the conference discussions. We hope that you can take part in this flagship event as the challenges can only be explored in depth when we involve a maximum diversity of actors, including companies, business schools, executive development centres and consultants. 



EIP2013awardThe event will also showcase outstanding learning and development partnerships from the 2014 EFMD EiP, Excellence in Practice Awards. The 2014 closing date to enter is 31 March so you are very welcome to submit an example of an outstanding learning and development case!

EIP Winners in 2011 included: ArcelorMittal, CCL, Emerging World, ING Bank, INSEAD, Microsoft, Royal Bank of Scotland, Royal Philips Electronics, the world we work in, TMA World and Wharton.

EIP Winners in 2012  included: BAE Systems, Goldman Sachs (Foundation), Leeds University Business School, Lonza, Merck, Saïd Business School (University of Oxford), Siemens, University of St. Gallen, Wharton School (University of Pennsylvania).

EIP Winners in 2013 included: Atos, Danone, Danske Bank Sweden, EDF, Galician Automotive Cluster (CEAGA), HEC Paris, London Business School, Stockholm School of Economics IFL Executive Education, Toulouse School of Economics

Please click here  for the complete programme of the 1-3 October conference, you can register now and online here, as registrations have just opened and please do not forget to also invite your learning partner to join the conference with you!

 Please contact EFMD colleague Delphine Hauspy with any questions you may have.

EFMD/Emerald MENA Management Research Fund Award: The 2013 Winners!

efmd-newlogo2013-lr coloursemerald logoEFMD and Emerald are delighted to offer a research grant for a project in the field of management research of benefit to MENA countries. Our sincerest congratulations go to the "2013 MENA Management Research" winners:

Prof. Sibylle Heilbrunn, Ruppin Academic Center, Israel and Mohammed Abu Nasra, Hebrew University Jerusalem, Israel  with the project: "Getting their act together: Management practices of Palestinian Israeli women entrepreneurs".

Our congratulations also go to the highly-commended runners up:

Mehmet Yusuf Yahyagil, PhD, Yeditepe University, Turkey  with "The nature of the associations between universal individual values, experienced feelings, job satisfaction and satisfaction with life"

Hala Helmi El Hadidi, Phd, British University in Egypt, Egypt with "The role of universities in stimulating innovation and economic development in a Factor-Driven Economy: A study of Egyptian Higher Education"

Supporting management research in MENA countries. In this MENA Research Fund there will be one award of £2,000 for the winning research project, and two awards of £500 each for highly-commended runners up, to fund or part-fund these projects. In addition to the research fund it is also hoped that the findings of the research can be published in one of Emerald’s management titles or presented at an EFMD event. For the purposes of this award, MENA countries are defined as: Algeria, Bahrain, Djibouti, Egypt, Iran, Iraq, Israel, Jordan, Kuwait, Lebanon, Libya, Malta, Morocco, Oman, Qatar, Saudi Arabia, Syria, Tunisia, United Arab Emirates, West Bank, Gaza, Mauritania, Sudan, Turkey and Yemen. The main member of the research team must be based in MENA countries and the research must:

  • Be of significance, and in particular, illustrate how it will benefit MENA country/countries.
  • Demonstrate originality and innovation.
  • Make an outstanding contribution to theory and its application.
  • Illustrate the appropriateness and application of the methodology.
  • Demonstrate sound implications for theory and practice.

For further information, please consult the dedicated webpage: MENA Management Research Fund,
or please contact Emma Stevenson at Emerald Group Publishing Limited.

mena2014 bannerThe Award Ceremony will take place at the 2014 EFMD Conference in the MENA region that will take place on 13-15 April 2014 in Marrakech, Morocco, hosted by HEM - Institut des Hautes Etudes de Management and that is generously sponsored by GMAC. The theme for this year’s event is "Impact and Role of Business Schools in Society".
 The EFMD MENA conference brings together business schools, companies, NGOs and the private sector to share and exchange ideas and best practice.

 In the context of the recent developments in the region, this year’s conference addresses not only the role of the business schools but also how they can have an impact in society. If you are interested in more details, please have a look at the full proramme.

The conference will be chaired by Prof. Mohammed Ibrahim, Dean of the College of Business Administration of the University of Dubai (UAE) and includes a distinguished list of speakers coming from Business Schools and the private sector from different countries in the Middle East, Levant, Northern Africa and Europe, such as:

  • Yasmine Benamour, Director, HEM - Institut des Hautes Etudes de Management, MA
  •  Nada Mourtada, Vice Chancellor for Development and Alumni Affairs, American University of Sharjah, UAE
  • Amar Drissi, Executive Vice-President for Operations, OCP, MA
  • Wafa El Garah, Dean Akhawayn University, MA
  • Ahmed Abdel Wahab, Chairman, FAW Industrial Group, EG
  • Pierre Tapie, Honorary President of Conference des Grandes Ecoles; Founder, PAXTER SAS, France - Singapore
  • Laoucine Kerbache, CEO and Academic Dean, HEC Paris in Qatar, QA
  • Jane Delbene, Director of Marketing, EMEA, GMAC - Graduate Management Admission Council®, UK
  • Joelle Le Vour’ch, Professor, Auditing and Accounting, ESCP Europe, FR
  • Abdellatif Miraoui, President, University Cadi Ayyad and President, Agence Universitatire de la Francophonie, MA

All latest and the full details are available for you are here, to register for this interesting event, please go here or with any questions you may have, please contact EFMD colleague Ines Proenca.

Business Schools Open Door to Entrepreneurship Years After Graduation

gmacMore than 1 in 10 business school alumni are self-employed, and the longer they have been out of business school the more likely they are to have taken an entrepreneurial career path, says a worldwide survey of nearly 21,000 business school alumni from the classes of 1959-2013, released yesterday by the Graduate Management Admission Council.

"While entrepreneurship is a hot topic and is a very popular course of study at today's business schools, these findings suggest that business schools have always prepared students to launch and manage their own businesses," says Sangeet Chowfla, president and CEO of GMAC, the worldwide association of business schools that conducts the GMAT exam. "Even if alumni don't become entrepreneurs at graduation -- something more common with today's graduates -- their business education provides the career flexibility and the skills that help them start businesses years later."

GMACalumni graphSurveying alumni from 132 business schools around the world, the 2014 Alumni Perspectives Survey is the largest and most far-reaching alumni survey GMAC has ever produced and offers insights into career progression, job and degree satisfaction, and school engagement with alumni spanning more than five decades.

Around the world, the vast majority of MBA and other graduate business degree holders rate the value of their degree highly (94 percent), report high degrees of job satisfaction (83 percent), and say their expectations for the financial return on investment of their graduate management education were met or exceeded (79 percent). In general, the percentages of alumni reporting satisfaction with their business degrees, jobs, and careers increased the longer they have been out of school.

The survey found that overall, 79 percent of alumni from the classes of 1959-2013 currently work for an employer, 11 percent are self-employed, and 5 percent were retired. The findings include a snapshot view of business school alumni entrepreneurs:

  • The percentage of business school alumni who are now self-employed ranges from 5 percent of the classes of 2010-2013 to 23 percent of those who graduated before 1990. Average time from graduation to self-employment also varies by graduation decade: three years for the classes of 2000-2009, nine years for 1990s graduates, 15 years for 1980s graduates, and 20 years for those who graduated before 1980.
  • Forty-five percent of alumni entrepreneurs from the classes of 2010-2013 started businesses at graduation, as compared with just 7 percent of alumni entrepreneurs who graduated before 1990.
  • 14 percent of recent (2010-2013) alumni entrepreneurs work in the technology sector, compared with just 2 percent of those graduating before 1990. More than 3 in 10 self-employed alumni work in both products and services and consulting (each 31 percent).
  • Entrepreneurship rates among business school alumni vary by world region, with higher entrepreneurship rates in Asia/Pacific Islands, Canada, and Latin American than the United States. Across all regions, the proportion of alumni who are self-employed increases with time out of business school.

GMACalumni cover"Without the entrepreneurship education I received [while at business school], I would very likely not have started my own company and therefore I would not have become financially independent and surely not have become a professor for entrepreneurship myself," commented one alumnus. For more information about the survey and the summary report, go to gmac.com/alumniperspectives. Data from this study and others are also featured on the Value of the MBA -- in 3D and B-School for Entrepreneurial Success at gmac.com/newscenter.

2014 Senior Executive Succession Planning

Successionplannning coverThe Institute of Executive Development (IED) and the Rock Center for Corporate Governance at Stanford University recently released the 2014 report on Senior Executive Succession Planning. “The corporate leaders interviewed all believe that succession is vitally important today, just as it has been in the past,” said Professor David Larcker of the Stanford Graduate School of Business. “Still, the majority do not think that their organizations are doing enough to prepare for eventual changes in leadership at the CEO and C-suite levels, nor are they confident that they have the right practices in place to be sure of identifying the best leaders for tomorrow.” Key findings from the 20 in-depth interviews conducted for this research include:

  • Companies do not know who is next in line to fill senior executive positions.
  • Companies do not have an actionable process in place to select senior executives.
  • Companies plan for succession to “reduce risk” rather than to “find the best successors.”
  • Roles are not defined and often they are not followed.
  • Succession plans are not connected with coaching and internal talent development programs.

To improve organizational succession and talent development programs, the authors of the report recommend the following:

  • Map the future operating and leadership skills required of each executive position and benchmark executives against these skills.
  • Cast a wide net, because an organization and its strategy are constantly evolving, the skills needed to run the organization in the future might not be the same as they are presently.
  • Be comprehensive and continuous. Succession is not episodic. It should be treated as a continuous practice whereby management and the board prepare for transitions at any time and at multiple levels throughout the organization.
  • Assign ownership and roles. One of the biggest reasons that organizations fail at succession is that they do not assign ownership and accountability to the process.
  • Connect CEO and senior executive succession plans with coaching and internal talent development. These programs are not isolated but instead strategically support one another.
  • Assign coaches and mentors. Professional third-party coaches bring an outside perspective and degree of objectivity to the development process.
  • Get strategic assistance when necessary. The best organizations understand their relative strengths compared to peers and seek to learn from the practices of others.

For more details, you can download the 17-page report, that is including data snapshots and best practice examples.

Social Impact through Entrepreneurship and Intrapreneurship

esade logoYou are kindly invited to the 7th Annual Conference, organised by ESADE’s Institute for Social Innovation, on Tuesday, April 1st 2014 in Barcelona, Spain.

pamelahartiganPromoting social entrepreneurship and social intrapreneurship is one of the main objectives of the 7th Annual Conference of ESADE’s Institute for Social Innovation, which will be held on 1st April in Barcelona. The event will feature a talk by Pamela Hartigan, Director of the Skoll Centre for Social Entrepreneurship at Saïd Business School, on the current role played by social entrepreneurship. It will also highlight tips and resources that can enable organisations of all sorts to effectively implement intrapreneurship.

This year’s event will focus on new trends in financing, innovative business models, successful intrapreneurship initiatives, and ways in which social networks can be harnessed to achieve objectives. The conference will also feature an elevator pitch session coordinated by Ship2B and a dynamic, creative, energy-activating exercise led by Siel Bleu.

The conference will feature experts on the various topics of discussion from organisations such as Danone, Banco Bilbao Vizcaya Argentaria (BBVA), the incubator Le Comptoir de l’Innovation, the European Venture Philanthropy Association, Yunus Social Business, the Jaume Bofill Foundation, UpSocial and the Omnicom Media Group.  You can consult the full programme and register at the dedicated website

ESADE labelsThis event will highlight the talent of intrapreneurs and social entrepreneurs as drivers of innovation and social impact. Experts and other individuals familiar with social intrapreneurship within organisations will discuss the leadership process involved in challenging the status quo in order to build a better future.

Deloitte Global Human Capital Trends 2014 Report

deloitte logoOrganizations are not ready to address the striking shift in employee expectations, potentially resulting in a crisis in retention and leadership, this according to the Deloitte Global Human Capital Trends 2014 report. According to this report released earlier this week, the single biggest challenge cited by most (86 percent) respondents is leadership development, followed by retention and engagement (79 percent), and reskilling the HR function (77 percent). Importantly, most respondents indicate that their organizations are not ready to address these challenges. This research report incorporates one of the largest global talent management surveys, with more than 2,500 business and HR leaders in 94 countries around the world.

The research shows that organizations should re-imagine their approach to engaging people and move to re-engineer many of their HR practices. Attracting top talent has become a serious competitive issue that demands attention at the highest levels of the organization.” says Josh Bersin, principal and founder of Bersin by Deloitte, part of Deloitte Consulting LLP. Developing global leaders is the top issue facing these organizations, yet only 13 percent of respondents believe they do an excellent job in providing leadership programs across all levels; 66 percent believe they are “weak” in their ability to provide leadership programs for Millennials, and about half (51 percent) have little confidence in their ability to maintain clear and consistent succession programs. If you want to gain further insights into the report, including detailed information on specific countries or industries, please access the Deloitte Global Human Capital Trends Dashboard.

DeloitteHCTrends coverThe twelve key trends identified in the Deloitte Global Human Capital Trends 2014 report can be analyzed within three major categories: Attracting and engaging, Leading and developing, and Transforming and reengineering the HR function. More specifically for Leading & Developing, the trends are:
Developing leaders at all levels: Eighty-six percent of respondents in the Deloitte survey rate leadership as “urgent” or “important,” however, only 13 percent say they do an excellent job in developing global leaders.
The quest for workforce capability: While 75 percent of respondents rate “workforce capability” as an “urgent” or “important” challenge, only 15 percent believe they are ready to address it.
Time to replace “rank and yank”: Even as the nature of the work done by a majority of employees has changed dramatically, the way organizations evaluate employees has not. Only eight percent of respondents believe their organization’s performance management process drives high levels of value, while 58 percent say their current performance management process is not an effective use of time.
Corporate learning redefined: More than two-thirds (70 percent) of respondents surveyed see new learning methods, such as free online and mobile learning platforms, as “urgent” or “important,” yet only six percent say they have mastered the content and technology capabilities needed to make online learning accessible and compelling for their employees.

The other trends highlighted in the report include:

  • For “Attract & Engage”:  Reinventing talent acquisition, The overwhelmed employee, Engaging the 21st-century employee, and Shifting from diversity to inclusion
  • For “Transform & Reinvent”: Delivering on big data, Racing to the cloud, The global and local HR function, and Reskilling the HR team

Interested in more details on this Deloitte report? You are invited to read the report online, or to download the 146-page report in pdf.

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

CaseWriting-Award ecch

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Call For PhD Dissertations: Cladea's 12th Doctoral Consortium

cladea logoThe Organizing Committee of XII Cladea´s Doctoral Consortium and ESADE Business School, host of the Assembly, are pleased to invite doctoral students of Management and related disciplines to participate in the XII Doctoral Consortium which will be held on, September 3 to 4, 2014 at Barcelona - Spain. Likewise, doctoral students are cordially invited to participate in the academic sessions of this conference.

The purpose of this Consortium, which is an activity within Cladea´s XLIX Annual Assembly, is to offer doctoral students the opportunity to share and discuss their doctoral research papers with a panel of prestigious international scholars. The Consortium consists of a series of concurrent sessions, organized by topics according to the thematic of the approved papers, during which the students will present their dissertation proposals. The panel members will provide participants with guidelines and suggestions that will help them to identify the strengths and weaknesses of their proposals, to improve their contents, and to prepare themselves to defend their final thesis dissertations before the examining jury. The Consortium will also provide doctoral candidates with the opportunity to meet the deans and professors of prestigious universities that participate in the Cladea meeting.

cladea consortiumThe doctoral projects submitted to the XII Doctoral Consortium will be subject to a blind review process by an international jury whose members will select the papers that meet the requirements mentioned in following paragraphs. The selected proposals will be presented in the concurrent sessions previously mentioned. After the presentations, of approximately fifteen minutes each, the members of the panels will comment and discuss the conceptual and methodological aspects of each proposal, as well as the performance of the doctoral candidate during his/her presentation. Panels will be integrated by distinguished professors with vast experience as members of the publishing committees of journals and reviews, as thesis jury members, and as authors of important publications. Participants taking part in the Assembly are also invited to the Consortium and may contribute with their comments to achieve the goals of this important academic activity. Submission deadline is 14 May 2014 and the registration deadline is 15 July 2014. The organising committee consists of:

  • Nancy Matos, PhD., Chair , Universidad ESAN, Peru
  • Ajay Vinze, PhD., Co-Chair , W.P. Carey School of Business Arizona State University, USA
  • Anabella Dávila, PhD. , Co-Chair , EGADE/ITESM, Monterrey, Mexico
  • Cristina Giménez, PhD., Co-Chair , ESADE Business School, España
  • Vicenta Sierra, PhD., Co-Chair, ESADE Business School, España

You can find all necessary details on the CLADEA dedicated webste or ask any questions you may have per e-mail.

MOOCs in Higher Education: Avalanche, Disruption or Transformation?

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

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

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

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

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

The Future of Work: Jobs and Skills in 2030

UKCES logoUKCES coverThis UK study presents an assessment of future challenges and opportunities in the labour market and the implications for jobs and skills. The 17-page report with key findings was published earlier this week. The research looks at trends shaping the future of UK jobs and skills up to 2030 and goes in detail into resources and the environment, law and politics, society and the individual, technology and innovation, and business and the economy. Disruptions that could radically change the future of work, as identified here are: Reverse migration, Employees changing values, Zero-hour contracts become the norm, Anywhere, anytime skills delivery, Artificial intelligence and robots, De-globalisation, Geographically alternative centres of excellence, Disrupted internet developments, Resource conflicts or climate disasters threaten supply, and Partial fragmentation of the EU.

For the “Education sector” this UKCES report predicts as follows: The development of market-based and employer focused education is expected to become an increasingly important driver for the sector. Social trends and enabling technologies create a need for increasingly personalized modes (in structure and content) for learners. This is particularly the case for further and higher education, where higher fees focus the minds of learners on employability questions and return on investment. Online and blended learning techniques will become more widespread and sophisticated to match the expectations of fee-paying learners. It is anticipated that there will be an increase in demand for work-based learning, which offers the flexibility required by employers and individuals. With increasing competition and public spending constraints on core funding in the higher education sector, new entrants (private providers) may find it easier to adapt to the new environment, with a different business model, a lower cost base and a very focused curriculum

Four scenarios are elaborated in detail: Forced flexibility, The great divide, Skills activism and Innovation-adaptation; specifically for education and training the UKCES highlights:

  • Greater commercial focus and responsiveness to employer needs, although fees are higher
  • Highly competitive and efficient, but also expensive which reduces access
  • Reform of system and expansion of access to all socio-economic backgrounds
  • Significant increase in online provision as a cost-effective option

You can also download for free from the UK Commission for Employment and Skills (UKCES) a pack of 16 slides summarizing the findings, the full report of 198 pages, or a trends and disruptions report (119 pages).

UKHorizon coverAlso in the UK, the Horizon Report: 2014 Higher Education (HE) edition was released last week. This research project is designed to identify and describe emerging technologies likely to have an impact on learning, teaching, and creative inquiry in education.  It covers:
Driving changes in HE:

  • over the next one to two years: Growing ubiquity of social media, Integration of online, hybrid, and collaborative learning
  • within three to five years: Rise of data-driven learning and assessment,  Shift from students as consumers to students as creators
  • in five or more years: Agile approaches to change, Evolution of online learning

Significant challenges impeding HE technology adoption

  • Solvable challenges: Low digital fluency of faculty, Relative lack of rewards for teaching
  • Difficult challenges: Competition from new models of education, Scaling teaching innovations
  • Wicked Challenges: Expanding access, Keeping education relevant

Important developments in educational technology for HE

  • One Year or Less: Flipped classroom, Learning analytics   
  • Two to Three Years:  3D printing, Games and gamification
  • Four to Five Years: Quantified self, Virtual assistants

You can watch on Youtube the introduction video of 3.52 mins or download (for free) the 52-page report in pdf.

