GBSN & EFMD Africa Conference - New Location Barcelona

africasmall

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

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

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

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

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

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

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

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

EFMD Members Sign With Graduway

Banner 3
EFMD Members Sign With Graduway
The partnership with Graduway, a leading provider of alumni networking platforms offers exclusive value to EFMD member schools.

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

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

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.

E​XCLUSIVE OFFER​ - EXTENDED UNTIL END OF THE YEAR​
Graduway are offering the first ​100​ EFMD member schools their own branded alumni engagement platform at an exclusive 10% discount​ and no set-up fees.

If you would like to learn more about how this strategic partnership can benefit your school and join 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.

EFMD to Collaborate on the Business Education Jam: Envisioning the Future

 
spreadtheword1

EFMD is pleased to be a collaborator as Boston University School of Management and leading sponsors launch the Business Education Jam: Envisioning the Future.

Join A Global Brainstorm Envisioning the Future of Business Education

The world is rapidly changing and so is the role of business education. To envision its future, there must be a transformative conversation with broad participation: business schools, scholars, faculty, students, employers, executives, and thought leaders.

As a catalyst for innovative solutions and the international promotion of excellence in management development, EFMD is pleased to be a collaborator as Boston University School of Management and leading sponsors launch the Business Education Jam: Envisioning the Future.

This is not the usual one-way panel discussion. It is a worldwide brainstorm like never before and we need you to participate. A 60-hour virtual event occurring from September 30 – October 2, 2014, the Jam is unprecedented in the history of higher education. Focused on 10 key areas:

  • Supporting 21st Century Competencies
    How can academia and industry collaborate to identify and support the development of critical competencies?

  • Increasing the Value of Management Education
    How can management education programs enhance value for students, employers, and industry?

  • Engaging New-Generation Students & Employees
    How will industry and business education tap the unlimited potential of millennials?

  • Cultivating Research Relevance & Rigor
    How will management research drive insights for industry best practices?

  • Fostering Ethical Leadership
    How can ethical leadership be fostered across business education & industry?

  • Cultivating Innovation & Entrepreneurship
    How will future entrepreneurial leaders be developed?

  • Driving Learning Experiences
    How can business education & industry collaboratively impact student learning?

  • Harnessing Digital Technology
    How will management education and research reflect the digital age?

  • Challenging the Business Model of Education
    How will management education be positioned and funded in the future?

  • Advancing Policy & Governance
    How will policy and accreditation influence the future of business education and business

and powered by innovative IBM technology, a “Jam” is a large-scale, collaborative online event that drives creativity and probing thought. World-renowned guests will join all Jam participants to open a new dialogue that will build a stronger connection between academia and industry, bolstering the growth and development of business education and businesses alike.

As an EFMD member, you now have the opportunity to view initial Jam content and sign up to receive advanced notice of registration. The Jam is free to participate and will enable massive crowdsourcing of ideas and thoughtful input from all stakeholders: faculty, deans, and administrators, company executives and hiring managers, students and graduates, and anyone who cares about business and business education.

Join the conversations already happening, and visit www.bu.edu/jam to explore the 10 discussion forums in more detail, pre-register, and see how the Jam’s powerful social and analytic tools will make this an extraordinary conversation.

You can also follow the JAM on Twitter via @BusinessEdJam

 

EQUIS & EPAS Accreditation Seminars in London & Bangkok

      QS-london                         QS-bangkok

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

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

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

To view the complete programme and all other practical information, please visit the event webpage for London and London. If you have any questions please contact Simonne MacDonald or JiaJia Zhu.

Invitation to the 2014 EFMD Conference on Masters Programmes

master2014-bannerYou are kindly invited to the the EFMD Conference on Master Programmes that will take place in Grenoble (France) on the 3-5 December 2014. The event will kindly be hosted Grenoble Ecole de Management.

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

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

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

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

The sessions and discussions will be around topics such as:

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

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



Two New Reports: Global Talent Management, Public Sector Leadership Challenges

DDI globaltalentThis DDI guide to delivering the promise of global talent management focuses on the global talent management continuum. It is the core of this report and it builds on the five key components of DDI’s talent management growth engine:

  • Success profiling
  • Leadership development
  • Succession planning
  • Assessment and selection and
  • Performance management

If you are interested in more details, you can download the 21-page report from the DDI website, it also has sections on Barriers to taking talent management across borders; Managing diverse and local teams; Executive Suite’s role in global talent management; as well as Rolling out global talent initiatives.

CCL leadership coverA new CCL study compared leadership challenges of government and business leaders to better understand development needs. This research reveals that the same seven most frequently reported challenges (with slight differences in prioritisation) are Managing and Motivating Subordinates; Personal Leadership; Organisational Operations & Performance challenges; Balancing Multiple Work Priorities, Talent Management, Boundary Spanning, and Influencing.

  • Regarding organisational performance, Budget is by far the key operational leadership challenge in the public sector with Resources, Increasing Efficiency, and Manpower Shortages all ranked highly.
  • Regarding talent management, the top two subcategories reflect the importance of hiring and preparing organisational talent in both the public and private sectors. However, the CCL authors note to be surprised that business leaders cite Employee Engagement/Morale as a bigger challenge than their government counterparts.

For more details, you can download this new 10-page White Paper “Public Sector Leadership Challenges” at the CCL webpage.

Internships at-a-Distance: Join Webinars!

VIP bannerHigh quality internships are essential for students in any field, but particularly so in business studies. Internships are not only a real-world test of students' skills and knowledge but they also provide a source for new professional contacts and ideas. They often prove decisive for the choice of a specialisation in the first step of the student’s career path.

Traditionally, internships meant that the school, employer and student all needed to remain within physical reach of each other. However, in a globally connected and mobile world, this is not a necessity anymore.

EFMD has been involved in the development and testing of an online tool that enables and supports internships at-a-distance throughout the entire internship process. The internships at-a-distance consist of a project that a student does for a company at another location or a placement that is partly done at the company and partly at a distance.

The Pathway platform is an open access online tool that allows schools, employers and students to collaborate on planning, monitoring and evaluating the progress of an internship. The platform is an open source, the source code is available on Github and can be downloaded here, it is to be used for any non-commercial purposes and is a result of the EU funded PROVIP project. If you want to know more, please do watch the introduction video on the Pathway tool. Pathway

  • VIP logohelps companies and students to find international interns and internships
  • provides an automated support function for the creation of an internship charter between student, study programme and company
  • enables internship mentors to follow up interns from a distance
  • supports online communication and collaboration
  • provides guidelines and advice on how to succesfully organise virtual internships.