To MOOC or Not To MOOC, That is the Question

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Securing the Future of ME - Competitive Destruction or Constructive Innovation?

efmdbook2 coverThis new book is the second of two volumes written to celebrate the 40th anniversary of EFMD. Drawing on the very rich data provided by the respondents featured in Volume 1, this work is future-oriented and takes on the theme of change. It provides the reader with a sense of the challenges on the horizon, potential blind spots, and new realities of an increasingly competitive environment.

The current dominant business school model must indeed be re-evaluated. EFMD has been at the forefront of improving management development and the 40th anniversary publications are an important contribution to securing the future of management education. I want to express my sincere gratitude to the authors, the many contributors from the EFMD network and Emerald for making this thoughtful series possible”, said Prof. Eric Cornuel, EFMD Director General and CEO.

The book discusses a range of alternative future scenarios for management education, and urges the field to resist the lures of the dominant paradigm and to develop new models instead. The authors contend that, given the challenges ahead, it is only through transformations and innovations that the future of the field can be secured.

The authors examine some interesting possible future scenarios for management education. The debates about how management education should transform itself will become more heated and insistent. This book examines and confronts all the issues which will emerge in those debates, while offering potential maps for the rough journey in prospect” says John Wheatcroft - amongst others - in his book review.

The book’s seven chapters provide a comprehensive overview of the ways in which management education will progress – or will fail to do so. The chapters deal with

  1. Success and failure in management education emerald logo
  2. Lessons not learned in management education
  3. Ongoing challenges confronting management education
  4. Future scenarios for management education
  5. Conjectures: the road travelled and the road less travelled
  6. Blind spots, dominant logics, tipping points and critical issues for the future: Unfolding gaps
  7. Uncertain futures: What should business schools do now?

Additionally, the authors identify several barriers to change and identify three major triggers for change in funding issues and the sustainability of the current financial model, competition and business school leadership. You can obtain all details from Emerald Publishing. This EFMD book is also on Amazon, where a Kindle version is available.

“What Works” OECD Conference on Fostering Quality Teaching in Higher Education

OECD logoYou are kindly invited to this one and a half day event with plenary and break-out sessions on 8-9 April 2014 at the OECD Headquarters in Paris, France on the theme: How to maximise the added value of the student experience? OECD's Higher Education Programme (IMHE) organises a series of international events on various aspects of institutional management. These events are designed to assist institutions by reviewing current policy and practice and by disseminating examples of successful innovation. They provide professional development for participants, and can lead to the publication of reports and/or the creation of informal networks. This conference on 8-9 April 2014 will address such questions as:

  • How to respond to the growing demand for relevant teaching?
  • How to ensure that higher education will lead to gainful employment and equip students with the right skills and aptitudes?
  • How to assist human resources in leveraging quality teaching?
  • How to embed quality teaching throughout the entire institution?
  • How to increase the efficiency of teaching when funding constraints become more stringent?

Key contributors include Fabrice Hénard, Learning Avenue; Charles Fadel, Founder and Chairman, Center for Curriculum Redesign; and John L. Davies, Emeritus Pro-Vice-Chancellor and Professor of Higher Education Management at Anglia Ruskin University, UK. You can find much more in the detailed Conference Description, or go directly to Registration or with any other questions contact the OECD IMHE. Also interesting is this report (54 pages and for free) from the OECD Institutional Management for Higher Education (IMHE) Fostering Quality Teaching in Higher Education: Policies and Practices.

QSbrocure coverYou may also be interested in the wealth of information that is available from the EFMD Quality Services (for international business schools).  The three systems EQUIS, EDAS and EDAF are quality improvement processes dealing with different aspects of an institution. EQUIS assesses institutions as a whole, including sub-units, research, e-learning units, executive education provision and community outreach. Institutions must be primarily devoted to management education. EPAS is an international programme accreditation system operated by EFMD. It aims to evaluate the quality of any business and/or management programme that has an international perspective and, where of an appropriately high quality, to accredit it. EFMD Deans Across Frontiers (EDAF) aims to assist business schools to develop further through mentoring of the institution’s senior management team. This brochure provides an overview. If you want to explore more in depth, these materials are freely available for you: the EQUIS Guides, with amongst others the 2014 EQUIS Standards and Criteria (74 pages); the EPAS Guides including the 24-page EPAS Standards and Criteria and the EDAF Core Documents, with amongst others the detailed (75-page) Evaluation Criteria.

The Case Centre’s Annual Business Education ‘Oscars’ Celebrate Leading Case Writers and Teachers

casecentre logoThe Case Centre's annual awards and competitions celebrate worldwide excellence in case writing and teaching in business education. The awards and competitions are assessed anonymously to ensure impartiality.  EFMD is particularly pleased to see so many EFMD members among the winners.

Richard McCracken, Director of The Case Centre said: “This year’s case awards and competitions honour case writing and teaching expertise on a global scale. The Innovation in Case Teaching Award demonstrates how teaching expertise is being shared in Africa. We see how cases are able to respond fast to world events and get topical issues into the classroom. The recession, the banking crisis and political developments in the Middle East are all among the winning case subjects this year. Nirmalya Kumar, winner of the Outstanding Contribution to the Case Method Award, embodies the impact case writers and teachers can achieve with their work: his EasyJet: The Web’s Favourite Airline (co-authored at IMD with Brian Rogers) is The Case Centre’s bestselling case of all time, having now been used by 133 schools in 32 countries since it was first published in 2000.” If you have any further questions, please do contact The Case Centre: Antoinette Mills +44 (0)1234 756416 or Emma Simmons +44 (0)1727 832994.

The Global Business School Network and EFMD Present Joint Conference on Management Education in Africa

africa

The Global Business School Network (GBSN) and EFMD will hold a joint conference in Africa hosted by the Ghana Institute of Management and Public Administration (GIMPA) and supported by the Graduate Management Admission Council (GMAC) exploring what quality management education looks like in the developing world context. 

In Accra, Ghana on November 4 – 5, 2014 the conference, “Quality in Context: Management Education for the Developing World,” will convene leading educators from around the globe. The conference will focus on the realities students, companies, governments and civil society face in Africa and throughout the developing world, and how business schools can shape their programs to ensure they are providing effective, accessible management education in these markets. Pre-conference events on November 3 will include the GBSN Annual Members Meeting and an EFMD Accreditation Seminar held at the CEIBS Africa campus in Accra. 

Conference participants will have the opportunity to meet with international colleagues that share an interest in strengthening management education in emerging markets. Sessions will address the specific needs of market sectors, such as agribusiness and health, as well as the growing presence of technology, models for international collaboration in education, and how to meet increased demand for local management talent by multi-national companies. 

GBSN, a nonprofit organization with a mission to improve management education for the developing world, and EFMD, the leading global network for business schools and companies, are at the forefront of the effort to improve access to quality, locally relevant education around the world. This first-ever joint conference between the two organizations is a seminal event in the advancement of management education in Africa and throughout the developing world. 

“For over a decade, GBSN has worked with business schools, companies, governments and foundations to enrich the pool of skilled managers, entrepreneurs and leaders for the developing world,” said Guy Pfeffermann, founder and CEO of GBSN.  “By building the capacity of business schools in regions like Africa, we are able to support sustainable, high quality relevant education that makes a real difference in the prosperity of local people and their communities. We are thrilled to be working with EFMD for our 9th annual conference to address this important issue.” 

“This year marks the 30th anniversary of EFMD’s ground-breaking work as one of the first international organisations working to develop management skills and capacity in China. Now three decades later China is a powerhouse in the world economy and everyone is asking the question - will Africa be next? There is enormous potential and an abundance of resources, people, entrepreneurial spirit and hope for the future,” said Prof. Eric Cornuel, the CEO and director general of EFMD. "Events like this are vital in engaging key stakeholders from business, business schools, NGO’s & local government in a dialogue to share ideas and form alliances. We are delighted to work with GBSN and the host schools in Ghana to stage this important event.” 

For more information on this event please visit www.gbsnonline.org/africa2014 or www.efmd.org/africa or contact Page Buchanan, GBSN, at pbuchanan@gbsnonline.org or Griet Houbrechts, EFMD, at griet.houbrechts@efmd.org.

About GBSN
For over a decade the Global Business School Network has worked to address the crippling waste of talent and resources in the developing world caused by a severe shortage of people with business and management skills. Harnessing the power of an international network of over 60 leading business schools, GBSN facilitates cross-border networking, knowledge sharing and collaboration that strengthen management education for developing countries. For example, GBSN’s programs have helped to develop hundreds of local teaching cases in Kenya, establish a new business school in Pakistan, and bring cutting edge teaching techniques to a school in Malaysia. For more information please visit www.gbsnonline.org

About EFMD
EFMD is a leading international network of business schools and companies (820 members / 82 countries) at the forefront or raising the standards of management education and development globally. EFMD runs the EQUIS and EPAS accreditation systems as well as the EFMD Deans Across Frontiers development programme (EDAF) and Business School Impact Survey (BSIS). EFMD is one of the key reference points for management education worldwide and more information is available via efmd.org, the EFMD blog and @EFMDnews on Twitter.

Invitation to International Summer Programme at McGill in Montreal

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

The program offers two courses: In Managing in North America, current global  questions are analysed and potential solutions are discussed that correspond to the unique character and needs of the Canadian, American, and Mexican economies. In Global Branding, understanding and appreciation of brands is enhanced and participants develop theories, models, and tools to improve the ability to create and evaluate local and global brand strategies. Each course is worth three McGill credits, equivalent to six ECTS credits, to be approved by each student’s home university. The McGill campus is located in the heart of multicultural, metropolitan Montreal. As a major cultural and technological centre, Montreal offers students unparalleled opportunities to explore life outside the classroom. Full details about application and registration, as well as FAQ are here.

You may also be interested to know more about the approaches in the International Masters in Practicing Management, IMPM. In this EFMD Global Focus magazine article, Leslie Breitner and Dora Koop explain how the IMPM programme has retained its freshness as one of the world’s most innovative senior management programmes. Last year in May, the Henry Mintzberg, IMPM & EFMD Special Workshop in Brussels also focused on developing practicing managers and their organisations, and the EFMD upcoming events are here.

The IMD Guide to the Seven Journeys Reshaping Corporations Today

imdIMD, the business school and an EFMD member, published yesterday a new book that aims to help business leaders and their organizations navigate major transformations more effectively. Titled "Quest: Leading Global Transformations", the book highlights seven ways in which global organizations are transforming themselves. It showcases the collective practical expertise of more than 50 world-leading IMD professors, who work each year with more than 8,000 global executives from almost 100 countries on IMD programmes.

Each of the seven chapters starts by taking leaders on a historical tour related to one of the quests. It then outlines do’s and don'ts for organizations, features a company that has made that particular quest successfully, and concludes with some questions for leaders to assess their own organization's progress on that quest.

IMDbook coverThe book is co-authored by Anand Narasimhan, IMD's Shell Professor of Global Leadership, and Jean-Louis Barsoux, an IMD Senior Research Fellow.Professor Narasimhan said: "Executive education is in IMD's DNA. Our professors' client contact, program delivery and research work offer a unique vantage point to observe companies' transformation journeys at close range. All seven quests are challenging and complex, and our hope is that this book will help global leaders and their organizations to better understand where they are on their journeys."

The book distils this accumulated knowledge into seven transformation journeys, or "quests":

  • Global Presence: The quest to become “truly global” in terms of market reach, innovation, talent flows, integrated functions and processes.
  • Global Value Generation: The quest to develop an organization-wide focus on value creation and capture.
  • Global Leadership Development: The quest to build up a distributed leadership capability (monitoring and developing the leadership competencies of executives) at all levels of the organization.
  • Global Solutions: The quest to become a solution provider rather than just a supplier of products and services.
  • Global Agility: The quest to become more strategically or operationally agile, notably by reducing complexity.
  • Global Co-Innovation: The quest to open up the organization's R&D boundaries by incorporating innovation from external sources.
  • Global Sustainability: The quest to move beyond mere compliance by fully integrating corporate social responsibility into the company's strategic positioning and execution.

You can read an excerpt of the book here and the book is available on Amazon.

EFMD Awards EPAS Accreditation to Programmes at Sheffield, TUM & SHFM

The EPAS Accreditation Board has recently awarded the EPAS quality label to the following programmes: epaslogo13

  • Sheffield Business School, Sheffield Hallam University, UK for its programme (set)*:
    MSc International Business Management
    BSc Programme Set: BSc (Hons) Hospitality Business Management, BSc (Hons) International Hotel Management, BSc (Hons) Tourism Management

  • TUM School of Management, Technische Universität München, Germany
    Bachelor of Science Technology and Management (TUM-BWL)

  • Higher School of Finance and Management, Russian Presidential Academy of National Economy and Public Administration, Russia
    Master of Science in Financial Management

The following 9 programmes have also been re-accredited:

  • Lomonosov Moscow State University Business School, Russia
    Bachelor of Management

  • School of Business Administration, Al Akhawayn University in Ifrane, Morocco
    Bachelor of Business Administration

  • Groupe Sup de Co La Rochelle, La Rochelle Business School, France
    IECG - International Bachelor
    ESC - Master in Management

  • Higher School of Finance and Management, Russian Presidential Academy of National Economy and Public Administration, Russia
    MBA Finance

  • HEC Management School University of Liege, Belgium
    Master in Management Sciences
    Doctoral Programme

  • CIIM - Cyprus International Institute of Management, Cyprus
    MBA and Master In Public Sector Management Suite

  • Faculty of Economics and Business, University of Zagreb, Croatia
    Bachelor Degree in Business

Quotes from the Schools
"It is our students who really benefit from this accreditation through an international market recognition of our high quality business and management programmes. It gives Sheffield Business School greater potential for cross-border recognition by national quality agencies and other EPAS-accredited institutions. The accreditation process particularly focuses on academic rigour, the quality of the student experience, the level of business engagement, the international dimension of the programme, and linkages with alumni and their career progression."
Professor Adrian Hopgood, Pro Vice-Chancellor and Dean, Sheffield Business School, Sheffield Hallam University

“EPAS has helped us to strengthen the unique profile of our bachelor in management and technology. We used the EPAS accreditation process to make the high quality of our programme more visible to the international community.”
Prof Gunther Friedl, Dean of TUM School of Management

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 Feb 2014, 84 accredited programmes from 63 institutions in 27 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

The Changing Business of Business Schools

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

I think it’s time for us to admit that the critics have a valid question: Why aren’t business schools changing faster to keep up with changes in the business world?

Recently I attended two gatherings for business school deans where this question surfaced center stage. The first was the EFMD Conference for Deans & Directors General in Gothenburg, Sweden and other, the AACSB Deans Conference in San Francisco, CA. These meetings attracted respectively more than 300 and 600 business school leaders from all over the world and were a great place to assess what’s going on and, more importantly, what’s not.

At the EFMD meeting, I moderated a plenary where The Economist writer Adrian Wooldridge unleashed a set of criticisms at business schools—e.g., being too slow, focusing on the wrong things, being too distant from realities in their research, and preoccupied in publishing incremental insights in slow academic journals with only a modest impact. (See his summary in a Schumpeter column here). The Forbes writer Steve Denning followed up with an article saying that business schools take comfort in keeping that disruption slow. Richard Straub, President of the Global Peter Drucker Forum, commented that business schools suffer from the syndrome of our own success; we do not see the need to change what we believe is a winning model.

Two structural problems

Of the many imperfections we suffer from, critics zero in on two systemic problems to explain why we don’t adapt fast enough.

First, the notorious tenure system. A cornerstone of modern academia, the purpose of tenure was to guarantee that scholars could research anything without pressure from authorities inside or outside the walls of universities. Academic freedom is a worthy cause indeed, but in reality many deans know first-hand that tenure has evolved to make professors untouchable—and even able to block the very changes needed to fix the system. Adam Grant, tenured professor of management and psychology at the renowned Wharton School, says that the current tenure model makes some professors “choose to rest on their laurels, allowing their productivity to dwindle…develop tunnel vision about research, inflicting misery on students who suffer through their classes.”

At one extreme, tenure guarantees the free public debate. At the other extreme, it leads to a sense of entitlement among faculty that the institutions are theirs to run as they see fit regardless of what “outsiders” think, which reflects what Wooldridge called the “academic guild” problem. When the inmates are running the asylum, reduced institutional ability to quickly adjust to changing circumstances is the natural outcome.

Although rarely discussed in public, some discouraging cases of business school reform stopped short by tenured faculty claiming intrusions on their research academic freedom are well known among business school deans (example). With the average tenure of deans moving towards just a few years, this is not very encouraging for prospective deans who seek to make a difference rather than more friends.

Second, research overpowers teaching. Few would argue that business schools should do away with research. However, many outside academia would like to see a closer connection between concepts, models, theories and the real world practices of business. Larry Zicklin, a Wall Street executive with teaching affiliations at the renowned Stern School and Wharton recently said in a Financial Times article that we’re “paying mediocre academics to conduct research that they should not be doing and writing articles and books that people never read."

The “relevance vs. rigor” debate in our field has been on for decades and many faculty members in our part of the world are profoundly engaged in practical problem in organizations. The real problem is that all incentives systems on all levels in the higher education system drive scholars to “publish or perish,” almost regardless of how many read the peer-reviewed articles.

The root of that problem goes back to the reports from the influential Ford and Carnegie Foundations in 1959. Their diagnosis of business schools at that time: too much engagement with cases, too little research; too much practice, too little theory. Over the last half century, business schools transformed themselves into the look and feel of “serious” science, which meant more research, less engagement; more theory, less practice. In the wake of the Enron scandal renowned management scholar Sumantra Goshal summarized the consequences: “Bad management theories are destroying good management practices.”

The prospect of research time is what attracts most people to academia. But the current system assumes that all scholars are and remain great researchers for the life of their careers, which is not the case. It is also assumes that all are great and keen educators, which is also untrue. The current model is also very expensive since tuition fees, external grants and/or the state must finance the tenured research time, regardless of its value to peers and practitioners. The consequence of this model is reduced institutional ability to adapt.

So Where Will Change Come From?           
Universities are the second most long-lasting organizations on the planet, trailing only the Catholic Church. Yet, the acceleration of change is increasing to the extent where both the Catholic Church and universities have to begin adapting more profoundly and faster. The new Pope seems to have understood this. Why can’t business schools?

The tenure system and culture of prioritizing research over teaching are so interwoven with other facets of higher education, and regulated to remain so, that their transformation calls for changing national education systems and attitudes of the people involved on all levels. But I have difficulties seeing how a minister of education can win a motion in the parliament, or be re-elected by calling for the “creative destruction” of the university sector, especially business schools. Few dean colleagues would volunteer to champion radial reforms.

It is more likely that lawmakers try other solutions to change the sector. They might encourage mergers, like the Finish Alto University established in 2007, or deregulate the university sector to enable new cross-disciplinary private or public-private competitors like my own business school in Sweden from 1994, JIBS, or the recent SUTD in Singapore. Like in the habit in Denmark, most governments will probably continue to initiate yet another critical review of universities and send new ministers to be reinvigorated in Silicon Valley, with modest impact.

The research vs. teaching dilemma is also a complex one and without quick fixes. Despite the many strong voices calling for reform don’t expect more than incremental changes coming from within academia. Adam Grant proposed that we complement the current research-only tenure with a teaching-only tenure track and perhaps a combined track. He is convinced that we would see net gains in both research and teaching with this system. Professors could specialize at what they are most passionate about. Such a system could also deal with the typical post-tenure decline in research productivity and higher costs. We would also avoid what Steve Denning said is his blog post in Forbes: “Those who can’t teach, do research.”

Sounds great? The practical problem, Grant recognizes, is that we would need to have clear criteria for evaluating research productivity and teaching impact, not just student ratings. For such a system to work career advancement and compensation also need to better balance education and research abilities. In most countries, the entire higher education system would need to change.

MOOCsBut, external chocks will penetrate even the most protected systems if they are explosive enough. High quality teaching MOOCs may fulfill this criterion. The AACSB event prominently featured two very different players in the MOOCs field, Coursera co-founder, Daphny Koller and Ben Nelson, founder of Minerva, who both argued that MOOCs prove that teaching will re-take more prominence in business education. A competitive Google University (already part of one MOOCs provider) could really light a fire under incumbents.

A Special Kind of Leadership
The idea that the solution for business schools is to become "more like a business" is well intentioned, but wrong. Deans are not like CEOs of companies and university presidents do not chair corporations and boss around subsidiaries. A president of a major European university told me that, at best, his many faculty members regard his formal presidential decisions as “interesting contributions to their own dialogue,” which illustrates the leadership challenge at hand.

Because of the tenure system we cannot easily fire people and in a collegial culture like ours, it is not easy to use money to buy talent. Individual leaders in academia simply don’t have enough structural power to make important decisions by themselves.

But, we can influence our schools’ strategy and the organization, but not in a typical company way. Author Jim Collins recognized that leadership in the social sector like academic relies upon persuasion, inclusion and exclusion, and shared interests to create the conditions for the right decisions to happen. Such leadership is very demanding and calls for much patience. The legitimacy to lead in academia doesn’t come with the president or dean title, but from scholarship respected by peers typically evidenced by a professorship. If deans want to do more than administrate the status quo, they also need profound people, facilitation and communications skills.It is possible to make significant transformation over only a few years.

Over the last two years we have renewed the strategy of my business school, JIBS, and the governance model and leadership team. We have also dissolved all departments since they neither reflect our strategy nor help deliver on our main priorities. Stunned dean colleagues approached me after I mentioned this during the EFMD and AACB meetings—an indication of the level of incredulity that profound change can actually get done (see article). Such strategic and organizational changes are a real dilemma for business schools, but they must be squarely faced. We can’t make change happen while secretly wishing for everything to remain the same.

If there is to be a continued bright future for business schools, we need to strengthen the conversation about our challenges, even the structural and systemic ones, and keep our dialogues going. Meetings like the EFMD and AACSB are vital for a healthy debate that gradually influence the hearts, minds and souls of deans, which is an important step on a longer transformative journey—and I eagerly await the next ones.

Build Your Edge in Developing Globally Responsible Leaders

grliJoin the Globally Responsible Leadership Initiative (GRLI) at Oulu Business School, Finland, 24 - 28 March 2014

You are invited to build your school’s capabilities to work at the cutting edge of developing globally responsible leadership and practice. The GRLI, which was founded by EFMD in partnership with the United Nations Global Compact hosts its annual summit on Responsible Leadership from 24 to 28 March at Oulu Business School, Martti Ahtisaari Institute.

Please register online here.

The GRLI is now a strategic partnership between EFMD and AACSB International and all EFMD member schools are warmly welcomed to benefit from its work and participate in its learning programmes. Oulu Business School is an international research and educational institute for economic sciences. Since 2008 it has been home to the Martti Ahtisaari Institute of Global Business and Economics, named after Nobel Peace Prize laureate and 10th President of Finland - Martti Ahtisaari.       

The themes that underpin the discussion and work at Oulu are:

  • The Renewal of Management Education and especially speeding up the implementation of the visionary 50+20 Agenda
  • Structural Changes in the Global Economy
  • New Technology & Digitalization Advancement and its impact on Leadership
  • The GRLI: Towards 2024 – review and discussion of GRLI’s reflection on its first decade and shared direction for the next decade of its work. (download here)

Why should you come to Oulu?

The city of Oulu is often referred to as the capital of Northern Scandinavia. This is not a quaint regional center – it is a global node in which the future is being created now by people and communities unfettered by the weight of the status quo that so often drowns effective action in the major world capitals. Finland is recognized as a world-leader in education and the country ranks second in the World Economic Forum’s social-sustainability adjusted Global Competitiveness Index.

By attending the GRLI meeting in Oulu you will:

  • Work on your own priorities and actions around globally responsible leadership
  • Network with, learn from and be inspired by peers from business and learning organisations doing likewise
  • Learn from the unique and world-leading sustainability agenda in Finland
  • Co-create the next stage of the development of the GRLI as the driving force in developing globally responsible leadership and practice worldwide

What are the main elements of the programme?

The programme has been designed to utilize the location to the full and to ensure an effective blend of project focused action and broader learning opportunities. Key elements of the meeting and related activities are:

  • Learning journeys to Technopolis, a world famous hi-tech incubator and to hi-tech companies that have been born out of Technopolis
  • A responsible leadership Top Forum which will see the GRLI engage with business and societal leaders in Finland
  • Work on the 50+20 Agenda of Management education for the World
  • An Ambassadors meeting for the next generation of globally responsible leaders
  • Startup meeting of a consulting and advisory services group interested in exploring global responsibility within the scope and context of their work
  • Announcement of innovation cohorts in business on leadership and sustainability
  • Accelerated learning and new project development utilizing uniquely Finnish approaches harnessing the power of the natural environment in the depths of winter
  • An academic paper workshop on Globally Responsible Leadership which is a feeder event for the 3rd International Conference on Responsible Leadership taking place in South Africa in November 2014.
  • The first full meeting of the GRLI’s Council of Partners to set action plans towards 2024

Relevant links, contacts and material:

 

EFMD Partners CVTRUST / Smart Diploma™ in LinkedIn Alliance

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

Recently CVTRUST has joined LinkedIn’s Direct-to-Profile Certifications pilot program, adding a new social dimension to its Smart Diploma™ solution. It is now possible for Smart Diploma™ owners to upload their certified credentials onto their LinkedIn Profile in just a click! Indeed, the new Direct-to-Profile programs allows graduates and trainees to easily showcase their achievements on their LinkedIn Profile and allows anyone to upload them at the click of a mouse. At the same time, it gives educational institutions the opportunity to be seen in the right light.

CVTrust has developed Smart Diploma™, a highly secure and easy to use solution (patent pending), that allows educational institutions (universities, graduates schools, training centers, E-learning programs…) to grant thousands of educational secured credentials (diplomas, certificates, badges…) in just a few clicks.

In an increasingly globalized world, the verification of credentials is a major challenge. It costs time and money to both academic institutions and recruiters. That's why Smart DiplomaTM works as a connection within the trainers-learners-recruiters ecosystem, offering a more practical and reliable solution to all parties in order to grant, showcase or check credentials online.

“We believe this is a win-win-win solution for academic institutions, alumni, as well as recruiters.” (MIT Sloan Executive Education)
 
“Smart Diploma™ is a very simple and clever solution to resolve one major issue: to certify electronically our branding via our diplomas. We have been looking for this kind of a solution for a long time and we believe that Smart Diploma™ is the product for the future.”
Stephanie Villemagne, Director, MBA Programme Management, INSEAD (France/Singapore)

“The environment for job search and for academic achievements is becoming more complex and more stressful for everybody. And because it's becoming more competitive too, people want to see something that they can trust. The added value of Smart Diploma™ for IMD is to make our alumni more satisfied by offering an additional service; and for our corporate partners it is a way to recruit efficiently through a transparent and a trustful solution.”
Jim Pulcrano, Executive Director, IMD (Switzerland)smart diploma

Schools using CVTrust include:

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

If your institution would like to learn more, please contact

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

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

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

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

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

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

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

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

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

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

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

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

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

Free Participation for Students in the Global Marketing Competition 2014

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Free Participation for Students in the Global Marketing Competition 2014

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

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

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

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

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

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

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

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EFMD Awards EQUIS Re-accreditation to 12 Business Schools

EFMD would like to warmly congratulate the following schools who have recently been re-accredited by EQUIS:
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Prof. Michael Osbaldeston, the EFMD Director of Quality Service added, "I would like to congratulate the schools that have gone through the re-accrediation 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

Counting Down to the 2014 EFMD Deans & Directors Conference

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

This year’s conference will cover topics such as:

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

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

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

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

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

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

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

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

EFMD Future Series Webinars - Sharing the Results of the Leadership Development 2.0 Special Interest Group

WebinarsThis upcoming series will focus on "Leadership Development 2.0", which benefits from the cumulated knowledge and practices that have been built throughout the EFMD Special Interest Group on the same topic.  We invite you to take advantage of this great opportunity to share best practice and utilise leading experts advice to deliver real value to your organisation. 

The “Special Interest Group LD 2.0” was initiated by EFMD and Prof. Mario Vaupel with the intention of reflecting on and defining some orientation of how to improve the practice of leadership development. The following organisations were part of this journey: Allianz, Credit Suisse, Deutsch Telekom, ERGO, Metro, Rabobank, SwissRe and Tesa.

"How to Move Leadership Development to the Next Level"
This webinar presented and discussed the 10 levers of the “LD 2.0 guide”.

  • Speaker: Mario Vaupel
  • 21 January 2014 - 1:00 pm - 2:30 pm  (CET Paris)

 The Future Role of E-learning in Leadership Development
This webinar reflected the changing approaches of e-learning in leadership development.

  • Speaker: Martin Raske
  • 25 February 2014 - 1:00 pm - 2:30 pm  (CET Paris)

Leadership Development 2.0: A New World for Learners, Developers and Methods
This webinar will focus on the observable and necessary changes of the learners and developers roles.

  • 22 April 2014 - 1:00 pm - 2:30 pm  (CET Paris)
  • Speaker: Mario Vaupel
  • Registration

"Business Impact of Leadership Development"
This webinar will put into question the established solutions to measure the business impact of LD and suggest new ways to do it.

  • Speaker: Mario Vaupel
  • 17 June 2014 - 1:00 pm - 2:30 pm  (CET Paris)
  • Registration

These webinars are dedicated to L&D and HR practitioners from companies as well as Executive Education Centers and Consultants, with priority offered to EFMD members. Free event for EFMD corporate members and special guests.

Join the EFMD ABS International Deans Programme (IDP7) 2014

idpEFMD in partnership with the Association of Business Schools (ABS) is launching its 7th edition of the International Deans' Programme (IDP).

The programme enables a group of up to 20 international deans to visit business schools in three different countries and gain an international overview of strategy, marketing and benchmarking with debate about issue such as governance, fundings model, reputation/branding, faculty development, the challenges and opportunities facing management education and particularly the role of being a dean. The programme also enables you to discuss, share and develop your own network with other participants and deans from the visiting schools.

“The best part of my IDP cohort has been meeting a global subset of leaders of business schools from all around the world, having the opportunity to compare the priorities and agendas of leaders of business schools. This is a valuable experience that – even in our e-connected world – is not yet possible without this very personal exchange of views and insights.”
Professor Per Holten-Andersen, President, Copenhagen Business School, Denmark

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

  • Hong Kong - 1-3 April 2014 - Hong Kong Baptist University, The Hong Kong Polytechnic University & The Hong Kong University of Science and Technology

  • Denmark & Sweden - 3-4 June 2014 Copenhagen Business School, Copenhagen & Lund School of Economics and Management, Lund University, Lund

  • UK 18-19 September 2014 - Saïd Business School, Oxford & Imperial College Business School, London

Benefits

  • Gain unique insights into the multiple roles of deans of business and management schools in a cohort of around 20 participants.
  • Visit a diverse range of business and management schools, take time out to network with your counterparts, re-energise and reflect on strategies for your own school, and create new strategic alliances.
  • Engage in debates about real time issues in complex settings under the Chatham house rule, e.g. strategy, governance, reputation, positioning, branding, different educational and business models, structures, team building, priorities, faculty recruitment and development, student employability, alumni, quality, priorities, regulatory environment, performance management and incentives, university, government and corporate links, globalisation, technology, fund raising, research and innovation in pedagogy, executive education, work load models, social challenges, rankings, accreditations, operations, buildings, the future of business and management education.

Format
Round table debates, learning sets, interactive activities co-designed with the participants and host institutions with optional psychometric questionnaires and 360 degree feedback.

Alumni
Over 100 Deans have particpated in the IDP programme to date from: Australia, Belgium, Brazil, Canada, Chile, China, Columbia, Czech Republic, Denmark, Estonia, Finland, France, Germany, Ireland, Korea, Latvia, Lebanon, Lithuania, New Zealand, Norway, Portugal, Saudi Arabia, South Africa, Spain, Switzerland, The Netherlands, Turkey, UK, Ukraine, USA.

Fees
For members of ABS and/or EFMD €5000 (€5500 for non-members)

Early bird fee for members until 3rd Feb, 2014 €4750 (€5250 for non-members)

Do not miss this unique opportunity to explore the challenges and opportunities of being a dean, learn from the experience of other institutions and network while exchanging ideas with a small and open group of deans. Please note that this programme is aimed at recently appointed directors general/deans of the whole business school only.

You may also be interested in a recent article from EFMD's Global Focus magazine 'Inciting exciting insights' that looks back on five years of the International Deans’ Programme.

Contacts
If you have any questions or required any further information please contact -

Stefanie Strickland
sstrickland@the-abs.org.uk

Virginie Heredia-Rosa
Virginie.heredia-rosa@efmd.org

EQUIS & EPAS Accreditation Seminars in Paris

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

Accreditation benefits include:paris

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

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

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

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

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

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

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

Find out more about EQUIS, EPAS and EDAF.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

EFMD's Global Focus - See the Future

See-the-Future

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

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

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

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

The latest issue is no exception and features:

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

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

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

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

  • Coping with complexity
    Personal resilience is an increasingly necessary tool to face the stress of a complex work environment. Fiona Dent and Viki Holton describe what it is and how to attain it

  • Employers still in love with MBAs
    Management education is increasingly valued by companies worldwide, according to the 2013 Corporate Recruiters Survey. Christophe Lejeune and Michelle Sparkman Renz report

  • The disappearing classroom
    Michael Desiderio describes how new technology is knocking down the walls of the Executive MBA for business leaders

  • PhDs and DBAs: two sides of the same coin?
    Laura Maguire, Elena Revilla and Angel Diaz look at the differences (and even more the similarities) between the traditional PhD programme and the newer Doctor of Business Administration

  • The IMPM innovations and teaching approach
    The International Masters in Practicing Management (IMPM) programme is 18 years old but continues to be seen as one the world’s most innovative senior management degree programmes. Leslie Breitner and Dora Koop explain how the programme has retained its freshness for so long

  • Accreditation – how to get it right
    María Helena Jaén outlines how to make the accreditation process as pain-free and rewarding as possible

  • Walking the talk: managing a management school
    It is one of the oldest and most common complaints – management schools are great at giving good advice to others but themselves rarely practise the management skills they preach. But it can be done. Loick Roche and Sabine Lauria explain how

  • ACE project offers new opportunities
    The new EFMD-backed Alliance of Chinese and European business schools (ACE) offers new opportunities for mutual understanding and increased co-operation says Martine Plompen

  • Soft skills in the business and personal world
    George Pennington provides a psychologist’s perspective on why training in soft skills is vital for business (and personal) life

  • Planting the seeds of change
    Lea Stadtler and Gilbert Probst describe how the Ethiopia Commodity Exchange came into being and the lessons it holds

  • More EQUAL than others?
    The European Quality Link (EQUAL) is one of the less well-known bodies in which EFMD is involved but is also one of the most innovative and long-standing. Irina Sennikova explains its role

Every issue of Global Focus is available digitially via this link.

We are always pleased to hear your thoughts on Global Focus, and ideas on what you would like to see in future issues. Please address comments and ideas to Matthew Wood at EFMD: matthew.wood@efmd.org

EFMD Global Focus Special Supplement: 2013 Excellence in Practice Winners

GF-EIP 13

This Special Supplement of Global Focus features the winners and highly commended entries of the 2013 EFMD Excellence in Practice Awards (EIP). The EIP Awards are one of the most prestigious accolades available for both executive development providers and client organisations alike.

 For over five years now companies have been facing a difficult economic climate. It is an environment that increases the risk of focusing on reactive rather than proactive measures, thus limiting the options to rather drastic and short-term interventions. It also means the steady development of organisational capabilities and culture become a luxury in the minds of executive fire-fighters trying to save what is possible in what seems an irreversible decline.

In these critical circumstances support functions in general, and HR development more specifically, are frequently subject to scrutiny and efficiency targets. Their role in analysing and framing issues proactively becomes secondary to supporting existing services and processes with reduced resources.

Intriguingly, all the cases – not just the winners – in the Excellence in Practice Awards competition are going against the tide and focusing on effectiveness and impact in their development projects. And all were successful in bringing an investment focus to learning and development.

The cases also provide interesting reading with respect to the creativity and elasticity of the partners in coping with the pressures and challenges mentioned above.

New formats of risk sharing, mutualising the commitment and inventive partnership constructions have been presented to the competition jury, which more than ever congratulates all contestants on their professionalism, persistence and ingenuity.

As always, we hope the featured cases in this Global Focus supplement will inspire further debate and action. eipaward2013

This year the five category winners were:
 
Award for Organisational Development Category:
EDF & Toulouse School of Economics
“Corporate Turnaround: Focusing, Aligning and Building for Success”
By David Jestaz (EDF Corporate University for Management) and Thomas-Olivier Leautier (Toulouse School of Economics)

Award for Executive Development Category:
Groupe Danone & London Business School
“Danone Leading Edge Program – A Leadership Odyssey”
By Thierry Bonetto (Groupe Danone) and Linda Irwin (London Business School)
 
Award for Talent Development Category:
Atos & HEC Paris
“Developing Atos Future Leaders? GOLD, a Tailor-made Curriculum”
By Valérie Caillaud (Atos) and Christine Baldy Ngayo (HEC Paris)

Award for Professional Development Category:
Danske Bank Sweden & Stockholm School of Economics IFL Executive Education
“Pathway to Premium - Creating Investment Advisors at Danske Bank”
By Lisa Nyberg (Danske Bank) and Kristina Nilsson (SSE IFL)
 
Special Cases Award:
Galician Automotive Cluster (CEAGA) & CEAGA’s Corporate University
“Management & Development of New Products Programme -Training for Change on the Automotive Sector”
By Pedro Pineiro and Carla Jiménez (CEAGA´s Corporate University) and Alberto Cominges (Fundación CEAGA)


Highly Commended Cases:

  • DB Schenker Logistics & Ashridge Business School
    “Transforming Individual Lives and Organisational Culture for a Sustainable Future”
  • Royal DSM & The Wharton School of the University of Pennsylvania
    “Royal DSM Executive Leadership Program”
  • Airbus Military & IESE Business School
    “Empowering Internal Talent to Innovate”
  • IBM & Northeastern University
    “X-SELLerate:  A Professional Development Program for IBM Client-facing Professionals”
  • Repsol & BTS
    “PRISMA – Health, Safety and Environment Leadership”
  • Greater Manchester Chamber of Commerce & Lancaster University Management School
    “Lancaster LEAD: Transforming Leadership and Management in UK SME’s”

The supplement features articles on the 5 winning cases and the Executive summaries of the highly commended papers. Click here for a link to download your copy now or view the issue digitally here.

The 2014 Excellence Practice Awards and now open and you can find out everything you need to know about submitting a case here.

1st EFMD Global Network Americas Annual Conference: Registration Now Open

 
EFMD is happy to inform you about one of the first activities of the EFMD Global Network Association, an key EFMD partner: The EFMD Global Network Americas Annual Conference.
 
The event will be held at Escola de Administração de Empresas de São Paulo da Fundação Getulio Vargas (FGV-EAESP) on 27-29 April 2014 in São Paulo, Brazil.

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

Maria Tereza Leme Fleury – FGV- EAESP Director will chair the conference.

 Sessions will focus on understanding Brazil and Latin America as well as exploring trends on management education in the Americas with Gustavo Herrero, Executive Director, Harvard Business School Latin America Research Center; David Saunders, Dean, Queen’s School of Business, Queens University and insights from recent GMAC research.

Executive education and the corporate perspective will be discussed for the different regions of the Americas as well as the role of business schools in addressing change.

In-depth explorations are planned to focus on:

  • The challenges in the North American market:  learning from the SKEMA experience
  • South America as a region of opportunities: examples and reflections on different types of partnerships
  • Unique business school models from Latin America
  • EFMD accreditation and mentoring in the region

Further information about the programme and registration is available here.

The EFMD Global Network Association is a network of business schools, universities and corporations with more than 600 members in Europe and worldwide. The EFMD Global Network aims to develop relationships among higher education institutions and works towards improving the quality of management education worldwide.