Two webinars will showcase how internships at-a-distance can be valuable for higher education institutions as well as other organisations.

  • The first webinar is for companies and organisations where you will find out innovative ways to attract internationally talented students to your company. “The Future of International Internships” will take place on Tuesday, 16 September, 14:00 to 15:00 CET. You can find the programme here.
  • The second webinar is for Higher Education Institutions that are looking for new ways to internationalise students internships. “International Internships from a Distance: What, Why and How” will take place on Thursday, 18 September, 14:00 to 15:00 CET. You can find the programme here.

You can also find the recordings of the webinars on the PROVIP website. If have any questions regarding internships at-a-distance, please do contact EFMD colleague Boriana Marinova.

Undergraduate Education – Figures on the EU Erasmus Programme

EU edtrainingThe European Commission published recently the numbers of students, teachers and other staff in higher education who benefitted from the Erasmus programme in the 2012-13 academic year.

  • 268 143 European students and 52 624 higher education staff received Erasmus grants to go abroad for studies, job placements, teaching or training.
  • Social sciences, business studies and law were the most popular subject areas, followed by humanities and arts, then engineering, manufacturing and construction.
  • Spain sent out the most Erasmus, followed by France (35 311) and Germany. Spain was also the most popular destination country, followed by Germany and France.
  • The United Kingdom hosted almost twice as many students as it sent abroad
  • In the 2012-13 academic year, Erasmus supported 52 624 teaching and non-teaching staff from higher education institutions to teach or receive training abroad. This represents an annual increase of 13%. The top sending countries were Poland, followed by Spain and Turkey. The top destination for staff mobility was Spain, followed by Germany and Italy.
  • Some 504 teaching assignments were undertaken by staff from companies who were invited to teach at higher education institutions in other European countries (+21% on the previous year).
  • The typical Erasmus student in 22 years old, spends 6 months abroad and 61% of Erasmus students are women.
  • Erasus student levels break down in mainly in 67 percent bachelor level and 29 percent master level.

For the full details, you can consult Erasmus 2012-2013: The figures explained and also Another record-breaking year for Erasmus.

You may also be interested in the upcoming 2014 EFMD Conference on Undergraduate Programmes which will be held on 13-15 October 2014, in Richmond, Virginia, USA, kindly hosted by Robins School of Business, University of Richmond. This event is aimed at directors of undergraduate  programmes as well as programme administrators and staff concerned with undergraduate programmes. Specific sessions will be dedicated to: Challenges linked to a diverse student population; Teaching Gen Y; The best methods for evaluation and feedback; Internships as preparation for the future. And there is much more, please do consult the full conference details and join the EFMD undergraduate experts community.

Paying For Business School: Five-Year Trends in Financing Mix

gmacThis latest report in the GMAC® Data-to-Go Series looks at differences in how prospective students expect to cover the costs of business school. The brief is based on five-year data (2009 and 2013) from the mba.com Prospective Students Survey, specifically analysing changes in the financing mix to meet 100 percent of the costs of graduate management education.

The financing mix varies quite a lot by citizenship, intended programme type, age, gender, and whether people plan to study domestically or abroad. Key findings include:

  • Prospective students worldwide considering all programme types in 2013 expected to borrow less in the form of student loans and instead turn to their parents for a greater share of the investment in a graduate management degree than did prospective students in 2009.
  • Those considering part-time and executive MBA programmes typically expect their employer to cover more of the cost than those considering full-time MBA or specialized master’s in business programmes.
  • GMAC payingBSThose considering specialized master’s in business programmes – who are generally younger - tend to expect more parental funding than those considering MBA programmes.
  • The percentage of prospective students citing cost and potential debt as reservations about attending business school has dropped below 50 percent in this year's survey.
  • The percentage of those citing "no reservations" has moved from 13% in 2009 to 18% in this survey.

If you are interested in more details, you can download the 4-page "Data-to-go" report from the GMAC website and you can also check-out the 15-page slide deck  and compare in detail trends in the financing mix for African, Canadian, Chinese, European, Indian, Latin American, and US citizens.

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

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

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

Volunteering for Learning: The Top Ten Skills and Behaviours Developed

cipd logoThis new CIPD research report clearly highlights the benefits that employee volunteering has both for the community and for employees and for the organisations they work for. The 34-page report has sections on: Existing research into volunteering and learning; Overview of employee volunteering schemes; The link between volunteering and learning; Development of skills and behaviours; Measuring impact; and Facilitating volunteering and maxismising benefits.

The report explores the link between volunteering and learning through UK-based case study research and demonstrates that volunteering provides a viable alternative to traditional forms of employee development. Section four of the report highlights the top ten key skills and behaviours that employees CIPD Volunteeringcan develop through volunteering:

  • Community awareness
  • Confidence
  • Coaching and mentoring
  • Communication
  • Networking and relationship building
  • Team-building
  • Enhancing professional knowledge
  • Self-awareness and reinforcing skiklls
  • Workload management
  • Creativity

The value of experiential learning is increasingly being recognised by organisations, many of which are adopting the 70/20/10 model to learning and development (L&D). Introducing volunteering as part of that 70% has the potential to bring a host of new skills and perspectives into the organisation. Top five recommendations for L&D practitioners are also part of this report’s conclusions:

  1. Experience volunteering for yourself to understand the development opportunities.
  2. Engage your business leaders in the value of volunteering.
  3. Work collaboratively with your L&D, HR and CSR colleagues to develop joint initiatives.
  4. Introduce simple tools which help employees understand the link between volunteering and learning.
  5. Start small, and demonstrate the benefits by measuring impact.

For more information, you can download for free the 34-page CIPD research report “Volunteering to learn: Employee development through community action".

European e-Skills 2014 Conference: Registrations Now Open

You are warmly invited to the European e-Skills 2014 Conference that will take place on 2-3 December 2014 at the Marriott City Centre Hotel in Brussels, Belgium. This event will address two key topics: e-leadership and ICT professionalism in Europe. The objectives of day one are to: Provide the latest figures and forecasts (2020) on the ICT workforce and talent pool; Present and discuss new European e-leadership curriculum guidelines and profiles; Propose ways for moving ahead and achieving the necessary scale. The objectives of day two are to: Present a proposal for a first pan-European Foundational ICT Body of Knowledge; Propose a model for the promotion of ICT professionalism in Europe; Discuss international developments and possible cooperation.