If you have any questions or require further information please contact us by email saopaulo@efmdglobal.org

EFMD Awards EPAS to Nottingham Business School

EFMD-Awards-EPAS Nottingham

EFMD would like to warmly congratulate 

Nottingham Business School, Nottingham Trent University, UK : BA (Hons) International Business who have recently been awarded EPAS accreditation.

Melanie Currie Head of Undergraduate Programmes at NBS said, "We are delighted to have achieved EPAS accreditation for our International Business Suite of Programmes, as the course team have carefully crafted the content, delivery and international aspects of this programme to offer an exceptional international experience for our students."

Baback Yazdani, Dean of NBS added, "The process of EPAS accreditation has been extremely valuable to the School and we are delighted to have achieved the 5 year accreditation which provides an excellent platform for us to build upon."

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

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

EPAS has established itself as EFMD's Programme Accreditation system, next to the well-known EQUIS system, EFMD’s institutional accreditation service.  The feedback from the market has been tremendously positive, which is clearly reflected by the EPAS numbers after only 7 years of regular operation. Currently we have 82 accredited programmes from 62 institutions in 27 countries. 26% of the total are (E)MBAs, 31% are Masters, 28% are Bachelors, 2% are Doctoral Programmes and 12% are non-Bologna country-specific programmes.

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

EFMD Awards EQUIS Accreditation to Exeter and Xiamen

EFMD-Awards-EQUIS

EFMD Awards EQUIS Accreditation to Exeter and Xiamen

EFMD would like to warmly congratulate the: University of Exeter Business School, UK and Xiamen University, School of Management, China who have just been awarded EQUIS accreditation.

This takes the number of accredited schools to 144 across 39 countries.

Dean of the University of Exeter Business School, Professor Robin Mason said: “We are delighted to have achieved the very high standards required in order to receive EQUIS accreditation and to  join the EQUIS community which encompasses some of the very best schools in the world. This is further proof that the Business School is one of the best in the UK and is now firmly positioned in an elite group internationally. My congratulations go to all the staff here for being so committed to making the School such a great place in which to work and study.”

Professor Yifeng Shen, Dean of the Xiamen University School of Management is equally supportive: "The School of Management at Xiamen University (SMXMU), is very proud to have received accreditation by EQUIS, the world's leading quality assessment and accreditation body for higher education in management.  EQUIS membership is both a culmination of the 30 years of internationalization that began in 1983 with SMXMU's international management education exchanges, and a catalyst for further evolution of unique programmes that stress "opportunity with responsibility" by meeting the needs of a rapidly changing China within the context of globalization's economic, social and ethical challenges and opportunities".

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

The benefits of accreditation include:

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

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

Managing Complexity - The Global Peter Drucker Forum 2013

Drucker2013As a premier partner of the Global Peter Drucker Forum, EFMD supports the endeavour to advance management thinking on the foundation of Peter Drucker’s ideas and ideals.
 
We therefore invite you to join the 2013 Forum with the theme ‘Managing Complexity’. We believe the Forum addresses one of the key challenges of our time. This is why the Harvard Business Review, the Financial Times, the Economist and other important media are partners to the 2013 Drucker Forum or have endorsed the Forum.

An outstanding line up of speakers includes:

  • Don Tapscott, CA, business executive, author, consultant and speaker, specializing in business strategy, organizational transformation and the role of technology in business and society
  • Julian Birkinshaw, UK, Professor of Strategy and Entrepreneurship, London Business School and author
  • Tim Brown, US, CEO and President of IDEO
  • Natarajan Chandrasekaran, IN, CEO and Managing Director of Tata Consulting Services
  • Tamara J. Erikson, US CEO Tammy Erickson Associates
  • Charles Handy, UK, Social Philosopher, Former professor at London Business School, Author of “Gods of Management”, “Myself” and “Other More Important Matters”
  • John Hagel III, US Co-Chairman, Deloitte Centre for the Edge
  • Roger Martin, CA, Premier’s Research Chair in Productivity and Competitiveness and Academic Director of the Martin Prosperity Institute at the Rotman School of Management
  • Liisa Valikangas, FI, Professor of Innovation Management, Aalto University School of Business
  • Venkat Ramaswarmy, US, Hallman Fellow and Professor of Marketing and Business Technology, University of Michigan, Ross School of Business
  • Helga Nowotny, AT, President, European Research Council
  • Clas Neumann, IN, Senior VP and  Global Head of SAP Labs Networks

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

A background article on the forum theme Managing complexity: an idea whose time has come has just been published in the latest issue of EFMD's Global Focus Magazine.

EFMD members have access to a reduced registration fee of 25% during the early bird period ending on September 4 from a combination of early bird discount and EFMD members reduction. To benefit from the EFMD reduced registration fee, click here to register and enter your Group code: « EFMD » or copy in your browser www.druckerforum.org/registration

Drucker2013-1

Content Preparation on the Harvard Business Review Blog Network

As a major innovation the conference content is being prepared via a blog series on the HBR blog netwok. Please find the initial articles under the following links.

Why Managers haven’t embraced Complexity (by Richard Straub)
http://blogs.hbr.org/cs/2013/05/why_managers_havent_embraced_c.html (English Version)
http://www.harvardbusinessmanager.de/meinungen/artikel/a-901176.html (German Version)

The Mongrel Discipline of Management (by David Hurst)
http://blogs.hbr.org/cs/2013/05/the_mongrel_discipline_of_mana.html

Management as Simple as Frisbee (by Steve Denning)
http://blogs.hbr.org/cs/2013/06/making_management_as_simple_as.html

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


EFMD and Management Education in Africa

The interesting thing about Africa is that it is a living laboratory of the global world. There is growth potential, an abundance of natural resources but also developmental challenges as well as disparity and inequality. Derick de Jongh - based at the University of Pretoria in South Africa - believes that the continent is on the verge of a huge explosion of growth but he is worried that sustainability may get lost in the process. In African Futures - a recent Global Focus magazine article he says: “We need to challenge the basic foundation of the theory of for Upretoriainstance economics, or marketing or finance. That takes guts, courage, a very open mind – almost a new breed of faculty”. He feels optimistic about the future in that there is a huge desire and demand for improved education at all levels across the continent and business education and development can and must play a critical role in moving the continent forward.

How can African business schools best serve the often unique needs of African businesses and people? Moustapha Mamba Guisassy gives an example in “Management in Africa”.  After elaborating on internal and external factors in the changes processes, he illustrates how IAM in Senegal established a school-community partnership. The efforts include modules on African anthropology and sociology, Fulani and Mandingo languages for business, research on entrepreneurship and immersion and incubation projects.


With the aim of encouraging the writing of case material, EFMD has been organising its annual Case Writing Competition for many years. The 2012 cases related to Africa included:

  • The “Ethiopia Commodity Exchange” case documents the establishment of a transparent and efficient commodity exchange in Ethiopia. The authors also explore the balancing act between the private and public interests in this partnership.

  • “Nuru Energy” is a social venture providing lighting solutions to 800 million poor people without access to the electricity grid in sub‐Saharan Africa.  The case describes the challenges of growing a social enterprise in Africa with a dual role – making a profit and a social impact.

  • The “Beauty of Sorbet” case covers a chain of beauty salons targeting upper income women in South African metropolitan areas with a strong focus on branding.

  • The “Black Rhino” case deals with the creation of a market for legalized black rhino hunting covering elements of Creative Capitalism and Stakeholder Theory and including all its polarizing and contradictory elements.

IAMlogoEconomic growth on the African continent and the demand for local managers backs the need for raising the level of African Business Schools. Following conferences in Cape Town and Nairobi, EFMD is very pleased to go to Senegal for the fourth edition of 2013 EFMD Africa Conference which will take place from 13-15 November 2013, hosted by Groupe IAM - Institut Africain de Management in Dakar, Senegal. Traditionally attracting over 100 participants from around the globe, a variety of corporate and academic speakers will provide input and lead discussions around the theme of “Entrepreneurship and Management Education in Africa: are we miseducating our students?.

The New Frontiers of Executive Development

exed2013pictureCome and join us at the 2013 Executive Development Conference hosted by the Stockholm School of Economics IFL Executive Education on 9-11 October (Stockholm, Sweden) to explore “The New Frontiers of Executive Development”

This conference will explore the changing and evolving models of partnership between L&D providers and companies. In a fast changing world there is no longer a clear-cut provider-customer relationship but a co-creation, co-design and/or co-deployment partnership. This becomes even more challenging in situations where budget pressures require achieving more with less.

The 2013 EFMD Excellence in Practice Awards (EiP) winning cases - which were recently selected by an international jury panel - will also provide live inputs to the debates.

Join this unique dialogue where key participants of a new emerging ecosystem come together and provide perspectives from different angles: Corporations, Business Schools, Executive Development Centres and Consultancies.

Register now to join peers from Allianz; Atos; BP; CEAGA; Danone; Danske Bank; EDF; Rabobank; Raiffeisen; Repsol; Santander; Sberbank; Siemens; Volvo; IESE Business School; Rotman School of Management, University of Toronto; Melbourne Business School; Koç University; The American University in Cairo, School of Business; Duke Corporate Education; HKUST Hong Kong University of Science and Technology.

Click here for the complete programme.

REGISTER ONLINE now as places are limited. 

We look forward to seeing you this fall in Stockholm for what we are sure will be a highly stimulating and exciting EFMD Executive Development Conference. if you have any question or require further information please contact Delphine Hauspy.

See The Future - A Brave New World For Business Education

see future 2013

See The Future - A Brave New World For Business Education

A new survey on the future of business education suggests demand from students and employers is growing for a more sustainable, international and technological future.

A Brave New World For Business Education - Money Or Fulfillment, China Or Chicago, Sustainable or Shareholder Value, on Campus or Online?


A new survey on the future of business education suggests demand from students and employers is growing for a more sustainable, international and technological future.

With much uncertainty in business education during the global financial crisis, CarringtonCrisp, supported by EFMD and ABS, launched the See the Future research study to better understand some of the key issues in business education over the next few years.

Andrew Crisp, one of the authors of the See the Future report commented “Students are embracing change faster than business schools. Many of the changes have been accelerated by the global financial crisis, vast growth in international study and rapid adoption of new technologies. The generation entering business schools today have grown up with digital technology, it’s a core part of their lives, they expect it to be part of education and understand it offers the opportunity for lifestyle learning”.

Working with 37 business schools CarringtonCrisp conducted an online survey that attracted 5365 respondents from 137 different nationalities. Some of the key findings are set out below.

Value of a business education

  • More students value a business education to get a more fulfilling job rather than a more highly paid job

Business in society

  • Over 70% agree that business models need to change to better engage with society
  • More than 81% agree that business needs to be about more than just maximising shareholder value
  • However 8% of prospective undergraduates disagreed that business leaders should behave ethically at all times

Sustainability, ethics and corporate social responsibility

  • More than 80% of respondents agree that ‘sustainability and ethics should be embedded in all business education programmes’
  • Just under half of all respondents agree that ‘schools that don’t teach sustainability, corporate social responsibility and ethics should be ranked lower than those that do’
  • Over 60% of respondents agree that ‘business schools should run projects to give back to local, national or international organisations and communities’

Internationalism

  • While the USA and the UK remain the most popular destinations for international study, Singapore and China are on the rise, ranking 4th and 6th respectively with many respondents
  • More than 30% of respondents choose a international study destination because they are ‘attracted by the sporting and cultural profile of the country’
  • Over a third of all managers and directors agree that ‘graduates should learn another language as part of their degree’. 

Technology

  • More than 50% of all prospective students agree that they ‘would not study a business programme in a MOOC’
  • Around half of all managers/directors agree that ‘I am uncertain of what a MOOC offers and how it can be part of a business degree’ and that ‘I would not recruit a graduate who had only studied online’
  • More than 60% of all current students agree that ‘For academics, technology often means little more than using a PowerPoint presentation’
  • Over 70% of prospective and current students and alumni want lifestyle learning, using technology to learn around work and family commitments

Despite the uncertainty and upheaval in business education, between 70% and 80% agree that business is a force for good in society. Demand for business education seems likely to remain strong, albeit with changing content, in different locations, delivered in new formats and with changed outcomes.

Background information
Data was collected for the See the Future study in May 2013.  Respondents were prospective students, current students, alumni and employers. Copies of the full report are available for £360 (+VAT where applicable).  To purchase a copy of the full report email: info@carringtoncrisp.com or purchase by credit card through PayPal on the See the Future page.

For further information, please contact:

Andrew Crisp, CarringtonCrisp
andrew@carringtoncrisp.com, +44 (0) 207 229 7373 or +44 (0) 7802 875260

Matthew Wood, EFMD
matthew.wood@efmd.org, +32 2 629 08 10

Major Disruption Ahead - Global Focus Magazine

Welcome to the latest issue of Global Focus with content that certainly reflects the title. The coverage is indeed global, ranging from stories about China to Senegal by way of America, Canada, France and others. And the focus is acute, centering on some of the key issues facing management education in today’s uncertain world. You can view the full issue digitally here or download the individual articles as PDFs below.

logo_pdf 1. In focus and contents Issue 2 2013 cover

logo_pdf 4. Management Education for the World
A vision for business schools serving people and planet

logo_pdf 6. Challenges and opportunities in the new business education world
Dominique Turpin analyses the issues and forces that are buffeting business schools

logo_pdf 10. Major disruption ahead!
Ulrich Hommel and Christophe Lejeune discuss how technology could change the business model of business schools

logo_pdf 14. Managing complexity: an idea whose time has come
Richard Straub explains why we now need to tackle the complexity of business

logo_pdf 20. Preparing Chinese managers for global leadership
As Chinese business goes global it is time to start training its managers for leadership in a global business world say Jørgen Thorsell, Justin Bridge and Fiona Gardner

logo_pdf 24. Cadres for the common good
The 50+20 vision has ignited a flame that illuminates a path towards the future of management education. John North describes the latest steps on the journey

logo_pdf 28. Fuelling business growth through coaching and mentoring – the Swiss Re approach
The long-lasting financial crisis challenges the business case for corporate learning. Andrew Rutsch suggests that re-insurance group Swiss Re’s business-focused emphasis on coaching and mentoring may be one way forward

logo_pdf 32. Business school evolution: media insights and the future outlook
Gillian Goh, Michelle Lee and Howard Thomas examine the way the media has reported the business school “industry” over the past 20 years and what the future might hold

logo_pdf 38. Giving students the best in international education
John Oldale explains how Canada’s University of Victoria’s business school turned the search for a more international MBA into a new type of graduate programme

logo_pdf 40. Liberal education key to business success
A new form of business education that links business competences with a grounding in liberal arts and sciences is essential argues a new book. John Johnson reports

logo_pdf 44. The looming leadership gap
David Altman and Roland Smith of the Center for Creative Leadership analyse why both developed and emerging economies may well suffer a leadership gap at all levels of business

logo_pdf 48. A French debut in America
French business school SKEMA is opening campuses around the world, including a unique venture on the American mainland. Pascal Vidal details the how and why

logo_pdf 52. Management in Africa
How can African business schools best serve the often unique needs of African businesses and peoples? Moustapha Mamba Guirassy gives one example from Senegal that may serve as a guide

logo_pdf 56. UN PRME and emerging economies
Business schools from emerging economies need to embrace UN PRME, argues Umesh Mukhi, and suggests some ways they could do it

logo_pdf 60. Risk management ante portas
Ulrich Hommel and Anna Pastwa present the results of the EFMD Risk Management survey and argue that most business schools have just begun to look at this issue more seriously

We are always pleased to hear your thoughts on Global Focus, and ideas on what you would like to see in future issues. Please address comments and ideas to Matthew Wood at EFMD

EFMD Excellence in Practice Awards 2013 - Congratulations to the Winners

eip winners2013

EFMD Excellence in Practice Awards 2013 - Congratulations to the Winners

EFMD is pleased to announce the Winners and Highly Commended Cases of the EFMD Excellence in Practice Award 2013.

"Once again the EIP Awards have drawn out some outstanding cases that illustrate the value and impact of successful partnerships in Learning & Development. Providing an environment that helps to engage and develop people and enhances skills is an essential component for any company. All of the winning cases and highly commended cases clearly show that investing in people is not a luxury; it is a key strategic asset for business success if done well," said Dr. Richard Straub, Director of Development at EFMD.

EIP Winners 2013

Organisational-Development  Executive-Development  Talent-Development  Professional-Development  Special

Category: Executive Development
  • Groupe Danone & London Business School
    “Danone Leading Edge Program – A Leadership Odyssey”
    By Thierry Bonetto (Groupe Danone) and Linda Irwin (London Business School)
    logo pdf Executive Summary
Category: Talent Development
  • Atos & HEC Paris
    “Developing Atos Future Leaders? GOLD, a Tailor-made Curriculum”
    By Valérie Caillaud (Atos) and Christine Baldy Ngayo (HEC Paris)
    logo pdf Executive Summary
Category: Professional Development
  • Danske Bank Sweden & Stockholm School of Economics IFL Executive Education
    “Pathway to Premium - Creating Investment Advisors at Danske Bank”
    By Lisa Nyberg (Danske Bank) and Kristina Nilsson (SSE IFL)
    logo pdf Executive Summary
Category: Organisational Development
  • EDF & Toulouse School of Economics
    “Corporate Turnaround: Focusing, Aligning and Building for Success”,
    By David Jestaz (EDF Corporate University for Management) and Thomas-Olivier Leautier (Toulouse School of Economics)
    logo pdf Executive Summary
Category: Special - Network Partnership
  • Galician Automotive Cluster (CEAGA) & CEAGA’s Corporate University
    “Management & Development of New Products Programme -Training for Change on the Automotive Sector”
    By Pedro Pineiro (CEAGA´s Corporate University) and Alberto Cominges (Fundación CEAGA))
    logo pdf Executive Summary

EIP Highly Commended 2013

Category: Executive Development
  • DB Schenker Logistics & Ashridge Business School
    “Transforming Individual Lives and Organisational Culture for a Sustainable Future”
    By Monica Behrens (DB Schenker Logistics) and Stefan Wills (Ashridge Business School)
    logo pdf Executive Summary

  • Royal DSM & The Wharton School of the University of Pennsylvania
    “Royal DSM Executive Leadership Program”
    By Marcin Skarbon and Chris Van Steenbergen (Royal DSM) and Catherine L. Hawkes and Jane H. Farran (The Wharton School, University of Pennsylvania)
    logo pdf Executive Summary
Category: Talent Development
  • Airbus Military & IESE Business School
    “Empowering Internal Talent to Innovate”
    By Javier Matallanos and María Jesús Navarro Veroz (Airbus Military) and Marta Elvira, Alfonso Sanz and Ana Vinambres (IESE Business school)
    logo pdf Executive Summary
Category: Professional Development
  • IBM & Northeastern University
    “X-SELLerate:  A Professional Development Program for IBM Client-facing Professionals”
    Berverly Ward (IBM) and David Abdow (D’Amore-McKim School of Business, Northeastern University)
    logo pdf Executive Summary
Category: Organisational Development
  • Repsol & BTS
    “PRISMA – Health, Safety and Environment Leadership”
    By Celia GallegoQueipo (Repsol) and Marta Zaragoza (BTS)
    logo pdf Executive Summary
Category: Special
  • Greater Manchester Chamber of Commerce & Lancaster University Management School
    “Lancaster LEAD: Transforming Leadership and Management in UK SME’s”
    By Clive Memmott (Greater Manchester Chamber of Commerce) and Eleanor Hamilton (Lancaster University Management School)
    logo pdf Executive Summary
The winners and highly commended cases were short-listed by an international jury-panel and the winning partnerships will be presented during EFMD's Executive Development Conference hosted by the Stockholm School of Economics IFL Executive Education, Stockholm, Sweden on the 9-11 of October.

For more information visit www.efmd.org/eip.


Quotes from the Winners

"We are grateful & proud to have been granted this prestigious EFMD award. It is recognition for the challenging & inspiring approach we have dared to take together with our trusted partner London Business School, to make the "Leading Edge program" sustainable & impactful over time, while reinvented every year. It is also an encouragement for the Danone L&D team, to continue to explore new horizons in learning & leadership development, to support business growth, people growth and the nurturing of our culture".  Thierry BONETTO, Group Learning & Development Director, Danone

EFMD Awards CLIP Accreditation to ArcelorMittal, BBVA & PSA

EFMD-Awards-CLIP

EFMD Awards CLIP Accreditation

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.