EU eskills bannerChairpersons are  Dr. Nils Olaya Fonstad, Research Scientist, MIT Center for Information Systems Research (CISR) and Silvia Leal, Academic Director, IE Business School, Madrid. Several of the contributing speakers and panellists are representing EFMD member institutions, including University of Greenwich, St. Gallen University, Capgemini, University of Antwerp. The event will bring together leading experts in the field of e-skills, e-leadership and ICT professionalism from industry, business schools, universities, ICT and CIOs associations, trade unions, standardisation bodies, examination, certification and accreditation institutions, employment agencies, staffing industry and governments. Last year, the European e-Skills 2013 Conference brought together over 300 leading experts from all over Europe.

For more details, please go to the event website. If you have any questions about the European e-Skills 2014 Conference please e-mail.

You may also be interested in the materials from the Europe-wide precursor activities:

Also, you may want to learn more on how EFMD is involved in related EU Cooperation Projects:

Understanding, Identifying and Building a Distinctive Business School Brand

ext rel2015-bannerWe are delighted to announce that online registration is now open for the 2015 EFMD Conference for International & External Relations, Marketing, PR, Communication and Alumni Professionals. The conference will be kindly hosted by Simon Fraser University, Beedie School of Business in Vancouver, Canada on 25-27 March 2015 and is supported by the Canadian Federation of Business School Deans. EFMD and the organising committee have chosen to investigate, discuss and explore the theme of:
 Understanding, Identifying and Building a Distinctive Business School Brand.

The conference will be chaired by Alison Lloyd, Associate Dean from The Hong Kong Polytechnic University and confirmed sessions include:

Framing and Making Strategic Choices For Your Brand:
 Tom Ryan, Co-Author of the Book Disrupt and Be Disrupted and Professional and Business Services Director and Advisor, London, UK

How Do You Use Your Alumni to Enhance Your Brand? 
Barbara Coward, Principal, Enrollment Strategies, USA

How Do You Use International Partnerships to Enhance Your School’s Brand?
 with Simon Mercado, Associate Dean, Nottingham Trent University, Nottingham Business School, UK; Marc Smelik, Associate Dean for Corporate and International Relations, University of Leeds, Leeds University Business School, UK; Bertrand Guillotin, Director International Programs Office, Duke University's Fuqua School of Business, US and moderated by Natalie Nielsen, Director of International Affairs, Stockholm Business School, Stockholm University, SE

The Science of Influence and Persuasion: 
Dil Sidhu, Chief External Officer, Manchester Business School, UK

How Do You Communicate Your Brand?
 Kevin Anselmo, Founder/Principal, Experiential Communications, US
 and Alexandra Samuel, Vice President of Social Media, Vision Critical, CA (tbc)

And there is much more, please do have a look at the complete conference programme and pinpoint what is of interest for you. If you have any questions, please contact EFMD colleague Delphine Hauspy. You are also invited to read the article "Developing an international brand" from EFMD’s Global Focus magazine which gives a good insight into many of the issues that will be covered in Vancouver. We look very much forward to seeing you in Vancouver for what promises to be an existing event!

Management: The Next 50 Years

McKinsey 50To celebrate the 50th anniversary of McKinsey Quarterly, leading management thinkers and practitioners were asked to provide a compelling vision of the future of management. The result is a unique collection of articles exploring seven broad themes that are driving the global business agenda:

  • The new management environment
  • Next frontiers for strategy
  • Leading in the era of brilliant machines
  • The evolving organization
  • Thriving over the long haul
  • Productivity growth
  • The future of capitalism

The edition features McKinsey’s insights on these topics, as well as interviews and essays with experts such as

  • The Second Machine Age authors Erik Brynjolfsson and Andrew McAfee,
  • former IBM CEO Lou Gerstner,
  • management author Tom Peters,
  • eBay head of HR Beth Axelrod,
  • former Tata Sons chairman Ratan Tata, and
  • Nobel Prize–winning economist Robert Solow.

McKinsey Quarterly’s 50th anniversary edition is available as of today, 4 September exclusively on the McKinsey Insights app: download for ipad and Android.

2014 EFMD Case Writing Competition: Submissions Now Open

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

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

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



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

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



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

 There also is a a sponsorship opportunity, if your school or organization would be interested in sponsoring the Family Business category, please contact Inês Proença.

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

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

Three Imperatives to be Change-Effective: New Global Survey Results

IBM change coverIBM Global Business Services released  the second Making Change Work study findings last week. Nearly 1,400 professionals in 48 countries were surveyed to determine how organisations perceive the challenges of change in today’s business climate, as well as to identify those organisations that have developed the capabilities to stay apace of change.

The IBM experts identify three significant building blocks that are common to those organisations that excel at managing change while the work keeps changing (companies called “Change Architects”).  The three critical imperatives that enable to be change-effective are:

Lead at all levels: Driving successful change starts from the top and includes the entire organisation: top management sponsorship, middle management empowerment and an overall corporate culture that promotes change at every level of the organisation. These new study findings reveal three key characteristics that enable leaders to drive change across the organisation: Role modelling throughout the organisation; Engage employees with a compelling case for change; and Empower new and passionate change leaders at all organisational levels.

Make change matter: 87 percent of respondents to this global survey indicate that not enough focus is currently placed on change management in critical projects. And the majority of organisations invest only 5 percent or less of total project budgets in change management activities on key projects. Respondents to this IBM survey also highlight five specific barriers that keep organisations from aggressively pursuing new change capabilities. These are: change management benefits and activities are not clear (69 and 53 percent respectively), the role of change professionals is not clear, lack of skilled change management resources and lastly change management being too expensive (only 26 percent).

Build the muscle: The authors conclude that demand for change capabilities is outpacing the efforts of organisations to address it. The demand is for both rapid skill development of dedicated change professionals and building up general internal knowledge, skills and a mindset about how to effectively deal with change. “Change Architects” formalise change expertise and systematically build enterprise-wide change capabilities.

The authors conclude that organisations evolve through five distinct levels of maturity of effectively managing change (which are informal, emerging, formalising, scaling and embedded) and suggest sets of questions to help kick-start change management approaches.

For more information, you can consult the Infographic on how change architects lead and manage organisational change or you can also download the 22-page executive report from the IBM Global Business Services website.

A New Approach to Graduate Recruitment: Hire and Inspire

CEB logoIt is tough to be a graduate recruiter, there are pressures from dissatisfied line managers, senior managers and from graduates themselves. Recent CEB research adds some figures:

  • 1 in 5 graduates apply for jobs that do not match their interests
  • 5 in 6 managers say graduates don’t have the necessary skills
  • 1 in 4 graduates are likely to leave their first employer within 12 months

CEB inspire coverThis CEB e-book “Hire and Inspire, A New Approach to Graduate Recruitment”  is based on a global survey of almost 4,000 employers across a range of sectors. CEB chief science and analytics officer Eugene Burke warned that the current graduate market is stuck in a "vicious circle". "Today's graduates want to understand what opportunities there are to develop and grow, demonstrate the talents they have and progress in the organisation," he said. "Many firms simply lack clear intelligence on their graduate talent to know what is going to make them stay and be high-performing employees."

This CEB research indicates that graduates have five goals in their first job, on top are a desire to achieve career goals and opportunities to learn, develop and grow, although there are geographical differences. The e-book also has details on line managers not being happy with graduate employability and data on what employers are looking for in graduate recruits: especially the ability to verbally communicate,  to work in a team structure and  to make decisions and solve problems.

What makes a successful graduate hire?
Behavioural dimensions can be grouped in two clusters: the potential to executive effectively and the potential to engage effectively. This report offers a segmentation of graduate talent and their potential to effectively execute and engage.The authors conclude that the odds are low for recruiting graduate talent, using a buy strategy, the odds are much higher for finding graduate talent  that satisfies a buy and build strategy (1 in 2 versus 1 in 15).  Also, different strategies will be effective in different sectors and in different geographies. The report concludes with looking into:

  • Connecting recruitment and ongoing development
  • Creating the role of Talent Advisor
  • Hiring and Inspiring into high-potential programmes

gmacFor more information, you can download the 31-page ebook (for free, after registration) "Hire and Inspire, A New Approach to Graduate Recruitment". From CEB, you can also watch the recorded 39 minutes webinar on “Make your graduate recruitment a business priority” explaining how to attract and select the right graduates for your organisation, how to provide a positive candidate experience and create a pipeline of leadership talent to drive your business forward.

You may also be very interested in the findings of the 13th annual Corporate Recruiters Survey , a global survey of 565 employers from 44 countries, conducted by the Graduate Management Admission Council, in partnership with EFMD.

Invitation to Flourish & Prosper: Third Global Forum for Business as an Agent of World Benefit

bawbImagine a world where companies prosper, people excel, and nature thrives.

"Flourish & Prosper" is the title of the Third Global Forum for Business as an Agent of World Benefit taking place October 15-17 in Cleveland, Ohio.

This dynamic two-and-a-half day summit will explore how cutting-edge innovators and forward-thinking leaders are moving beyond traditional notions of social responsibility and sustainability to full-spectrum flourishing. The guiding aspiration of this conference is to harness the power of business for the good of society. Business leaders and management educators will come together to explore and embrace mindful management practices that will drive bold thinking and innovation to discover new profitable solutions to local and global challenges.

The intention is to have 1,000 business and thought leaders with the vision, experience, and commitment to work together in the mini-design summits to make a difference. Each summit is a giant design studio geared to producing prototype solutions and action plans that continue to be developed and implemented long after the event. With Appreciative Inquiry, the design studio format of the Global Forum is aimed at producing practical solutions to global challenges.

Notable speakers and participants at Flourish & Prosper include:

  • President Martti Ahtisaari (President of Finland, 1994-2000 and Nobel Peace Prize Winner)
  • Sir Mark Moody-Stuart (Former Chairman, Anglo American and Royal Dutch/Shell)
  • Bart Houlahan (Co-Founder, B Lab)
  • Peter Senge (MIT Sloan School of Management)
  • China Gorman (Chief Executive Officer, Great Place to Work)
  • Jodi Berg (President and CEO, Vitamix)

Details about all the speakers, an overview of the design summits, and online registration facilities are available online at the Global Forum website (link - http://globalforumbawb.com/).

The event is co-convened by Case Western Reserve University, the Globally Responsible Leadership Initiative and Academy of Management. Five pre-conference workshops and the GRLI General Assembly will also be taking place on October 14.

For further information please visit the website or contact:

  • Dr. Roger Saillant, Executive Director of the Fowler Center for Sustainable Value at Case Western Reserve University (+1-216-368-1721 or rbs81@case.edu)

  • John North, Director of Operations at the Globally Responsible Leadership Initiative (+44-20 3287-2149 or +1-954-607-2149 or john.north@grli.org)

NEW: EQUIS XXL Accreditation Seminar: Invitation to Gain First-Hand Insights

equisThe EQUIS Team is offering a new accreditation seminar format in 2015, the EQUIS XXL Accreditation Seminar. While other offerings serve informational purposes, you are warmly invited to attend this seminar on 18-19 February 2015 at the EFMD offices in Brussels which has been designed as an enabler for, in particular, EQUIS project leaders of institutions already in process.

The seminar has been designed to provide in-depth guidance on how to complete the different steps of the EQUIS accreditation process successfully.

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

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

For more information, please email the EQUIS team, they are very much looking forward to welcoming you in Brussels!

Australian Business Deans Council Released "The Future of Management Education" Report

ABCD logoThe Future of Management Education report underlines the need for greater engagement between business schools, industry and government to ensure universities produce the business leaders Australia needs to continue to prosper. This Australian Business Deans Council  (ABDC) initiative was not only in response to a growing consensus that management education needed to recalibrate in line with a changing and challenging business environment, but was set in the context of concerns about Australia's performance in productivity and innovation. “Management educators must prepare managers as leaders and decision makers who are adept at dealing with uncertainty” at a time of huge economic, technological and organisational change", the report says. “It is not enough to create an economy that is ideas rich but execution poor.”
 
Over the past 18 months the initiative has produced a scoping paper, held consultative  forums with business and community, and run three Innovative Practice Trials (IPTs) at  business schools around Australia. These IPTs brought in businesses as partners, “clients”  and advisers and involved experience-based as opposed to conceptual learning.

There's a clear need for innovative management education practices that use experiential  learning opportunities to ensure the next cohorts of business managers can operate in a  contemporary, dynamic and complex business environment,” the president of the  Australian Business Deans Council, Professor Michael Powell, says. “These studies demonstrate the importance of business schools and industry working together to develop and implement new models of management education,” says Professor  Powell, who is Pro Vice-Chancellor, Business, Griffith Business School.