We are delighted to announce that ArcelorMittal, BBVA - Banco Bilbao Vizcaya Argentaria and PSA Peugeot Citroën have recently received CLIP accreditation and join the CLIP community which also includes:

The CLIP accreditation was an important achievement given the complexity of our organization. We are proud of the official recognition for the quality of our work so far, which will also strengthen our position internally. At the same time the peer review report gives also clear indications on the way forward, how to further improve and bring more structure into our learning landscape. The CLIP accreditation has certainly given a new momentum to the global roll out of ArcelorMittal University.Christian Standaert, General Manager, ArcelorMittal University

CLIP will help us to be positioned on the same level of excellence as other global organizations that like BBVA have long-standing learning models, with high standards of quality and rigorous, dynamic and high impact organizational learning management models. Organizations that are CLIP certified reflect excellence in its learning model and meet the quality standards in the more rigorous learning management values. Therefore, it is an honor for Campus BBVA to have obtained this certification and to have been recognized as a best-practice reference in the learning industry. The accreditation process has given us the opportunity to conduct a rigorous internal analysis,  that has pointed out not only our strengths but also  the areas for improvement that we must promote as a unit that supports our business in the achievement of its goals and our professionals in their development. This is the recognition of a sustained continuous effort of many people in the last years; people that are aligned with BBVA’s values that have committed firmly to the people as the center of the organization, and to their learning and development as differential elements.
Ignacio de La Vega Garcia, Chief Learning Officer, BBVA

The 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.

Richard Straub, Director of Corporate Services who leads the CLIP process at EFMD believes the whole experience delivers a great deal of added value to an organisation. “In the past corporate universities and training centres have either flourished or failed because of how they are perceived internally. Gaining CLIP accreditation has helped to establish the credibility and internal recognition of the corporate university and gives a corporate university something tangible it can show to its board.”

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

Vision 2020 Video Contest Winner Announced

And the winner is ................vision2020



Global Business Education Cloud System in 2020

Danyang Li, Solbridge International Business School, Korea




EFMD, Babson and the Robins School of Business would like to congratulate Danyang Li and her team for the winning submission. They have been invited to attend the EFMD Annual Undergraduate Conference that will take place at the St Petersburg Graduate School of Management, St Petersburg, Russia to share their ideas with a network of undergraduate programme directors who are part of the EFMD community of business schools.

We would also like to highlight the entries from Christian Janisse, Odette School of Business; Alejandra Vasquez, Universidad Externado de Colombia & Jan Natividad Schulich School of Business - York University that we all Higly Commended by the Jury.

Finally we would like to thank everyone who entered as there were some fabulous ideas that will be debated in much more detail at the Undergraduate Conference later this year. All of the video submissions can be found online at http://www.efmdvision2020.org/

EFMD Awards EQUIS Accreditation to McGill University

McGill University

EFMD Awards EQUIS Accreditation to McGill University

EFMD would like to warmly congratulate the Desautels Faculty of Management at McGill University in Canada who have recently been awarded EQUIS accreditation. The faculty and management at Desautels are commended for their commitment to excellence.

equis2013EFMD would like to warmly congratulate the Desautels Faculty of Management at McGill University in Canada who have recently been awarded EQUIS accreditation. This takes the number of accredited schools to 142 across 39 countries.

“Over the past years, the Desautels Faculty of Management has undergone a significant transformation, such as the redesign and creation of innovative international programs, the expansion of the professoriate, significant investments in career services, and major building renovations, just to name a few. Our students are truly among the very best in the world and our alumni continue to have a hugely positive influence in both business and society around the globe. We want to build on these strengths to become a top-10 business school in the world by 2020. The strategic review process required by EQUIS has helped our Faculty solidify the objectives and strategies that will help us get there,” said Prof. Peter Todd, Dean of the Desautels Faculty of Management.

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

There is a wide mis-conception that accreditation is about box ticking and conforming to certain standards but this is completely off the mark with accreditation from EFMD. EQUIS is about excellence and continuous quality improvement linked to the strategy, vision and leadership of the business school. It is also forward looking and helps a school set a quality agenda for the future. None of the rankings, stars, Palmes, voting systems, referrals etc come close to the quality assessment process involved in going through EQUIS accreditation. 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."

The benefits of accreditation include:

  • Information for the global education market on the basis of substance
  • International recognition of excellence: international development
  • Mechanism for international benchmarking with the best
  • Sharing of good practice and mutual learning
  • Agenda for quality improvement and future development
  • Acceleration of quality improvement in international management education
  • Legitimacy to internal and external stakeholders that you have a strong international reputation (donors, alumni, government) and that your school meets the high standards of the best business schools in the world
  • Become part of a network of top schools to develop relationships with fellow EFMD accredited schools for research, exchanging best practices on programmes, etc
  • International Legitimacy vis-a-vis - recruiting international students; creating double degree partnerships; forming international exchange relationships; recruiting executive development custom programme clients; recruiting new faculty
EQUIS is not primarily focused on the MBA or any other specific programme as its scope covers all of programmes offered by an institution from the first degree up to the Ph.D. Institutions that are accredited by EQUIS must demonstrate not only high general quality in all dimensions of their activities, but also a high degree of internationalisation. With companies recruiting worldwide, with students choosing to get their education outside their home countries, and with schools building alliances across borders and continents, there is a rapidly growing need for them to be able to identify those institutions in other countries that deliver high quality education in international management. EQUIS also believes that business schools should be as closely connected to the real world of business as schools of medicine are to working hospitals. There must be a balance between high academic quality and the professional relevance provided by close interaction with the corporate world. EQUIS attaches particular importance to the development of managerial and entrepreneurial skills and fosters a students sense of global responsibility.

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

EFMD Open House - Quality Services Information Session - Cape Town

stellenbosh1EFMD is organising a Quality Services Information Session in Cape Town, South Africa, hosted by the University of Stellenbosch Business School. The session will be given by Professor Michael Osbaldeston, Director of Quality Services, EFMD.

The EFMD Open House - Quality Services Information Session will take place on Friday, 2 August 2013.

Participants will have the opportunity to learn more about EFMD and its activities around the world.

equisepasedafdiagram-1The session is designed for institutions that have little or no knowledge of the EFMD global network and its quality services porfolio. The information session will provide a basic introduction to  EQUIS (EFMD Quality Improvement System), EPAS (EFMD Programme Accreditation System) and EDAF (EFMD Deans Across Frontiers development system) and the underlying concepts of accreditation, mentoring and quality improvement. Special emphasis will be put on two of EFMD’s systems: EPAS and EDAF. The information session will be relevant for Business School Deans or their delegates with responsibility for quality assurance and/or accreditations. This is highly recommended for any School that wants to learn more about EFMD membership, accreditation and development.

After the information session, participants will have ample time for questions and also have the opportunity to discuss individually the services which EFMD offers. If you wish to schedule a face-to-face meeting with Professor Osbaldeston in the afternoon of the 2 August please contact marielle.vanrenterghem@efmd.org. This is highly recommended for any School that is considering applying for EFMD accreditation or development systems and the extra knowledge acquired during the session will be helpful in this process.

Do not miss the opportunity to explore EFMD and its accreditation and mentoring systems. The programme of the session, practical information and online registration form is available here. Find out more about the EDAF, EPAS & EQUIS.

2013 Emerald / EFMD MENA Management Research Fund Award

emerald logoEmerald and the EFMD are pleased to announce that the deadline has been extended for their Middle East and North Africa (MENA) Management Research Fund Award.

The closing date for receipt of applications is now 1 December 2013.

The Prizes
There will be one award of £2,000 (or currency equivalent) for the winning research project, and two awards of £500 each for highly-commended runners up, to fund or part-fund these projects. The winner will be invited to receive their award at the 2014 EFMD Conference in the MENA Region and will receive a complimentary delegate pass. In addition to the research fund it is also hoped that once the research is completed its findings can be published in one of Emerald’s many excellent management research titles.

The main member of the research team must be based in a MENA country. For the purposes of this award, MENA countries are defined as: Algeria, Bahrain, Djibouti, Egypt, Iran, Iraq, Israel, Jordan, Kuwait, Lebanon, Libya, Malta, Morocco, Oman, Qatar, Saudi Arabia, Syria, Tunisia, United Arab Emirates, West Bank, Gaza, Mauritania, Sudan, Turkey and Yemen.

For further information and details of how to apply please visit the webpage below: http://www.emeraldinsight.com/research/awards/mena_man.htm

This award represents a fantastic opportunity for researchers to gain significant financial support as well as international recognition. Please pass this message on to anyone else that you feel may be interested in applying.  If you have any questions regarding the award please do not hesitate to contact either:

Emma Stevenson, Emerald Head Office, UK
E-mail: estevenson@emeraldinsight.com
Tel: +44(0) 1274 785198

or Inês Proença, EFMD
E-mail: ines.proenca@efmd.org
Tel: +32 2 629 08 10

EFMD Call to Participate in a Pilot Network Supporting Virtual Internships

ProvipWhat is a virtual internship?

International internships are gaining more and more importance in the context of the internationalization of higher education and globalization of our (professional) world. Traditional international work placements, where the learner travels abroad to the company, are not always feasible for all students because of financial, geographical, social or other reasons. For those physical placements abroad that do happen, there are also a number of difficulties to overcome, mainly related to a lack of communication between the student, the foreign company and the institution for higher education.

Virtual mobility and ICT-supported interaction can help address these issues. There are always three stakeholders involved in an international internship: the higher education institution, the student and the receiving company or organization. ICT-supported activities can be used to facilitate the interaction between these stakeholders. When the interaction between a student and a company is mainly ICT-supported, this is classed as a virtual placement.

The European project EU-VIP looked into the conditions for success when integrating virtual mobility in international internships. All of the results are available via www.euvip.eu.

The project noted that international internships are mostly the result of individual relationships or actions, while - for successful virtually supported placements - a structured implementation and collaboration between higher education institutions and companies is desirable. These issues are now being addressed in the follow-up project PROVIP (“Promoting Virtual Mobility in Placements”, 2012-2014), http://www.provip.info. This project is aimed at creating an international network of companies and study programmes in the fields of marketing, IT and engineering, interested in offering international internships to students, vip2supported or facilitated by virtual mobility. The whole internship process (before, during and after) will be supported through an online platform.

Who are we looking for?
We are looking for companies or their departments of marketing, IT and engineering willing to be part of this pilot network and its innovative approach towards international internships. We are also looking for study programmes in the same fields that can provide mature students who can work independently.
 
What can you expect from us?

For companies
  • An additional international pool of candidates for an internship
  • Contacts with higher education institutions from all over Europe, active within study fields related to your sector
  • A network that can serve as a bridge towards foreign markets, other languages and business cultures
  • Development of the online platform based on your needs and current practices regarding (international) internships
  • Input of extensive knowledge in the field of virtual mobility
For business schools and HEIs
  • An additional offer of virtual or virtually supported international internships to your students
  • Contacts with companies from all over Europe, active within sectors related to your study field
  • A possibility to further internationalize your curriculum and work on the intercultural competences of your students
  • Development of the online platform based on your needs and current practices regarding (international) internships
  • Input of extensive knowledge in the field of virtual mobility
What do we expect from you?
  • To promote your internships via the platform or to promote to your students the international virtual or virtually supported internships in addition to your “traditional” internships
  • Active participation in and use of the platform by the internship supervisor
  • To assist in platform evaluation
Timing?
  • June 2013: input of information about your needs and practices regarding internships
  • September / October 2013: short training session about the use of the platform
  • October 2013 – June 2014: pilot run of the network and platform, during this period evaluative input will be asked of the participants twice.
If you are iInterested to know more or to get involved, please contact Boriana Marinova at boriana.marinova@efmd.org.

New Strategic Alliance of Chinese and European Schools

On the 31st of May in Angers, France, ESSCA School of Management inaugurated the new Alliance of Chinese and European Business Schools (ACE). Twenty universities and colleges areACElogo2 the founding members of the alliance, which is under the patronage of EFMD.

Already since 2012, Wei Shen (Associate Dean for China at ESSCA) and Chong Li (Director EFMD Asia) have been combining efforts to create this important project.

The sharing of experiences and exchanges around the internationalisation and the future development of teaching and research are the keystones," says Catherine Leblanc, Director General of ESSCA Group.

On May 31st, the inaugural ceremony was held in the presence of

  • Yansheng Ma, Minister Counsellor for Education, Chinese Embassy in Paris
  • Stéphane Chipponi, Sous-Préfet of Maine et Loire
  • Professor Cheng Siwei, Dean of the Chinese Academy of Sciences Management School (former Vice-President of the National People's Congress of China)
  • Prof. Eric Cornuel CEO & Director General of EFMD

"For over 40 years EFMD has been involved in raising the standards of management education around the globe. Through accreditation, conferences, seminars and research EFMD has been a key element in the internationalisation of business education. All of the ACE Alliance partners are active members of EFMD and we wholeheartedly support this initiative and give it our full support," said Prof. Eric Cornuel, CEO & Director General of EFMD.

ACE will focus on academic excellence and the synergy between research and education in order to better prepare the next generation of executives. High-level representatives of the 20 schools finalised the ACE consortium agreement in parallel Deans’ forum discussions.  Planned activities include the establishment of a joint programme under the ACE label, exchanges of professors and students, projects and research conferences and the development of international skills modules. The initiative is closely linked to EFMD activities, whilst the commitment to quality improvement is assured. Already in the first year, ACE will provide a symposium on research and will lay the foundations for the first batch of students for a joint programme.

The ACE Founding Members are, under the patronage of EFMD:

•    Antwerp Management School (Belgium),
•    Beijing Jiao Tong University (China),
•    Chinese Academy of Sciences (China),
•    EBS Business School (Germany),
•    ESSCA School of Management (France),
•    Gothenburg University (Sweden),
•    Harbin Institute of Technology (China),
•    Hong Kong Polytechnic University (Hong Kong),
•    Leeds University (UK),
•    National Tsing Hua University (Taiwan),
•    Northwestern Polytechnic University (China),
•    MIP Politecnico di Milano (Italy),
•    Rotterdam School of Management, Erasmus University (Netherlands),
•    Shanghai University of Finance and Economics (China),
•    Southwestern University of Finance and Economics (China),
•    Universidade Catolica Lisbon (Portugal),
•    University of Ljubljana (Slovenia),
•    University of Macau (Macau),
•    VSE University of Economics Prague (Czech Republic),
•    Xiamen University (China).

For more information on the ACE Alliance, please contact Wei Shen wei.shen@essca.fr or Chong Li – chong.li@efmdasia.org

2013 EFMD Higher Education Research Conference (HERC) – Key Insights and Outlook

highereducationresearch2013The 2013 HERC that took place in Paris Dauphine University on May 23-24th was a great success, concluded Prof. Ulrich Hommel. With more than 50 scholars participating, 20 competitively selected papers and 5 keynote speeches, this second edition of HERC has confirmed the role EFMD can play as a catalyst in the field of research.

“Since its creation, the Higher Education Research Conference was conceived with a long term perspective to stimulate research on and around business schools and higher education institutions. This is an important initiative for EFMD and we are fully satisfied with the achievements so far”, said Prof. Eric Cornuel, CEO & Director General of EFMD.

Of remarkable insights were the conference’s keynote speeches. Prof. Jordi Canals delivered a talk on the impact of business schools on society. He insisted that there are nowadays new dimensions of impact that have to be taken into account (social innovation, job creation, fighting poverty, etc.) as well as long term challenges that he structured around the purpose of Business Schools, their intellectual foundations and their governance.

Then, Prof. Andrew Pettigrew presented a major research project he is undertaking on the present and future of the business school professionariate and the changing rules of the game. Finally, Prof. Hellen Hazelkorn introduced a more macro research policy perspective in the conference, by explaining how higher education had moved from elite-based education to a mass-production model, therefore challenging the idea of the university as an “ivory tower”. Thinking of higher education as part of an “eco-system”, Prof. Hazelkorn talked about some major current trends for more co-production of knowledge, engaged scholarship and demonstration of impact.

In his closing remarks, Prof. Andrew Pettigrew, Chair of the Research Steering Committee, was pleased to announce that Stockholm University School of Business will be the host of next year’s conference, which will also take place in May.

Full details on the 2013 conference can be found here. More information concerning the 2014 conference will be available later in the year.

White Paper: MOOCs - Massive Open Online Courses

moocsMOOCs are on the Move: A Snapshot of the Rapid Growth of MOOCs

A White Paper by Dr Lindsay Ryan - January 2013

What are MOOCs
MOOCs are Massive Open Online Courses and they are rapidly changing the game for higher education, executive education and employee development generally. MOOCs offer free online courses covering a growing range of topics delivered by qualified lecturers from some of the most well-known universities in the world. In this age of lifelong learning, MOOCs are a means of providing learning and development to virtually everyone, anytime, anywhere in the world with internet access.

This paper presents a snapshot of current developments in MOOCs, noting that MOOCs have really only gathered momentum in the past year and are constantly developing and evolving almost on a weekly basis.

Background
The original concept for a MOOC came from academic research in the early 1960s with the idea that people could be linked by a series of computers to listen, discuss and learn about a particular topic. Now, continuous development in technology has become the enabler for virtually everybody in the world to have access to a broad and diverse range of education and learning topics.

MOOCs provide free online courses that enable people with an interest in a selected topic to study and learn through interaction with others also interested in the same topic. Other participants could be from the same organisation, city or region, learning together with people from other organisations, cities, regions and countries from around the world. MOOCs are the internet equivalent of distance education and there could be 1,000 or 100,000 participants in a single course.

MOOCs create the opportunity for vast numbers of people across the world to access learning through quality courses, content and lecturers that most would never have access to. For many people, further and higher education can seem overwhelming or beyond them. MOOCs open a world of opportunity for people in remote areas and developing countries as well as people with aspirations to achieve more with their lives. MOOCs are changing the traditional nature of education mainly being for the affluent and elite to being free and accessible to virtually everybody.

The growth of MOOCs is phenomenal. During the three months from mid-October to mid-January, including the quiet period for learning and development over Christmas-New Year, one major player, Coursera, continued to grow at the rate of 6,900 new participants (Courserians) PER DAY. Anything that grows at such a rate cannot be ignored and Coursera is just one of an increasing number of MOOC providers bringing together a diverse and expanding range of open online courses.

MOOCs started as a form of collaborative online learning with people interacting and learning from each other and being exposed to different perspectives, views and ideas. Over the past year, MOOCs have started to move to the mainstream and increasingly resembling more traditional courses, especially as a significant number of MOOCs are shorter versions of many traditional courses, and often delivered by highly qualified professors and academics whose research and academic expertise underpins the course on a MOOC.

Some of the MOOCs, such as EdX, continually research their courses to better understand how participants learn and explore ways of using the technology to transform and further enhance the learning and online experience for the participantsmoocs1.

Major MOOCs
Coursera (www.coursera.org), established by two Stanford University professors, is currently the biggest MOOC platform providing 212 different courses in such areas as: economics and business, computer sciences, biology, social sciences, music and film, medicine, health, food and nutrition, physical and earth sciences. Coursera has a consortium of 33 of the most well-known and highly regarded universities in the world delivering free online courses including Harvard, Stanford, Pennsylvania, Washington, London, Edinburgh, Toronto and Melbourne.

Udacity (www.udacity.com) has a focus on computer science courses and provides a range of topics from beginner courses to intermediate and advanced courses.

EdX (www.edx.org), owned by the prestigious academic institutions Harvard University and Massachusetts Institute of Technology, draws content from a selection of their highly regarded courses.

Khan Academy (www.khanacademy.org) is a MOOC platform for young learners from kindergarten to Year 12 with courses centred on mathematics and science: biology, chemistry and physics, as well as some elements of economics and history.

FutureLearn (www.futurelearn.com) is the newest significant player reflecting how MOOCs are constantly changing. FutureLearn comprises a consortium of 12 major UK universities including The Open University, which has considerable experience in distance and online education, Birmingham, Warwick, Cardiff, Leeds, Bristol and St Andrews. Their web site is live but the courses and content are still being developed.