Project Director Professor Roy Green, Dean of UTS Business School in Sydney, says the  landmark study addresses the changing demands of employers and students. “There’s an increasing emphasis on ‘boundary-crossing’ skills that build on specialised knowledge but encompass attributes such as collaboration, communication, leadership, problem solving and critical thinking,” Professor Green says.

ABCD coverThe report makes four broad recommendations aimed at business schools. While noting that there will be a diversity of approaches, it says business schools must:

  • Dispel any misunderstanding or confusion about their role and set out clearlywhat they are offering business and the community.
  • Deepen collaboration with business to develop innovative models that are ‘experiential’ and relevant and promote the interaction of business and society.
  • Develop, in collaboration with partners, leading-edge management intervention programs that combine analytical and integrative or design thinking, and which use technology and online resources for award programs and executive education.
  • Recognise that graduate attributes can no longer be confined to areas of specialised knowledge.

In addition the report calls on business to “engage actively with business schools in all aspects of management education, including teaching, learning and research”. Business schools and business need to move away from transactional relationships to engaged partnerships, the report says. “Business and academia jointly have to invest in a quality education that will produce world-class business leaders”.

Australia has about 1.5 million managers, accounting for about 13 per cent of Australia’s working population. They manage and lead a workforce of 10 million people. Research suggests that high-performing workplaces can be 12 per cent more productive and 16 per cent more profitable. For more information, you can download the 90-page report for free here.

‘If You’re Not Mobile, You’re Nowhere’ - Survey Tells Business Schools

GenerationWebcover2014Students increasingly expect business school websites to be available in mobile friendly versions according to the eighth round of the GenerationWeb study. In 2010 only 4% of students accessed websites on a mobile device, but this year that number has shot up to 36% according to the CarringtonCrisp study backed by EFMD.

Andrew Crisp, author of the study, commented “Less than 1 in 5 use mobile websites for a detailed view of a business school online, but more than half are looking at school websites on their smartphone. It’s an important part of the pipeline for potential applicants and a bad experience can be off-putting”.

Top sites in this year’s study were the University of Bath School of Management and Vlerick Business School. Bath offers prospective students an easy to navigate site, good use of video, leverages rankings success and accreditation, as well as connecting the School with the World Heritage status of the city of Bath. The Vlerick site has a striking approach to design, carrying its brand through the site and helping it stand out in the crowded business school marketplace.

Crisp added “Too many sites still make poor use of photography and design. The web is very much a visual tool and sites that don’t get that are doing a disservice to their school brand.  Sites then compound the problem with copy that feels as though it has been written around features rather than benefits and for a 50 year old reader when most will be under 30”.

This year’s study also highlighted two trends that have been growing for a number of years – the growing importance of video and of third-party sites when deciding what and where to study. Third-party sites such as businessweek.com, economist.com and ft.com are used by more than 75% of respondents in the study, helping develop a short list of possible schools or to get independent confirmation of personal perceptions.

With YouTube getting 100 hours of video uploaded every minute and the proliferation of smartphones with ever better cameras, the growth of video is no surprise.  Perhaps more importantly, a video will take the same amount of space in a webpage layout, but can tell many more stories than a single image in a short space of time.

Background information
Data was collected for the GenerationWeb study in February, March and April 2014 with respondents from 38 different nationalities.

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

GMAC Launch Admissions Institute for New Professionals Europe (AINP Europe )

AINP logoThis October, GMAC will be combining their admissions experience and business school need to launch the inaugural Admissions Institute for New Professionals (AINP) Europe.

GMAC are now recruiting admissions professionals, with six to 36 months experience in an admissions function, to be part of the 2014 class. Key benefits of attending on 12-15 October 2014 in London include:

  • New and unique - no other program in the market provides a comprehensive admissions curriculum targeted to professionals relatively new to the Admissions function
  • Designed as cohort learning, executive education experience with small classes to ensure quality of learning and foster networking
  • Interwoven cases and content reviewed throughout in different settings
  • Program delivered by GME industry professionals and experts including case study designed exclusively for GMAC by LinkedIn
  • On successful completion participants will receive a Certificate in Admissions Practice
  • Designed by GMAC, expert in graduate management education admissions and builds on successful US program

For more details, please do check the short presentation on the Admissions Institute for New Professionals or you can also download the detailed 12-page course catalog.

AINP Europe will be hosted at the GMAC London office on 12-15 October 2014 and is designed to help practicing admissions professionals master the admissions toolbox, the program mimics an executive education experience and the learning environment is analogous to a competitive masters programme. There is no other program in the market that provides such a comprehensive admissions curriculum. Please go to the dedicated GMAC wesite for all programme details.

Special discounts will be offered to schools that send more than two participants who are enrolled before 15 August. Places are limited to ensure quality attention, participation and learning assimilation, so email today to learn more about the curriculum, assessments, timetable and costs. GMAC has a global reputation of excellence in admissions and are pleased to be offering this certified program that builds upon the already successful Admissions Institute for New Professionals offered annually in the US.

 For more information on AINP Europe, please email programseurope@gmac.com.

The Third Wave: The Future of Leadership Development

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

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

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

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

Pivot coverImplications for Practice

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

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

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

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

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

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

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

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

ETER: Register of Higher Education Institutions in Europe

ECeuropaETER (The European Tertiary Education Register) is a project promoted by the Directorate General for Education and Culture of the European Commission, in cooperation with the Directorate General for Research and Innovation and EUROSTAT.

The purpose is to build a complete register of higher education institutions (HEIs) in Europe, providing data on the number of students, graduates, international doctorates, staff, fields of education, income and expenditure as well as descriptive information on their characteristics. The dataset is available on-line and covers 29 countries, 2,254 higher education institutions, more than 15,5 million undergraduate students and around half million PhD students. Some first results (as released earlier this summer) include:

  • ETER logoThe average size of HEIs is between 5,000 and 10,000 students
  • Most HEIs in Europe are small (less than 3,000 students)
  • 60% of students are in HEIs with more than 15,000 students
  • Private HEIs (including government dependent) account for one third of HEIs, but only for 13% of the total students
  • ETER shows a distinction between university dominated systems (France, Italy, Spain) and binary systems, where a large share of students are in non-doctorate awarding HEIs (Belgium, Switzerland, Germany, Denmark, Finland, Greece, Lithuania, Portugal)
  • 75% of HEIs were founded after 1945, particularly private institutions
  • ETER shows that PhD intensity varies across countries, reflecting differences in the research orientation of national HE systems
  • There is a large variation in the degree of internationalisation of HE systems: small countries are very international (Lichtenstein, Luxemburg) followed by Switzerland, Austria, …
  • Internationalisation of academic staff and students are highly correlated, but internatonalisation of staff tends to be lower, however, only a few countries collect data on internationalisation of staff.

Indicators in the ETER register include next to institutional and geographical descriptors; Student numbers and numbers of graduates by gender, field of education, nationality and mobility; Expenditures and revenues; Number of staff for academic and non-academic; and Research activities namely PhD students and R&D expenditures. If you are interested in more information: Full details and latest news are on the ETER website as well as instructions on how to use the ETER datasets. The website of the European Commission Education and Training, also has the main findings (a 38 page report) of the Teaching and Learning International Survey (Talis) 2013.

Most Outstanding Article on Planned Change and Organisational Development

MITSloan logoThe editors of MIT Sloan Management Review just announced the winners of the Richard Beckhard Memorial Prize. This year's winners are Hamid Bouchikhi and John R. Kimberly for their article "Making Mergers Work" in which they discuss the importance of identity integration in successful mergers and essec logoacquisitions.The authors are professor at Essec Business School and the Wharton School of the University of Pennsylvania respectively, both longstanding EFMD member institutions.

The authors examine why mergers and acquisitions so often fail to achieve the results and synergies they promise. The article argues that much of the difficulty lies in the failure of executives of the acquiring company to seriously consider the quite different ways that not only operational but also psychological integration between previously separate corporate entities can be achieved.

WhartonIn the view of the judges, this article offers a pragmatic but novel perspective on the familiar and vexing problems managers face in merging organizations successfully. Bouchikhi and Kimberly point out that there is no single “one best way” in this domain and that integration can take different forms. They identify four broad approaches to what they call “identity integration”: assimilation (where the identity of the acquired company is dissolved into the identity of the acquiring company); confederation (whereby the identities of the acquired and acquirer are largely kept distinct); federation (where the identities of the merged companies are partially preserved while an overarching identity for the new organization is also created); and metamorphosis (whereby merged organizations are fused to form a new corporate identity).

Bouchikhi and Kimberly note that identity integration takes time, and they give examples of cases where what begins as one type of merger may over time develop into another type. The authors also suggest that managers would do well to conduct what they call an “identity audit” in conjunction with acquisition efforts to identify identity issues that may affect post-merger integration. “Operational integration post-merger is a necessary but not sufficient condition for successful performance,” Bouchikhi and Kimberly write. “Careful attention to identity integration is also essential for success.”

Babson logokemmy logoAlso the 2013 Richard Beckhard Memorial Prize went to EFMD academic member institutions Kemmy Business School, University of Limerick and Babson College with "Creating Employee Networks That Deliver Open Innovation". A small number of “idea scouts” and “idea connectors” are disproportionately influential in producing successful open innovation outcomes. Smart companies make sure they are linked.

Getting the Employment Deal Right: New Global Survey Results

Towers Watson logoDone by Towers Watson, the 2014 Global Talent Management and Rewards Study captures the perspective of over 1,600 organisations on attraction, retention and engagement issues, the survey was fielded from April to June 2014 and results were released earlier this month.

The findings show that there is much to be gained from getting the employment deal right. Organisations with a highly evolved employment deal (one that is formally articulated, well executed, customized for different employee segments and differentiated from those of competitors) are more effective than organizations offering a deal that is tactical.

This research by Towers Watson indicates that to succeed in attracting, retaining and engaging a productive workforce, employers need to prioritise the following drivers: career advancement opportunities, effective leaders and managers, competitive base pay, and job security. More in detail on the first two, the report highlights:

GlobalTM coverOpportunity for career advancement is a key driver of attraction and retention globally. The 8-page report states that employers are falling short because:

  • Managers are ill equipped to handle key aspects of career management.
  • Career architecture and career paths are poorly defined.
  • Technology is not effectively leveraged for career management.
  • Most organizations do not know if their career management programs are working.

To improve career management programmes, employers are recommended to:

  • Ensure their career architecture and career maps not only reflect HR and business strategies but also provide a framework for communicating with employees.
  • Train managers to identify and communicate career opportunities tailored to each employee’s skills and experience.
  • Use technology to improve career management tools and resources.
  • Track and measure the effectiveness of career management programs.

Leadership Development: Effective leadership development can be a source of competitive advantage by helping organizations retain and engage key employees as they develop leadership competencies. Companies looking to improve their leadership initiatives are recommended to:

  • Develop and implement a leadership model that incorporates desired competencies that support the business strategy.
  • Link job architecture to required competencies.
  • Integrate leadership development across all talent management programs (e.g., succession planning, performance management and career management).
  • Develop breadth of experience among future leaders by encouraging the sharing of talent across teams.
  • Enhance leaders’ international experience through talent mobility programs.

For more details, you can download for free the 8-page overview from the Towers Watson website. Earlier visitors also looked at the EFMD New Special Interest Group: An engaging place to work.

Scientific Advances in Developing Leaders for Today's Complex Environment

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

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

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

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

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

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

Research Leadership Programme: Registrations Now Open

Research leadership bannerYou are kindly invited to register for Cycle 5 of our joint EFMD-EURAM programme on "Developing Research Managers: Creating Research Leadership in Europe".

This three-module programme is aimed at newly-appointed research managers or those aspiring to hold that position in the near future. At present, 45 participants representing 18 different countries from across the globe have taken part in the programme. For Cycle 5, we are very pleased to have  as moderator again Peter McKiernan, who initiated the Research Leadership Programme and collaborated closely in outlining the framework of this successful programme:

Module 1: The Long View – Strategy, including: Strategy of the Business School and how research fits with it, Developing a research culture and building architecture of research support, Business in society, The role of PhD programmes, Business Schools’ links with industry
Module 2: The School View – Organization of Research Activities, including: Strategic choices - Large scale collaborative research, Evaluation of research outputs with respect to strategy, Organization for innovation, Defining and implementing a research strategy, Rankings, and Managing research under-performance
Module 3: The Practical View – Resources and Capabilities, including: Meet the editors, EU research activities, Research integrity, and Open innovation.

research leadership logosThe dates for the 2014-2015 edition, which will be held at the EFMD premises in Brussels, are:

  • 11-12 December 2014
  • 3-4 February 2015
  • April 2015 (dates TBC)

The third module is immediately followed by an Alumni Day to which all past participants are invited. Please do note that attendance at all 3 modules is mandatory. Module 1 will begin on 10 December 2014 with an informal networking dinner. All meals, materials and attendance at the Alumni Day are included in the registration fee.