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

Participating in a MOOC
Participants complete a simple online registration for a course that interests them. They might want to learn more about a particular topic or it could be an introduction to consider a future study option or a possible formal university program or career direction. Each course on a MOOC is open for people over the age of 18 and, with parental approval, young learners over the age of 13. Coursera also asks participants to agree to an honour code that all the homework, quizzes and exams is their own work and that they won’t cheat or do anything that could dishonestly improve their results or dishonestly affect another person’s results.

When registering for a MOOC, participants are advised they are registering for a course and not enrolling with any of the universities delivering the courses. The courses are free and most materials and notes can be down-loaded from the course site. Occasionally other resources are recommended, such as additional books and reference materials for particular courses which can be purchased, but they are rarely prescribed as part of a course. A growing number of MOOCs offer a certificate signed by the lecturer once participants satisfactorily complete the course and there may be a fee for the certificate.

Until recently MOOCs have not provided participants with credit for further or higher education programs. However this is an area many universities are now considering, especially as one university in the US, Antioch University in Los Angeles, has started providing credit for selected MOOCs into specified college courses. Many overseas participants, especially in India, are seeking credit for their studies through MOOCs. While most MOOCs incorporate regular self-tests, projects and compulsory exams, universities are still exploring how participants can demonstrate mastery of a topic in order to be able to grant credit for the MOOC study. The American Council on Education is currently investigating a means of accrediting selected MOOCs for credit towards higher education courses.

moocs2How MOOCs Work
MOOCs allow a single teacher/lecturer to teach thousands and sometimes tens of thousands of participants in a single course delivery. With this size class, there is little participant contact with the lecturers, although some have scheduled times when they join online forums with participants to discuss various aspects of a course or provide further explanation on a topic.

MOOCs are often four to six weeks duration and the course format involves participants watching a series of short videos prepared by the lecturer detailing a particular topic theme for each of the specified weeks of the course. The format uses asynchronous learning so that participants can view the video at times that best suit them as well as their time zone. During each topic there are usually online tests that allow participants to respond and check their understanding of the concept or information presented.

In some courses participants are required to write an essay or more detailed response instead of an online multiple choice exam. In these cases, some MOOCs arrange for participants to forward their papers to five other participants for peer assessment and marking. This approach allows each participant to receive feedback and critique from five other participants. A lecturer may moderate an assessment where the spread of grades is diverse or a particular participant has a reputation for marking harshly.

The key to MOOC success is interaction among participants. Participants have interactive online tests during a course and then they will often post comments in online forums. Some MOOC lecturers try to organise face-to-face study groups in various physical locations or separate online forums for participants to promote learning and understanding through the sharing of ideas, perspectives and experiences with other participants.

MOOCs are based on Connectivism principles where learning and knowledge is created through connecting different people with a diversity of opinions. Technology is the enabler for MOOCs and with the growing use of smart phones and mobile computing, participants can maintain on-going connection with their MOOC class and interaction with other participants when they are at work, home, travelling and at any time of the day.

The Significance of MOOCs
  • MOOCs are accessible to virtually everybody who has access to the internet and the courses are free. This means there is no direct cost for a participant to explore a potential new area of interest or learning;
  • Learning occurs at times and locations that best suit the participant;
  • Participants interact with other people with a shared interest and are exposed to a diverse range of perspectives and ideas that can stimulate reflection and further interest in a topic;
  • Being part of a global class, participants can gain insight into attitudes, ideas, and trends among different populations and countries on a particular topic;
  • The continuing growth in the number of MOOCs will lead to significant choice and options for free online courses. This will allow learning and development to be tailored to the needs and/or interests of each participant;
  • MOOCs open a world of learning possibilities and promote lifelong learning for all those who are interested, able and motivated to participate;
  • Although some critics of MOOCs claim there is a low completion rate for courses, this has more positives than negatives. It means that people are interested in the concept of MOOCs and willing to investigate online learning, which most people would not have experienced previously. It also means that people have the opportunity to explore a topic without being committed to it and incurring significant costs as happens with many undergraduate programs.
  • Those people participating in a MOOC who do not complete a course are not precluding somebody else who wanted to participate but did not meet the selection criteria or cut-off levels.
Implications of MOOCs
Participants:
  • The opportunity to learn something new or completely different from their normal discipline;
  • The opportunity to appraise higher education or a specific topic without the need to apply and enrol with an educational institution and incur course fees;
  • The opportunity to learn through interacting with other participants from diverse backgrounds, experiences and countries;
  • Everybody has an equal opportunity to interact online compared to on-campus lectures which some participants find intimidating speaking or asking questions in large groups;
  • MOOCs could be used as an introduction to certain topics that lead to further study and possibly advanced standing in further education programs, subject to assessment of mastery at a prescribed level. This could reduce the duration and costs associated with completing a formal qualification.
Higher Education Providers:
  • Some higher education providers may see MOOCs as a threat, particular those who regard lectures and course materials as their intellectual property and only accessible to fee paying students;
  • Other higher education providers will see MOOCs as the opportunity to showcase some of their courses and use the MOOCs as a means of attracting new participants to undertake studies;
  • Need to develop a system for assessing student mastery of certain MOOCs and provide credit or advanced standing for participants applying for higher education programs. Participants completing a number of MOOCs and able to demonstrate mastery of the topic also demonstrate commitment to study and are likely to complete formal qualifications;
  • Should promote the environment and resources of their university, student experience and value of the qualification for participants who progress from a MOOC to enrolling in a formal university program.
Industry:
  • Employers could utilise MOOCs as part of the learning and development of employees. Those employees that show real interest, commitment and motivation for certain areas of studying could then be supported by their employer to enrol in further studies in areas relating to their employment and career development;
  • Some organisations and industries could use a series of MOOCs, selecting the most appropriate courses from a number of MOOC aggregators, as a pre-qualification for people applying to work in a particular industry, in addition to or instead of a university degree.
Employee Development Potential
MOOCs provide employers with the opportunity to develop an integrated organisation development plan and tailor a learning and development plan for each employee. Such a plan might comprise:
  • One or a series of MOOCs on topics relevant to each employee’s development needs;
  • Work-based projects that enable employees to learn and immediately apply their learning, which promotes greater understanding of concepts and better retention of the learning;
  • A mentor for each employee to discuss their work-based projects, workplace issues and career development options;
  • TED videos (Ideas Worth Spreading) to stimulate ideas, thinking and discussion within an organisation and/or workgroup;
  • YouTube-Education videos with specific topics and speakers used for employees to watch and then discuss or lead discussions with work colleagues.

The above integrated approach to employee learning and skills development could apply to all employees, from frontline, through supervisor and middle management, up to senior managers and executives.

Final Comment
MOOCs have been described in some circles as the biggest development in education for 200 years. It would appear that MOOCs are a win-win for participants, higher education providers and industry.

However, the unanswered question is: if MOOCs are free how do they pay for themselves? At this stage the universities involved in launching MOOCs seem to be following the approach adopted by one of the most successful companies of the digital age: Google. As identified by Jeff Jarvis, Google banks users, not money. When Google rolls-out a new product they worry about whether they will have users. If they have users, the money will follow (Jarvis, Jeff, (2009) What Would Google Do?, HarperCollins, New York).

About the Author
Dr Lindsay Ryan is Director of Corporate Education Advisers.
Lindsay is a thought leader, adviser and mentor to organisations assisting with organisational development and employee learning that enables organisations to develop their capability and capacity. Utilising leading-edge research, Lindsay assists organisations adopt a strategic approach to their corporate education to ensure employee training and development aligns with their goals and strategic direction. Based in Adelaide, Australia, Lindsay’s work is highly regarded internationally and he is also Visiting Fellow in Corporate Education with Birmingham City Business School in the United Kingdom.

CONTACT DETAILS:
(61) 0418 809 170
Lindsay@corpedadvisers.com.au

EAIR 35th Annual Forum Rotterdam 2013 - Registration Now Open

eairThe EAIR Forum 2013 Rotterdam Forum Programme Committee and the EAIR Executive Board is delighted to hereby inform all colleagues and friends of EAIR and everyone that is interested in EAIR, that the official registration for the 35th Annual EAIR Forum “The Impact of Higher Education: Addressing the Challenges of the 21st Century” is open.

The 2013 EAIR Rotterdam Forum will take place from Wednesday 28 August till Saturday 31 August 2013 at the Erasmus University Rotterdam, the Netherlands.

Please note: The early bird registration deadline is closing on 1 July 2013 so make sure your Forum registration is done in time! For the 2013 EAIR Rotterdam Forum registration form, please go to: EAIR Registration.

For more information regarding the Forum registration, please go to the Conference website. Information about the preliminary timetable, hotels, travel, academic events, social events, tracks and keynote speakers can be found on the 2013 EAIR Rotterdam Forum website.

The Erasmus University is centrally located near the river in one of the most vibrant cities of the Netherlands. Being the main port of Europe, Rotterdam is a multicultural experience with outstanding museums and restaurants and well known for its modern architecture. The Erasmus University itself has a world wide reputation in the areas of economics, business administration and health, strengthened by law, social sciences, history and arts, and philosophy. Students from all over the world follow Dutch and English language bachelor’s programmes as the basis for leading international master’s specialisations at the interface of economics, health and society.

Please visit http://www.eair.nl/forum/rotterdam regularly for the updated news about the 2013 EAIR Rotterdam Forum.

EFMD Annual Conference: Does Management Education Create Impact?

efmd annual conference 2013

EFMD’s 2013 Annual Conference

We invite you to join us in Brussels from 9-11 June for the occasion of EFMD’s 2013 Annual Conference. See how top-level speakers from business schools and companies from all over the globe answer the question: “Does Management Education Create Impact?” 

ac2013Confirmed plenary speakers include:

  • Howard Lurie, Vice President for Content, edX
  • David A. Wilson, President & Chief Executive Officer, Graduate Management Admission Council
  • Soumitra Dutta, Dean, Samuel Curtis Johnson Graduate School of Management, Cornell University
Two sets of breakout sessions will give you the occasion to explore and discuss the following topics:

  • Research
    Mark Jenkins, Director of Research, Cranfield School of Management, UK

  • Executive Education & Corporate Universities
    Philip Healey, Regional Director Belgium, Center for Creative Leadership, BE
    David Jestaz, Director, Corporate University, EDF Group, FR

  • Sustainable Business Strategies to Create Wealth from Less Resources
    Walter R. Stahel, Founder-Director, Product-Life Institute, CH
    Jonathan T. Scott, Senior Lecturer (Chair of Management); Founder and Director, Center for Industrial Productivity and Sustainability, Kozminski University, PL

  • EFMD Accreditation Portfolio
    Chris Greensted, Christian Delporte and Ulrich Hommel, Senior Advisors, Quality Services, EFMD.

The conference will be chaired by Philippe Haspeslagh, Dean of Vlerick Business School and confirmed plenary speakers include:

Please sign up by May 6th to benefit from an advantageous fee. More information about the conference is available via the EFMD website.

We hope to see you in Brussels in June!

EFMD Annual Conference Steering Committee

Henry Mintzberg Workshop on Developing Practicing Managers and their Organisations

henrymThe Henry Mintzberg, IMPM & EFMD Special Workshop will take place on 16th May in Brussels on the theme: "Developing Practicing Managers and their Organisations".

The workshop will be led by led by Henry Mintzberg, Cleghorn Professor of Management Studies, McGill University, Desautels Faculty of Management, CA together with his two colleagues Dr. Leslie K. Breitner, Cycle Director, IMHL and IMPM Programmes and Dora Koop, Director, McGill University Executive Institute.

Do not miss this unique opportunity to discuss new ways to engage in management education and development with academics, training professionals and staff of corporate academies. Join colleagues and peers from business schools including INSEAD, IESE, Rotterdam School of Management, Vlerick Business School, ESCP Europe and Oxford Said Business School as well as corporate representatives from L'Oréal, GDF Suez University, SAFRAN, Eli Lilly and Company, Rabobank and Novo Nordisk.

The workshop will tap into the years of learning from the International Masters in Practicing Management (IMPM.org), founded in 1996, and a family of spin-off programs that have been designed to build on that experience. Picking up where Henry Mintzberg left off in his book Managers not MBAs,, the IMPM has made significant progress in rethinking education and development for people well into their managerial careers.  The pedagogy is built around the belief that managers will invest by building on their own experiences and involves a number of pedagogical innovations such as; managerial mindsets, morning reflections, managerial exchanges, friendly consulting (on managers’ challenges), competency sharing, IMpact teams, and novel seating arrangements.

Participants in this workshop will not only hear about these new ideas but also live them in the design.  To open, they will be asked to share their concerns for management education and development, and to close, they will reflect on the consequences of the day’s learning for their own programmes.

If you have any questions please contact Virginie HEREDIA-ROSA virginie.heredia-rosa@efmd.org

Announcing the Winner of the "Best of the Best" 2012 EFMD Case Writing Competition

case-award2012The winning case from the "Best of the Best" category has now being evaluated by ecch and EFMD is delighted to announce that -

Inclusive Business Models: Planting the Seeds of Change: The Ethiopia Commodity Exchange, Lea Stadtler and Gilbert Probst, University of Geneva, CH 

has been selected as the 2012 "Best of the Best Case Award". Many congratulations to Lea Stadtler and Gilbert Probst from the University of Geneva.

"Our case illustrates the challenging and inspiring journey of establishing an efficient commodity exchange in Ethiopia by means of an inclusive public-private partnership. Given the technological challenges in the country and the deep mistrust of many of the stakeholders involved, this was no easy task. Once the seeds of change had been planted, however, the Ethiopia Commodity Exchange (ECX) experienced a period of strong growth, which, in turn, led to new challenges.

We are really honored to receive the "Best of the Best" category of the internationally well-known EFMD Case Writing Competition. It is also a great timing since it conincides with the creation of our Geneva PPP Center: a university center to serve as a hub and catalyst for PPP-related research projects. Our thanks go to all case stakeholders involved, especially Dr. Eleni Gabre-Madhin, and the reviewers who nominated the case."


Choosing the “Best of the Best” award is always so difficult due to the outstanding nature of all the case involved so we would like to once again congratulate all of the Category Winners.

 2012 Category Winners

  • Corporate Social Responsibility: Novo Nordisk: Managing Sustainability at Home and Abroad, written by Jette Steen Knudsen, Copenhagen Business School, DK and Dana Brown, EMLYON Business School, FR

  • Entrepreneurship: ENVIU: Starting World Changing Companies, written by Luca Berchicci and Giovanna Domingues Sanches, Rotterdam School of Management, Erasmus University, NL

  • Family Business: Bavaria and the Swinkels Family: Brewing a Sticky Brand, written by Benoit Leleux and Jan Van der Kaaij, IMD, CH

  • Finance and Banking: Irish Schools: Sovereign Risk in Social Infrastructure PPP, written by Pierre Hillion and Jean Wee, INSEAD

  • Emerging Chinese Global Competitors: Hard Choices: Best Buy and Five Star in China_Cases A , B and the Industry Note, written by Terence Tsai, Zhu Jianhua and Xu Leiping, CEIBS (China Europe International Business School), CN

  • Supply Chain Management: Danfoss - Global Manufacturing Footprint, written by Torben Pedersen and Jacob Pyndt, Copenhagen Business School, DK

  • Euro-Mediterranean Managerial Practices and Issues: Launch of Durra: Women in Islamic Banking, written by Alexandra Roth and David T.A. Wesley, Northeastern University, US

  • African Business Cases: Nuru Energy (A): Financing a Social Enterprise - Nuru Energy (B): From Breakdowns to Breakthroughs, Filipe Santos and Anne-Marie Carrick, INSEAD

  • Public Sector Innovations: Restoring the British Museum, written by Anand Narasimhan and Jean-Louis Barsoux, IMD, CH

  • Responsible Leadership: VOLTIUM, Inc, written by Eloy del Potro, Juan Carlos Vasquez Dodero, Jose Ramon Pin Arboledas and Guido Stein, IESE Business School, ES

  • Inclusive Business Models: Planting the Seeds of Change: The Ethiopia Commodity Exchange, Lea Stadtler and Gilbert Probst, University of Geneva, CH  

  • MENA Business Cases: Chabros International Group: A World of Wood, written by Paul W. Beamish and Bassam Farah, Richard Ivey School of Business, CA

  • Latin American Business Cases: Veja: Sneakers With a Conscience, written by Oana Branzei and Kim Poldner, Richard Ivey School of Business, CA

  • Indian Management Issues and Opportunities: Bayer CropScience in India (A): Against Child Labor, written by Charles Dhanaraj, Indiana University Kelley School of Business, US, Oana Branzei and Satyajeet Subramanian, Richard Ivey School of Business, CA

We would like to thank all of our sponsors of their continued support of the Case Writing Competition. Abstracts for the cases are available on the EFMD website and all of the cases are available on the ecch website.

The 2013 competition will open twoards the end of May. If you would like further information please contact Inês PROENÇA ines.proenca@efmd.org

EFMD Introduces Broader Coverage of Ethics, Responsibility and Sustainability to EQUIS

equis2013The 2013 edition of the EQUIS documents for the first time broadly recognizes the role of business schools as ‘globally responsible citizens’ and as advocates of ethical and sustainable behavior in business and society. ‘Ethics, Responsibility & Sustainability (E∙R∙S)’ has been added as a transversal feature to the EQUIS system implying that these aspects are now covered throughout the EQUIS Standards & Criteria (S&C) – with a dedicated chapter (replacing the chapter on ‘Contributions to the Community’) as well as sections in most other chapters. E∙R∙S is therefore positioned in the same way as ‘Internationalization’ and ‘Corporate Connections’ (see Figure).

Figure: The EQUIS Criteria Framework
equisframe















The approach adopted by EFMD reflects the belief that E∙R∙S is relevant for every aspect of business school management and operations. The starting point for business schools should be to reflect on the role of E∙R∙S in mission, vision and strategy (EQUIS S&C, chapter 1). The adopted strategy should be backed up with clearly defined objectives, specific milestones and adequate resource support. It is further assumed that the strategy is broadly communicated to the various stakeholder groups.

Business schools should integrate E∙R∙S into their educational offerings, which include degree programmes (EQUIS S&C, chapter 2) and non-degree executive education (EQUIS S&C, chapter 6). Reporting should differentiate between offerings dedicated to E∙R∙S and coverage in other programmes. In the case of degree programmes, detailed information should be provided on how E∙R∙S is integrated in programme design, delivery and assessment. It is certainly expected that applicant schools have moved beyond the still widely used approach of simply tagging on an E∙R∙S module to the curriculum with no obvious connection to the programme core. In addition, E∙R∙S should be linked to all facets of student management, which includes recruitment, admissions, scholarships and awards, diversity management, personal development as well as support provided for (extra-) curricular student engagement (EQUIS S&C, chapter 3).

The new standard will challenge business schools to reflect on how E∙R∙S can be mapped into faculty management (EQUIS S&C, chapter 4) and how faculty can be encouraged to integrate E∙R∙S into research & development (EQUIS S&C, chapter 5). Applicants should also present evidence that they are actively contributing to the ethical, responsible and sustainable development of businesses and business practices (EQUIS S&C, chapter 10). Explicit policies should be in place to ensure that E∙R∙S is firmly embedded in the School’s infrastructure management, operations, and administration (EQUIS S&C, chapter 7).

A transversal chapter dedicated to E∙R∙S (EQUIS S&C, chapter 9) represents the anchor of the new standard. It gives Schools the opportunity to summarize their E∙R∙S-related achievements and to report on their contributions to the ethical, responsible and sustainable development of local as well as global communities.

The revised EQUIS documents are operational as of now. Schools in process must ensure that they comply with all E∙R∙S-related changes, which also includes an additional section in the EQUIS data sheet and revised information requirements for the Self-Assessment Report and the Base Room.

Given the holistic nature of the EQUIS framework and the emphasis placed on diversity, business schools will have considerable degrees of freedom in complying with the E∙R∙S standard. The introduction of E∙R∙S should therefore not be misinterpreted as a fundamental questioning of management education as practiced by most business schools today.