More information about the programme, fees and registration can be found on the EFMD website. Please note that a limited number of participants are accepted into the programme. The Early Bird fee is applied to all registrations received prior to 1 November 2014.

We hope that you will find this programme of interest to both you and to your institution. Please do contact EFMD colleague Robin Hartley with any questions you may have. We look forward to having you amongst us for cycle 5.

MOOCs, Millennials and the Road Ahead for Higher Education

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

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

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

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

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

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

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

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

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

The Ten Highlights from the Last Six Weeks

GFcoversYou may perhaps have missed these from EFMD Global Focus magazine, Journal of Management Development or EFMD Blog over this summer:

Future Scenarios for Management Education: Best-case and worst-case scenarios for the next 10 years: including the most-likely with intense competition pushing schools to specialise and differentiate, a best-case where schools move closer to business practice, and a worst-case involving increasing irrelevance and a shake-out.

From Castles to Networks: Will Business Schools Survive?  Eric Cornuel, Director General and CEO of EFMD, explores the future of business schools in this TED-talk.

The Great Transformation: The future is open and managers will surely be of pivotal importance for shaping it. EFMD’s Richard Straub builds on the legacy of Peter Drucker.

Uncertainty and the “Entrepreneurial Mindset: Teaching students to become entrepreneurs, Rickie Moore shares ideas about the mastery of self, the mastery of opportunity and the mastery of the enterprise.

Developing an International Business School Brand: A checklist for both schools and potential students focusing on the nine elements of internationalisation.

JMD coverGlobal Leadership Development: Dean Jordi Canals explores the “go-anywhere, do well” characteristics of a future global leader.

EFMD Key Events and Activities in the Second Half of 2014.

Value Creation from Sustainability and from Social Business (Global survey results) including:  Four approaches to the sustainability organisation with 13 core sustainability activities; and Three primary drivers advancing social business maturity.

BannerEFMDblogThe Future of Work: A Journey to 2022 (Global survey results) Here PWC explores the impact of the changing business landscape on people management strategies in a “Blue” world where corporate is king, in a “Green” world where companies care or in a “Orange” world, where small is beautiful.

Talent Management Predicts Financial Success (Global survey results) exploring for instance what leaders need to do in order to improve and the new role of HR.

EFMD Insights: Transforming Business School Futures: Part Four

leekongchian logoAuthors H. Thomas and  M.Lee (both at Lee Kong Chian School of Business, SMU) and A.Wilson (School of Business and Economics, Loughborough University) examine the range of futures that business schools may face.This paper appeared in the special issue of the Journal of Management Development (Volume 33, Issue 5) published on the occasion of the 2014 EFMD Annual Conference.

loughbouroughUThomas et al. examine and provide a range of scenarios for the future of management education which acts as a framework and guideline for assessing appropriate future directions in the field. Using the responses of a set of experts in a scenario planning exercise, the authors develop most likely, best-case and worst-case scenarios for the next ten years in their paper, “Future scenarios for management education". The modal response for the most-likely scenario was one where intense competition pushes school to specialise and better differentiate their offerings, as they attempt to strengthen their position in the market. The best-case scenario was one where schools move closer to business practice in an attempt to gain relevance and legitimacy whereas the worst-case scenario involves increasing irrelevance and a shakeout of some of the less well-performing business schools.

emerald logoAn earlier blog post on this JMD special issue focused on new models of management education anchored around the value of the university-based business school and principles of liberal management education and can be found here. The second part dealt with “Engaging with engagement: how UK business schools could meet the innovation challenge” and the most recent part deals with Global leadership development. You are kindly invited to further explore all articles mentioned above at Emerald: Journal of Management Development, Special Issue.

EFMD Insights: Transforming Business School Futures: Part Three

IESE newestlogoJordi Canals, dean of IESE Business School in Barcelona, Spain, focuses here particularly on the set of skills and competencies that will be required for the globally sensitive business leader of the future. Globalisation has effectively changed the dynamics of business competition and consequently the role of global leadership characteristics has received increasing attention. This paper was published in the special issue of the Journal of Management Development (Volume 33, Issue 5), published on the occasion of the 2014 EFMD Annual Conference.

JMD coverIn his paper, “Global leadership development, strategic alignment and CEOs commitment” Dean Jordi Canals  focuses on two main aspects of this dynamic. He first develops a set of global leadership competencies which are designed to match the roles, and functions that global leaders need to perform in the ever-expanding global context and diverse set of global cultures. He then aligns this global leadership role with the firm's goals, vision and strategic positioning in order to build a sense of commitment, a “go-anywhere, do-well” attitude that should characterise a future global leader.

emerald logoAn earlier part focused on the JMD special issue focused on new models of management education anchored around the value of the university-based business school and principles of liberal management education and can be found here. The second part dealt with “Engaging with engagement: how UK business schools could meet the innovation challenge”. Forthcoming in this four-part series of EFMD insights is:Future scenarios for management education.

Building the Workplace of your Dreams

LessonsGWP coverBusiness leaders around the world are interested in workplace cultures that have an impact on business success. This “Great Place to Work” whitepaper distills the key takeaways from the 2014 Great Place to Work® conference and focuses on the realities of creating a great workplace in today’s world. The 18-page report includes recommendations on, amongst others:

  • Top companies are leading with shared values.  When employees are guided mainly by rules, trust is not at the heart of the relationship and further policies do not provide a strong platform for innovation or empowerment.
  • Employees’ experience of the workplace is key with practices like involving employees in workplace decisions, keeping them informed of important issues, tending to their ongoing professional development.
  • At great workplaces, leaders are committed to the goal of being a great workplace by for instance spending time with new employees or staying close to customer and employee experiences.
  • Employee commitment or productivity are by-products of generosity.  It can take the form of a focus on development, transparent communication or increased autonomy, all are smart investments in the employer/employee relationship.

For more details, please do consult the full white paper: Five lessons for leaders as they build a great workplace.

ielogoYou may also be interested to join the EFMD Special Interest Group (SIG) on the theme of “An Engaging Place to Work”. Alstom, Baloise, Merck/MSD, Pirelli as well as UBS and Unicredit have already committed to take a lead role in this group for experience and best practices sharing. This EFMD Special Interest Group will explore cross-functional strategies to build the “workplace of your dreams”. Itwill 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”.

hoenleThe 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 (photo), 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.