In recent years, many EFMD member institutions have adjusted their educational offerings, their research foci and in some cases even their strategic development trajectories to address issues such as global warming, unethical behavior of high-profile managers and business practices perceived to be socially irresponsible. These achievements have largely escaped public attention. With the revised EQUIS framework, business schools are given a more explicit opportunity to document their multi-faceted contributions to E∙R∙S and to achieve recognition for embracing their wider role in society.

If you have any questions or require further details on EQUIS please contact us via equis@efmd.org

The GRLI Announces a Strategic Alliance with EFMD and AACSB International

grliBrussles, Belgium (March 21st, 2013) – Announced today, the Globally Responsible Leadership Initiative (GRLI), has entered into a long-term strategic partnership with EFMD and AACSB International (AACSB). The agreement will see two of the most influential global voices in management education working closely with the GRLI, a network of forward thinking companies and business schools, to focus on an important message: that business and business schools need to work collectively to devote greater attention to developing responsible companies and leaders in the future.

Mark Drewell, CEO of the GRLI said, “Over the past nine years we have learnt a great deal about catalysing change in the complex interface between management education, business and society. This move creates a platform on which we can transform success into significance as we work to scale our impact in partnership with EFMD and AACSB International.”

Eric Cornuel, Director General and CEO of EFMD said “The GRLI, which we co-founded with the United Nations Global Compact (UNGC) in 2004, plays an important role already in providing direction, support, and visibility to what business schools are doing to foster responsibility and sustainability.  However while there has been some initial success, much more remains to be accomplished. GRLI will become the armed wing of our shared ambitions at EFMD and AACSB to accelerate change.”

Commenting on the announcement, AACSB International President and CEO John Fernandes said: “In recent years, the role of business as a sustainable and socially responsible enterprise has risen consistent with the world’s demand for accountability. Through our accreditations and services, AACSB and EFMD are important stakeholders in addressing society’s objectives of sustainability, social responsibility and ethical leadership. This move increases the intensity of our focus in this area, and will enable both organisations to serve our members more fully as they seek to address the challenges of 21st century management education.”

EFMD and AACSB will join GRLI’s current Board of Directors, by each appointing two representatives that will participate in governing decisions. The two organizations will also provide financial support to bolster GRLI’s capacity to achieve its mission.

Detailed  discussions will take place amongst the three organisations over the coming months to turn the agreement into a practical programme. This will include making knowledge and expertise developed by the GRLI accessible to EFMD and AACSB members, as well as participation in GRLI’s pipeline of projects and its various international events.

For further information contact:
Mark Drewell (GRLI) +44 7805 568 493 mark.drewell@grli.org

Editors Notes

About the GRLI (www.grli.org)
The Globally Responsible Leadership Initiative (GRLI) is a worldwide partnership of companies and business schools/learning organisations working together in a laboratory of change to develop a next generation of globally responsible leaders. The GRLI engages in thought leadership, advocacy and projects to achieve measurable impact. It’s current projects to support the development of responsible management education are concentrated around the implementation of the 50+20 Agenda, a blueprint of management education in service to society launched at Rio+20 in June 2012.

About EFMD (www.efmd.org)
EFMD is a leading international network of business schools and companies (810 members / 82 countries) at the forefront or raising the standards of management education and development globally. EFMD runs the EQUIS and EPAS accreditation systems as well as the EFMD Deans Across Frontiers programme (EDAF) and is one of the key reference points for management education worldwide.

About AACSB International (www.aacsb.edu)
AACSB International (The Association to Advance Collegiate Schools of Business), founded in 1916, is an association of more than 1,300 educational institutions, businesses, and other organizations in 81 countries and territories. AACSB's mission is to advance quality management education worldwide through accreditation, thought leadership, and value-added services.
As a premier accreditation body for institutions offering undergraduate, master's, and doctorate degrees in business and accounting, the association also conducts a wide array of conferences and seminar programs at locations throughout the world. AACSB's global headquarters is located in Tampa, Florida, USA and its Asia Pacific headquarters is located in Singapore.

Updates from the ETP in Japan and Korea

logo-etpThe Executive Training Programme (ETP) provides European Companies with the knowledge and skills necessary to overcome business, language and cultural barriers in Japan and Korea, in order to take advantage of the many trade and investment opportunities available with these two countries.

The current cohort of participants have already started their immersions in Japan and Korea following a well-received inception module at the School of Oriental and African Studies in London. The EU ambassadors and delegations, along with Waseda University in Tokyo and Yonsei University in Seoul, have welcomed the participants who are now enjoying intensive language training. The ETP training providers have been chosen for their international recognition and experience. Together with them, the EU ensures that ETP participants are given the very latest information, know-how and skills they need to succeed in Japan and Korea.
 
The European Commission is now seeking new candidates for the ETP 2013/2014 cycle. In order to provide interested candidates and stakeholders with more details on the EU-funded Executive Training Programme (ETP), the ETP team organised a series of webinars. You may view the slides from the webinar here.  You may download the recording and listen to the full webinar here.

The ETP is designed to help you and your company succeed by improving your knowledge of the Japanese or Korean language, cultures and business practices while leveraging EU networks. This infographic summarizes the benefits of participating in the ETP. You can download it here,
www.euetp.eu/sites/default/files/content/infographic/infographic-etp.pdf

The next training cycle of the ETP begins in November 2013. The enrolment is open, apply now via the ETP website: www.euetp.eu

  • The skills I learned through the ETP undoubtedly helped me guide my company towards success in Japan. The programme gave me the tools to do it
    Richard Thornley, President Rolls-Royce Japan Co. Ltd., Japan
  • There are a few things in life which you can put your finger on and say ”this really changed my life.” ETP is one of them
    Vanessa Åsell Tsuruga, Sports Marketing Executive, ASICS Skandinavia Sweden

EQUIS, EPAS and EDAF as a Quality Portfolio

equisepasedafdiagram-1The Quality Services Department at EFMD has provided accreditation services over the past 15 years. These services have the aim of improving management education in Higher Education institutions by establishing internationally agreed standards and assessing institutions against them. Institutions deemed to meet the standards are accredited and thus gain international recognition. EFMD accreditation is recognised worldwide by potential students, employers, other clients, and the media (often being a pre-requisite for entry to rankings). It is the process of striving to meet these standards that leads to quality improvement. The accreditation process is well established and consists of self-reflection and peer review followed by recommendations for improvement and, where appropriate, accreditation.

Beginning in 1997, the EFMD Quality Improvement System (EQUIS) was designed to assess the quality of a business school holistically and to grant accreditation to those that met its exacting standards. These standards cover the school’s governance and strategy, its resources, its faculty and their intellectual activity, its degree programmes and students, executive education and the school’s international focus on the business world. It should be noted that the EQUIS approach is rooted in respect for diversity and EQUIS therefore does not believe in “one best model” for a business school.

In recognition of the fact there are many excellent programmes offered in schools that may not yet be able to achieve EQUIS accreditation, in 2005 EFMD launched the EFMD Programme Accreditation System (EPAS). This is designed to assess in depth the design, delivery and graduate output of any business and/or management degree programme. Such programmes would normally be offered by a business school but EPAS also recognises that many other types of organisations offer business related programmes such as degrees in health or engineering management.

Because of the fact that EQUIS and EPAS between them can only touch maybe 500 schools which is a very small, and top end, proportion of the business schools community, EFMD launched EFMD Deans across Frontiers (EDAF) in 2011. This is a service designed to assist the management of business schools at any stage of their evolution to develop their institution further. By peer review, EDAF evaluates where the institution is currently positioned with respect to its key strategic objectives and it makes recommendations for improvements. EDAF then provides a 3-year mentoring process to assist the institution’s management to achieve its goals, which may include eventual accreditation.qsbrochurecover

The Quality Services Portfolio
The three systems (EQUIS, EPAS and EDAF) are now designed as a portfolio. Each of them is a free-standing quality improvement process dealing with different aspects of an institution. However they are also linked as a potential pathway between systems. For example an institution entering EDAF may either use it as part of its development trajectory or to aim in due course for EPAS accreditation for one or more of its programmes, or perhaps to achieve EQUIS. On request EDAF can provide a gap analysis on the key areas requiring improvement in order to achieve an accreditation.

An institution entering EPAS may just be seeking programme accreditation or it may use it to develop its range of programmes before aiming for EQUIS and it too can receive advice on its readiness for EQUIS as part of the EPAS process (EQUIS gap analysis). Alternatively an EPAS school could instead use the EDAF process to assist it to evaluate its gap to EQUIS accreditation and to receive guidance through mentoring to achieve its goal. In principle an EQUIS school might even wish to have one of its programmes, eg its doctoral programme, reviewed in depth by EPAS. However, this would require a change in the policy agreed by the EFMD membership some time ago that EQUIS schools should not be permitted to undergo EPAS.

Finally EQUIS and EPAS member schools (as part of their own social responsibility) are particularly welcome to sponsor EDAF schools in terms of supplying advisors and mentors and/or funding some of the EDAF costs. With this structure, EFMD and Quality Services offer a coherent portfolio of improvement and development services which are open to the full quality spectrum of business schools or institutions. For further information go to www.efmd.org

Chris Greensted is a Senior Advisor at EFMD. This post is taken from a recent Global Focus article "Peak Performance". The new Quality Services Portfolio Brochure is available here.

See the Future - A New Study About the Future of Management Education

futureIt seems that not a day passes without an article about the uncertain future for higher education.  However, much of this is opinion and crystal ball gazing.  To provide clear direction for any school thinking about the future, CarringtonCrisp, the education market research specialists, working with EFMD, are planning a special new group market research study, titled 'See the Future'. 

Taking part will cost only €800.


The study will provide an overview on the future of management education from the student and business perspective – the role it should play in society, its position in higher education, the value to the potential student, the support it can provide for business and data on key trends in the marketplace. We will question four key audiences: prospective students, current students, alumni and corporates and ask these groups about five key areas:future2

  •     attitudes to business,
  •     the value of a business education,
  •     sustainability and CSR,
  •     internationalisation, and
  •     the role of technology.
And provide reports based on audience, geography and business school, as well as a global view of the market place. The aim is to have at least 100 business schools take part and to capture the views of more than 10,000 respondents.  The study will take place in late April/early May with results from mid-late June.

For further details on how to take part please contact CarringtonCrisp by email at info@carringtoncrisp.com or by telephone on +44 207 229 7373 or Matthew Wood matthew.wood@efmd.org +32 2 629 08 10.

We hope that your school will take part in this fascinating study.

Join us in Madrid for the 2013 EFMD Entrepreneurship Conference

The 2013 EFMD Entrepreneurship Conference

...will take place on 4th - 5th March 2013, hosted by EOI Business School, Madrid, Spain. The theme of the conference is "Empowerment of Entrepreneurs for Growth".

Join colleagues and peers from across the globe for a mix on plenary sessions covering – Social Entrepreneurship, Youth Entrepreneurship & When Entrepreneurship Meets Educators and Students to an arrays of parallel sessions with presentations and cases covering many of the key issues facing entrepreneurs and entrepreneurship education and teaching.


  • Internationalisation Strategies into BRIC Countries - A Comparison of Danish Family and Non-family Businesses
  • Entrepreneurship: from Motivation to Start-Up
  • Venture Philanthropy through New Radical Social Enteprises: An examination of Key Success Factors
  • Is Entrepreneurship a Determinant of Economic Growth?
  • Creating Social Entrepreneurial Opportunity: Preliminary Findings
  • Designing a National Innovation System for Social Entrepreneurship and Social Enterprises
  • Mapping the Environment of a Civic Entrepreneur
  • Entrepreneurial Resilience: an Approach to the Concept in the Context of Start-up Companies
  • Modern Open Platforms for Innovation and Entrepreneurship Development - Case Presentation Aalto University, School of Business, Small Business Center
  • The Reverse Side of Growth: Exploring Encountered Problems during the Founding Process of University Spin-offs
  • Recruiting Partners for Co-Evolution: Leveraging on Sidecar Investments and Escalating Commitment
  • The Use of Product Development Networks to Grow the New Venture
  • Entry Mode Strategies of Exporting SMEs to Distant Growth Markets
  • The Impact of Absorptive Capacity and Business Owner Human and Social Capital on Start-up International Growth
  • Toward Internationalisation of SMEs: Capturing the Relevance of Regulative Dimension in Emerging Economies
  • Designed and Made in Denmark for a Purpose: Threading Social Innovation in New Meaningful Patterns
  • COEUR – Developing Business Creativity and EuroPreneurship in European University Networks
  • Modelling an Innovative Approach to Social Entrepreneurship Education
  • Entrepreneurship Education and Developing University Students’ Metacompetences
  • Entrepreneurship Education and the Triple Helix Theory
  • Be Entrepreneurial. Active Learning Approach
  • Developing the Student Enterprise Mind Set Through Multi Partner Work-based Learning
  • Understanding the Impact of Creative Activities for Learning in Innovation (CAL4INO)
  • Business Curricula and the Teaching of Entrepreneurship
  • Developing Entrepreneurial Capabilities Through Action Learning in an MBA Program
  • Riding the Third Wave of Social Entrepreneurship Education: Assessment of Effectiveness of Projects as a Tool to Learn about Social Entrepreneurship
  • Does Business Simulation Gaming Affect Entrepreneurial Intent in Undergraduates?
  • A New Technology for Entrepreneurship Education as an Extra-curricula
We hope that you will join us in Madrid for one of the key entrepreneuship events in Europe. If you have any questions please visit the special website for the event or contact Virginie HEREDIA-ROSA virginie.heredia-rosa@efmd.org directly.

Coaching and Mentoring as Motors of Change - 15 March

Join us for the EFMD Sharing Best Practice CLIP workshop hosted by SwissRe in Munich on 14 (evening) - 15 March 2013!! The workshop will examine the many different areas and ways in whichmentoring coaching and mentoring techniques can be deployed in support of strategic L&D objectives.

  • How does coaching and mentoring fit into a company’s strategic learning processes?
  • To what extent can the learning outcomes of coaching and mentoring be considered organisational and not just individual?
  • How should the ‘targets’ for development through coaching and mentoring be chosen from a strategic perspective?
  • What learning and development objectives should be set for the different target groups?
  • How does coaching and mentoring fit into the learning organisation’s toolkit of didactic techniques?
  • How should coaching and mentoring be combined with other L&D techniques?
  • What is the place of coaching and mentoring in group-oriented leadership programmes?
  • How can the effectiveness of these techniques be measured?
  • How can the cost be justified?   
swiss rePrisca Peyer-Ehrbar, Head of SwissRe Academy, will share her experience with you. Other speakers will include Justus Boeckheler, Vice President, Center for Expertise Development & Change, BASF; Philippe Bonnet, Vice President, Global Head Learning & Education, Essilor International; Andrew Clayton, Head of Group Learning Allianz and Charles Jennings, Former Chief Learning Officer for Reuters and Thomson Reuters, Founding Director of The 70:20:10 Forum.

Join colleagues from Airbus, Alcatel-Lucent, Allianz, Atos, Baloise, BASF, Coca-Cola, Daimler, DuPont de Nemours, EDF, Eli Lilly, Gas Natural Fenosa, GE, ING Insurance, Maersk Line, Rabobank, Siemens, ThyssenKrupp, UBS and UniCredit. For more information and registration please click here.

About the EFMD Sharing Best Practice CLIP Community

Led by representatives of EFMD and EFMD's Chief Learning Officer Community, HR and learning & development professionals meet twice a year to work in depth on the key challenges modern corporate learning functions are facing. The CLIP accredited companies share their experience with complementary inputs supported by other CLOs and/or Business Schools. These events are designed for senior corporate HR and learning & development practitioners from EFMD company members network and selected guests. As an interactive forum, this community of practitioners is unique in corporate learning and development in Europe.

For more information, please contact Shanshan GE  Shanshan.ge@efmd.org

EFMD's External Relations / Marcoms Community to meet in Hong Kong

The 2013 EFMD Conference for International, External & Corporate Relations, Marketing, PR, Communication and Alumni professionals

will be hosted by the Hong Kong Baptist University in Hong Kong, on the 14-15 March 2013. Registration is now open.



Join colleagues and peers from over 20 different countries to network, share ideas and make new connections. Schools already registered include: HEC Paris, Monash, QUT, RSM, MIP-Politecnico di Milano, Asian Institute of Management, University of Edinburgh Business School, Leeds University Business School, Nyenrode Business Universiteit, EADA, Toulouse Business School, Tsinghua University, Lingnan (University) College, Nottingham Trent University, Audencia Nantes School of Management, EDHEC, Hanyang University, Aston Business School, ESCP Europe, HKUST Business School, KAIST and more.

The organizing committee has chosen to investigate, discuss and explore the theme of: Bridging the “Gap” – Awareness and Collaboration between Europe and Asia and has put together an exceptional programme with high-class speakers including:
  • Hong Kong as a Regional Education Hub
    Cherry Tse Ling Kit-Ching, Permanent Secretary for Education, Education Bureau, Hong Kong Special Administrative Region Government, HK, CN 

  • Trends
    Chris Tsang, Executive Director for MBA/MSc Programs, Hong Kong University of Science and Technology, School of Business and Management, HK, CN
    Speaker to be announced from, KPMG Hong Kong, HK, CN

  • Student Mobility
    Wei Shen, Associate Dean for China and Professor of International Affairs, ESSCA School of Management, FR
    Jane Delbene, Director of Marketing, EMEA, GMAC - Graduate Management Admission Council®, UK

  • Cultural Understanding of International Collaboration
    Steven DeKrey, President, AIM - Asian Institute of Management, MY
    Karmen Yeung, Partner, China Tax, KPMG Hong Kong, HK, CN

  • Community Relations and Engagement
    Carol Ma, Assistant Director, Office of Service-Learning and Adjunct Assistant Professor, Department of Sociology and Social Policy, Lingnan University, CN

And much more…

You can view the complete conference programme online and see what is of interest for you. Moreover, some of you will be regular participants of the APAIE Conference (Asia-Pacific Association for International Education) and will be happy to learn that their 2013 conference will take place just before ours, also in Hong Kong. Hopefully this will allow you to attend both international events and make wise use of your time and trip to Hong Kong.

Hong Kong is a fantastic venue and also home to EFMD’s Asia office, which was opened last year. Having a presence in Asia has lead to a significant increase in membership from the region so we really are hoping that this event will bring many opportunities to learn, share and form new alliances and partnerships.

I would like to invite you to join the EFMD External Relations group on LinkedIn which will help you build your own network and contacts across the EFMD network. If you have not yet joined please request to join the EFMD - External Relations group. You can also follow @EFMDnews on Twitter for news and updates from EFMD and the international network.

We hope that you will be able to join us in Hong Kong for what promises to be an exiting event! If you have any questions or require further information please contact Delphine HAUSPY delphine.hauspy@efmd.org

 

What does the future hold for academic research?

imagesMost deans of leading business schools would agree that being a top-performing faculty member is synonymous with being a top researcher. The production of widely cited A-level articles has become the core ingredient for a successful academic career, leading to peer recognition, tenure and ever-larger pecuniary rewards in the form of higher base salaries and bonuses.

At the same time, though, many practitioners would argue that the way academics are conducting research is the very essence of what is wrong with business schools today. They claim that research methodologies and outcomes are too often detached from the realities of managing enterprises and that researchers lack the motivation as well as all too often the ability to credibly surpass Andrew Pettigrew’s double hurdle of generating academically meaningful as well as practically relevant knowledge.

What is particularly worrying about this long-standing debate is the apparent unresponsiveness of the business school community, which continues to operate in the “we know best” mode. Business schools are facing environmental dynamics that will eventually make change inevitable. PhD programmes are not producing enough graduates to fulfil the hiring needs of a rapidly growing sector. Market entry by non-research for-profit providers will produce additional challenges to a system where business schools are using a large part of their resources to support a seemingly zero-return activity. There are effectively two pieces to the puzzle.

Researchers argue that they are, above all, writers seeking recognition from their peers. In contrast, communication experts claim that business schools need to improve on their customer orientation. They should produce research that meets the real needs of their stakeholders in terms of content and packaging.

Building a bridge between these two positions is not impossible. Business schools are currently operating based on model where researchers are drifting like particles in institutional space, where they have complete freedom to interact with other particles within or across institutional boundaries and where they eventually release output that is measured by a centuries-old metric.

But why not define academic research as a starting point of an innovation chain? It would allow researchers to focus on what they know best, the production of peer-reviewed articles. It would also, however, introduce the research outcomes into a refinement process that leads to spin-off outputs such as case studies, podcasts,  business simulations, policy position papers, open source e-learning content and interactive communication with corporate partners.

Embedding researchers into vertical innovation chains might also foster mutual learning with practitioners, which will affect the direction of research \and thereby address the main criticism of the corporate world.

In sum, business schools should reflect on how to organise their research activities better in order to justify the significant resource commitments. Laissez faire, with some moderation using a system of external, peer-based controls, has so far not enabled them to pass the double hurdle test. Existing research capabilities could possibly be made better us of by reversing the atomisation of research production and by creating support structures for top researchers.

Proceeding on this line must and should not infringe on the academic freedom of the individual researcher as since this would probably lead to harmful feedback effects in terms of research quality and productivity. However, business schools should attempt to break open their research silos and let the wider community that surrounds them participate in the benefits of their knowledge-generation activities.

Ulrich Hommel, Director of Research & Surveys at EFMD

Can Business Education Change the World? We Think So!

gbsnmbalogoThe Global Business School Network is once again challenging business and entrepreneurship students and recent graduates to show how they are using their business skills to make a difference in the developing world. The MBA+ Challenge Video Contest is now it its third year and has been opened up to ALL students, undergraduate, graduate and certificate programs in addition to traditional MBAs.

The MBA+ Challenge Video Contest asks students to produce a short (3 minutes or less) video showing how they are using their business education to make a difference in the developing world through:

  • New business ventures
  • Student projects
  • Volunteer work
  • Impactful Careers
Any student who is currently in school or who has graduated in the past 5 years is eligible to enter.  The submission period for videos is March 1st – 31st with online voting from April 1 – 14th to  determine the top 5 videos.

The first prize is an all expenses paid trip for one team member to the GBSN Annual Conference and 10th Anniversary Celebration in Tunisia June 10 – 12, 2013.  They’ll also be featured on GBSN’s website, have the opportunity to blog for nextbillion.net and get visibility for their work around the globe. The top 5 finalists as determined by online voting will each have the opportunity for an online mentoring session with a world leader in business or development. The distinguished list of mentors will be released soon, so stay tuned.

A panel of judges will then determine the 1st, 2nd and 3rd place videos from the 5 finalists.

Click here to watch the winning video from 2012 from Tuck School of Business students called "The $300 House Project"

Full details on how you can take part can be found via - www.gbsnonline.org/mbachallenge

Leading the MBA: The Good, the Bad & the Ugly

Leading the MBA: The Good, the Bad & the Ugly

EFMD with the support of the Graduate Management Admission Council (GMAC), has great pleasure in inviting you and your business school to attend the 2013 EFMD MBA Conference that will be hosted by IMD in Lausanne, Switzerland from the 17-19 of March.

mba2013cover

The conference will explore the role of the Programme Director under the theme “Leading the MBA: The Good, the Bad & the Ugly” and will include a tailor made case "The MBA Director’s Dilemma” that will address some of the key challenges encountered by Programme Directors.

The conference will be Chaired by Giulio Toscani, Director of the MBA Programme at EADA, Spain. The event brings together the global community of MBA directors (full-time, part-time, distance learning or executive) to share and exchange ideas whilst providing practical tools and examples that are applicable in day-to-day life. It also offers a great networking opportunity to collaborate internationally and build your own network of MBA contacts around the world. If you are involved in leading an MBA programme this is a key annual event that you must attend so please register now to join peers from: IMD, esmt, EADA, LBS, Bocconi, BI, Lancaster and more.

In addition, we have scheduled the following sessions:
  • Developing Partnerships & Portfolio Expansion Strategies
    Julia Marsh, Director MiM, LBS, UK

  • Creating Positive Group Dynamics
    John Sadowsky, Professor of Leadership and Marketing, Grenoble Ecole de Management, FR

  • Trends in Graduate Management Education                                                                                                    
    Deborah Somers, Director, EMEA, GMAC ®, UK

  • Media: Developing Key Messages about You and Your Programme
    Teresa Martini, Consultant, Ex-International Producer at CNN, UK

  • Learning how to Learn
    Sonja Zaar, Director MBA programmes and International Projects at Maastricht University School of Business and Economics, NL

  • Corporate Panel
    Are employers actually aware of the programme details when hiring your MBAs? Can they really tell the difference between a specialised Masters Programme and an MBA? What in-house training do they provide and how relevant are business schools to them?

  • Innovation in Blended Learning …and much more to come! 
More information about this event is available via the EFMD website.

We very much look forward to seeing you in Lausanne next spring - if you have any questions or require any further information please contact Diana Grote - diana.grote@efmd.org

HEC Paris host the International Teachers Programme© (ITP)

The International Teachers Programme© (ITP) supported by EFMD, is an intensive faculty development programme dedicated to helping business educators develop suitable skills and capabilities to beitpcover successful in their careers.

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


IN 2013 AND 2014, ITP WILL BE HOSTED BY HEC PARIS!

HEC Paris is honored to host the ITP – International Teachers Programme© in 2013 and 2014. Recognized as the premier business school in Europe and one of the top worldwide by the
Financial Times, HEC Paris has been a leader in business education for well over a century.

What’s new in ITP ?

In these up-coming ITP editions, participants will learn how to create and to apply effective learning situations for the successful transmission of knowledge, skills and attitudes to learners with a variety of different knowledge levels, expectations and mindsets. They will also be involved in a personalized development program of support for them and for their teaching performance.

The key objectives of the ITP is the development of the teacher’s creative capabilities, so to enable him/her to manage a complex set of variables:
  •     teaching tools and techniques;
  •     contents and knowledge related to their specific field of teaching and research;
  •     self-esteem and management of interpersonal relationships;
  •     audiences and contexts of teaching.
The ITP is designed to provide you with the most advanced teaching tools and with accurate knowledge and comprehension of the teaching skills that are typical of high performance business educators. Full enrolment details and programme information can be found here.

If you have any questions or require further details please contact ltp@hec.fr

ISB-Ivey Global Case Writing Competition 2013 supported by EFMD

The Centre for Teaching, Learning, and Case Development at the Indian School of Business (ISB), in partnership with Richard Ivey School of Business, The University of Western Ontario is delighted to announces the launch of the ISB-Ivey Global Case Competition 2013. This event is supported by EFMD and the Association of Indian Management Schools (AIMS).isb
Launched in 2010, this is the fourth year of hosting the competition and second in its global avatar. Through this competition we aspire to reach out to a wide network of Indian and Global Business Schools with the objective of facilitating the building of a repository of a high-quality, internationally benchmarked cases about Indian businesses. The submitted cases are suitable for use in MBA classrooms across the globe as they showcase the unique issues and challenges faced by organizations and business leaders in India.

A panel of internationally acclaimed subject experts judge each case in a double-blind review process and give written feedback on each case. The top cases from this competition are marketed to a global audience of business schools through Ivey and distributed through Ivey and Harvard Publishing (Harvard University, USA)—the two largest sources of business cases in the world. The deadline for submission of intent to participate is February 20th 2013 and more submission details, categories, criteria and deadlines can be found on the Case Competition website. Previous winning cases can be found here.

For more information on the ISB-Ivey Global Case Competition 2013, please visit - http://events.isb.edu/casecompetition/.

If you have any questions please contact -
  Arun Khan, +91 40 2318 7299 or ctlc@isb.edu

2013 EFMD MENA Conference - Empowering the Next Generation of Leaders

2013 EFMD MENA Conference - Empowering the Next Generation of Leaders

We are delighted to invite you to the 2013 EFMD Conference in the MENA Region hosted by the Abu Dhabi University and sponsored by GMAC® in Abu Dhabi, United Arab Emirates, on the 14-16 April 2013.

mena2013 2013 EFMD Conference in the MENA Region.
Business Schools in the MENA Region - Empowering the Next Generation of Leaders

The EFMD MENA conference is one of the most important management education events in the region and brings together business schools, companies, NGOs and the private sector to share and exchange ideas and best practice examples. More specifically it addresses ongoing trends in management education inside and outside of the MENA Region and promotes an active debate between regional actors and participants from other regions of the world.

Topics such as business education for employment, family business and succession planning, the role of business schools in preparing entrepreneurs for the region, research, managing country risk perception, executive education, alumni engagement and the role of international campuses will be discussed, with the contribution of leading academics and business representatives from the MENA Region, North America and Europe.

As well as the conference there will be an EFMD Quality Services Seminar that will provide information on EQUIS & EPAS accreditation and the EFMD Deans Across Frontiers development system (EDAF). The seminar will take place on Sunday 14 April just before the conference starts and requires a separate registration (which can be done through the same link as the conference, by choosing the option "I will attend the EQUIS, EPAS and EDAF Seminar on Sunday 14 April").

If you and your school are interested in participating in the conference and seminars, please register by visiting the conference webpage: www.efmd.org/mena. If you have any additional questions you can contact Inês Proença (ines.proenca@efmd.org).

Finally, do not hesitate to pass on this invitation to your colleagues who might be interested in attending.

Update on the EFMD Extraordinary General Assembly

efmega002It is my pleasure to give you some information about our Extraordinary General Assembly that took place at EFMD on November 22nd, 2012.

First of all, I would like to express my gratitude to all the members who attended this assembly. I know that their time is precious and their agendas are very busy. Having them in Brussels demonstrated their commitment to EFMD. I would also like to thank all of the members who sent their proxies, to have their voice heard and to shape the future of our organisation. The Extraordinary General Assembly allowed us to present the evolution of EFMD over the last 10 years and to share with you our vision for the future and our strategy for EFMD development.

During the last 10 years, EFMD has seen uninterrupted growth, as well as unprecedented change in its membership. We have evolved from a predominantly European organisation into a truly efmdega043 international one, as more and more institutions from all regions of the world are joining us and supporting our goals and values.

As you have been informed, EFMD Global Network, a non-for-profit organisation, has been created in Geneva. Its role is to accompany and facilitate the global development of EFMD. Becoming a member of EFMD Global Network is solely possible for EFMD members and you are all invited to join this new organisation.
 
This new structure, EFMD Global Network, will be responsible for the management of international offices in Asia (Hong-Kong) and the Americas (Miami), in order to offer our non-European members closer proximity and better targeted services. EFMD Brussels will maintain its historical stronghold, playing a key role in the heart of the network.

We see this evolution as a great opportunity to ensure a better visibility of the EFMD brand and activities worldwide. All EFMD members will have the possibility to join EFMD Global Network in Geneva. The 2013 membership fee for EFMD Global Network will be 1500 €.

efmdega042We have taken careful steps to ensure that this dual membership will bear no financial consequences for our members. This is why we proposed a decrease in the EFMD membership fees for the members of EFMD Global Network, enabling them to be members of both institutions at no extra cost.

This was the object of the resolution that was voted on at the Extraordinary General Assembly and I am very pleased to say that this proposition was met by an overwhelming approval from the members.

Out of 547 voting members, 287 participated in the voting exercise, a number that far exceeded the 182 votes needed for quorum. It is a pleasure to announce that theefmdega186 outcome is 286 (99.65%) votes in favour of the resolution.

We remain at your entire disposal for any further information. Mayen Enodien (mayen.enodien@efmd.org) will be happy to answer any of your questions on these membership issues. 

We would like to thank all our members once more for their continuous support. We feel confident that this new step in our development will bring you a stronger network, better fitted to face the international challenges whilst providing you with more valuable services in the future.

Eric Cornuel, Director General & CEO, EFMD


Click here to view the photos from the Extraordinary General Assembly

Record Year for Entries to the Case & Doctoral Awards

caseprize20122012 has been a record year for entries to the EFMD Case Writitng Competition and the EFMD / Emerald Outstanding Doctoral Research Awards. 210 cases were submitted to the Case Writing Awards and 422 papers were submitted to the Doctoral Research Awards.

We would like to warmly thanks all of the sponsors for their support of the Case Awards and thank Emerald for the long-standing partnership in developing the Doctoral Awards. We would also like to thanks all of the people who have submitted cases and papers and wish them well in the judging stages! The winners will be announced in 2013.

EFMD Case Categories

EFMD / Emerald Doctorla Reserach Award Categoriesemerald logo

The Case & Doctoral Awards run annually so please make sure you school, faculty & students take part next year. If you have any questions concerning the EFMD Case Awards please contact - Ines Proença (ines.proenca@efmd.org). If you require any further information on the Doctoral Research Awards please contact Emma Stevenson (EStevenson@emeraldinsight.com).

EFMD Quality Services Seminars in Ho Chi Minh City, Hanoi, Moscow & Beijing

equis-epas-edafThe information sessions will provide an introduction to EFMD and the international network  as well as providing information on EQUIS (EFMD Quality Improvement System), EPAS (EFMD Programme Accreditation System) and EDAF (EFMD Deans Across Frontiers mentoring system) and the underlying concepts of accreditation, mentoring and quality improvement. The sessions will be relevant for Business School Deans and / or their delegates with responsibility for quality assurance and/or accreditations. This is highly recommended for any School that wants to learn more about EFMD membership, events, seminars, and specifically about accreditation and mentoring.

November


More information on all of the events is available on the EFMD website or please email info@efmd.org if you have any question or require further information.

Join us for an EFMD Quality Services Information Session in Moscow

equis-epas-edafEFMD will be organizing a Quality Services Information Session in Moscow on Thursday 29 November 2012, hosted by Lomonosov Moscow State University Business School. The session is given by Professor Christian Delporte, Associate Director, Quality Services, EFMD.

The session is designed for institutions that want to learn more about EFMD, its accreditations and other quality services and will provide a basic introduction to EQUIS (EFMD Quality Improvement System), EPAS (EFMD Programme Accreditation System) and EDAF (EFMD Deans Across Frontiers mentoring system) systems and the underlying concepts of accreditation, mentoring and quality improvement. Special emphasis will be put on two of EFMD’s systems: EPAS and DAF. The information session will be relevant for Business School Deans or their delegates with responsibility for quality assurance and/or accreditations. This is highly recommended for any School that wants to learn more about EFMD membership, accreditation and mentoring.

After the information session, participants will have ample time for questions and also have the opportunity to discuss individually the services, which EFMD offers. If you wish to schedule a face-to-face meeting with Professor Christian Delporte in the afternoon of the 29th, please contact magdalena.wanot@efmd.org. This is highly recommended for any School that is considering to apply for EFMD accreditation or mentoring systems and the extra knowledge acquired during the session might be helpful in this process.

Do not miss the opportunity to explore EFMD and its accreditation and mentoring systems: EPAS and DAF. The programme of the session, practical information and online registration form is available here. Find out more about the Deans Across Frontiers programme (EDAF), EPAS & EQUIS.

If you have any question or would like further information please contact magdalena.wanot@efmd.org.

Innovation Beyond Technology within the Asia-Pacific Region - EFMD supports the AAPBS Annual Meeting

aapbsbannerEFMD is supporting the AAPBS Annual Meeting - “Innovation Beyond Technology within the Asia-Pacific Region" on the 27-28 of November in Kuala Lumpur hosted by the International Business School, Universiti Teknologi Malaysia (UTM-IBS).

The theme, ‘Innovation Beyond Technology’, is timely given the increased challenges in the business and management education landscape. Accelerating economic growth in the region, increased demands for quality management education, heightened competition among program providers, depleting federal funding, diversity of consumer profiles are some of the challenges that business schools are forced to face and address. Innovation is a must if business schools want to prosper in this environment.

The meeting provides a platform for AAPBS members and participants to exchange ideas and share best practices about how the business schools in the Asia Pacific region may pursue innovation. Members and participants may expect fruitful discussions on innovative areas in school governance, management, teaching and learning, research and publications, student services and funding models for the cost sustainability of business schools. It is hoped that the meeting will contribute to AAPBS’ continuous efforts towards the advancement of business and management education in the Asia Pacific region, create a solid Asian business and management education model, and establish constructive collaborations among the participants.

"One thing that is certain is that UTM-IBS is looking forward to showering you with Malaysian hospitality", Professor Dr. Mohd Hassan Bin Mohd Osman, Dean, UTM-IBS

Professor Michael Osbadeston, Director of Quality Service at EFMD will be speaking in one of the plenary sessions on "Innovations in Business Schools". The full conference programme and speakers details are available via these links - AAPBS programme & AAPBS speakers.

For details on registration please visit - AAPBS registration. If you have any questions or require further information please contact - aapbs@ibs.utm.my

EFMD Webinars – Showcasing the 2012 Excellence in Practice Award Winners

webinarThe 2012 EFMD Excellence in Practice Awards winners include:  BAE Systems, Goldman Sachs, Leeds University Business School, Lonza, Merck, Saïd Business School, Siemens, the Wharton School and the University of St. Gallen.

The winning partnerships will be presenting their experiences via FREE webinars which you, your partners and peers are welcome to join.  Please feel free to pass this invitation on.

2012 Excellence in Practice Award Winners - Webinar Series
 
8 November 2012, at 2:30pm (CET): Merck and The Wharton School
“Merck Global Human Health Executive Development Programme””
Register for the webinar

20 November 2012, at 6:00pm (CET): BAE Systems & Saïd Business School
“Trusted, Innovative, Bold - Building Global Mindsets for a Global Future”
Register for the webinar

22 November 2012, at 10:00 (CET): Lonza & University of St.Gallen
“Business Unit Strategy at Lonza – Linking Executive Education and Strategy Development”
Register for the webinar

6 December 2012, at 10:00am (CET): Siemens & Siemens Learning Campus
"Senior Siemens Production System (SPS) Expert Program”
Register for the webinar

Online registration is required but all the webinars are free, however they do have a restricted number of seats with priority offered to EFMD members.

issue 3 2012 eipcover
EFMD Global Focus Special Supplement - 2012 Excellence in Practice Winners

This special supplement is available online and features articles on the winning cases as well as executive summaries of the highly commended cases and observations and trends from all cases submitted. You can view and online copy here or download a copy here (pdf).
 
Join the 2013 Excellence in Practice Awards – Call for Papers now OPEN

Deadline for submission: 15 April 2013
Expression of interest: Florence Grégoire
More info: www.efmd.org/eip

Inspirational Guide for the Implementation of PRME: copies available to order now

prmeguideThe Inspirational Guide for the Implementation of PRME: Placing sustainability at the heart of management education, created by the UN Global Compact initiative, Principles for Responsible Management Education (PRME) was presented at the Rio+20 Earth Summit in June 2012 and is now offered for sale in print for the first time by publishers, GSE Research.

The book features 63 case studies from 47 institutions, representing 25 countries across Asia, Oceania, Latin America, USA and Canada, Europe, the Middle East and Africa. The business schools’ experiences are classified into six sections, corresponding to the Six Principles of PRME (Purpose, Values, Method, Research, Partnership, and Dialogue) and offering useful advice on setting up and implementing specific aspects of each. This important compilation will be an inspiration for all forward-thinking Business Schools across the world, especially those who are keen to embrace the PRME principles and put sustainability at the heart of their operations.

“Seeking to inspire the further integration of responsible management education, real world examples are highlighted from around the globe on fostering a sustainability culture, changing curricula, enabling faculty or managing and consolidating. This is a unique publication in that the 63 cases illustrate successful and relevant approaches in their different contexts, moreover the standardised structure around challenges, actions taken and results provides the most effective source of inspiration. A must-read on the transformation of management education and on how our institutions are placing sustainability at the heart of management education.”
Prof. Eric Cornuel, CEO & Director General of EFMD

The guide is now available to purchase in print, priced at £29.95 (excluding shipping). To purchase your copy of the Inspirational Guide, please visit the GSE online shop: http://www.gsepublishing.com

For more information on PRME visit - http://www.unprme.org/index.php