UBSDetails of the final work schedule and specific challenges to be addressed will be agreed upon by SIG members once the project is fully underway. The kick off meeting - hosted by UBS - will take place on 3-4 November 2014 in Zurich, Altstetten (Switzerland). Please click here for more information and application or do contact EFMD colleague Shanshan Ge with any  question you may have.

EFMD Insights: Transforming Business School Futures: Part Two

JMD coveremerald logoRichard Thorpe, a senior British academic, and Richard Rawlinson, a senior consultant, provide a series of perspectives about business model innovations in UK business schools based upon a report written on behalf of the Association of Business Schools in the UK. This paper was published in the special issue of the Journal of Management Development (Volume 33, Issue 5) with Emerald on the occasion of the 2014 EFMD Annual Conference. Guest editors Howard Thomas and Eric Cornuel explore business model innovation and the continued search for academic legitimacy.

Booz logoIn the paperEngaging with engagement: how UK business schools could meet the innovation challenge” authors Thorpe (Leeds University Business School) and Rawlinson (Booz & Company) address particularly the criticisms of poor preparation of students for business and management practice and the irrelevance and impact of much of the management research output. They suggest six major recommendations that should straddle the engagement gap between business schools and management practice. They are as follows:

  • LeedsUBSDesigning practice and practical pedagogy into courses;
  • Bringing more practitioner experience into faculty through training and hiring experimental “clinical faculty”;
  • Developing better multi-touch relationships with business e.g. training, placement, internships, research links and teaching programmes;
  • Improving meaningful engagement of impactful research; promoting research in multi-disciplinary teams and
  • Creating distinctive and differentiated roles for the set of British business schools.

An earlier blog post on this JMD special issue focused on new models of management education anchored around the value of the university-based business school and principles of liberal management education. Forthcoming in this four-part series of EFMD insights are:

  • Global leadership development
  • Future scenarios for management education

Two New Global Surveys: Value Creation from Sustainability and from Social Business

Findings from two new global surveys became recently available, in parallel they highlight the importance of alignment when looking into generating social business value and sustainability’s strategic value.

MCKinseyquarterlySustainability’s Strategic Worth: According to the 3344 executives in this McKinsey global survey, sustainability is becoming a more strategic and integral part of their businesses. In past surveys, respondents most often cited cost cutting or reputation management. Now 43 percent say their companies seek to align sustainability with their overall business goals, mission, or values, which is more than double compared to 2010 survey findings.

sustratworth coverIn this survey, executives were also asked about sustainability-specific organisational practices and the researchers identified four distinct approaches from sustainability leaders (described in detail in the research report): deeply integrated (36 percent), externally oriented (20 percent), leader supported (14 percent) and execution focused (13 percent). Of 13 core sustainability activities asked about, executives most often say their companies are reducing energy use in operations (64 percent), reducing waste (63 percent), and managing their corporate reputations for sustainability (59 percent). Yet, the researchers point to a lack of clarity around reputation management, on average, companies most frequently communicate their activities to consumers and maintain stakeholder relationships. Please do consult the full survey results in the 12-page report at McKinsey Insights & Publications.

socialbus coverGenerating Social Business Value Across the Enterprise: This 2014 global survey finds clear evidence that companies are creating value with social business. Social business is defined as using social media, social software and technology-based social networks to enable connections between people, information and assets.  This new 38-page report by MIT Sloan Management Review and Deloitte highlights as major findings: Social business is perceived as important both today and in the future; Measurement sophistication is starting to prove its value; Social business is not just a B-to-C phenomenon; and Employees want to work for companies that excel at social business. According to the authors, company can advance toward social business maturity by focusing on its three primary drivers:

  • Using social business data to help make decisions
  • Having a leadership vision premised on the belief that social can fundamentally change the business
  • Moving social business beyond marketing to realise that vision

You may be interested in the detailed findings from the 2014 social business global executive study and research project by MIT Sloan Management Review and Deloitte. The report is downloadable for free, after registration.

Executive Development Conference: Exploiting/Improving and Exploring/Innovating

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





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

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

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

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

EFMD Insights: Transforming Business School Futures: Part One

JMD coverThis special issue of the Journal of Management Development (Volume 33, Issue 5) has been published with Emerald on the occasion of the 2014 EFMD Annual Conference. Guest editors Howard Thomas and Eric Cornuel explore business model innovation and the continued search for academic legitimacy. Written by distinghuished scolars from EFMD member shools, a first set of papers focus on new models of management education anchored around the value of the university-based business school and principles of liberal management education.

KozminskiUIn this paper, “The business school model: a flawed organizational design?”, J.C.Spencer (Kozminski University) examines flaws in the business school model and agrees with other scholars that to teach management well you need to add skills of managerial judgement and synthesis to those embedded in the rational analytic tradition. He speculates that if this were to happen, management education would then retrieve what was “central to management education for centuries before the rationalist trend began”.

AsmithBS logoFrom relevance to relevate: How university-based business school can remain seats of “higher” learning and still contribute effectively to businessHere Robert Chia (Adam Smith Business School) articulates that university-based business schools can effectively bridge the gap between themselves and business/industry by creatively educating students and businessmen to understand and make relevant the seemingly irrelevant research and teaching output. To do this it must expand the conventional business school curriculum recipe focused mainly on business disciplines and functions by drawing upon the synthetic and critical skills involved in the study of the humanities and examining more closely the implications of the social, economic, technological and global forces impacting the future roles of business in the context of government and civil society. He firmly believes that rigorous research and teaching can produce and also, through adopting approaches of careful explanation and translation of research findings, enhance the very best of business practices.

SMU logoTom Estad, Stefano Harney and Howard Thomas (Singapore Management University) explore in “Implementing liberal management education through the lens of the other” the challenge of implementing a liberal management education using the core undergraduate curriculum of Singapore Management University (SMU) as a case example. They suggest that the two-sided nature of the liberal arts – namely, both context and reflective perspectives – must be present if the objective of an ethical management education is to be successfully achieved.

emerald logoForthcoming in this four-part series of EFMD insights are:

  • Business school business model innovations from a UK perspective
  • Global leadership development
  • Future scenarios for management education

This special issue of the Journal of Management Development (Volume 33, Issue 5) has been published with Emerald on the occasion of the 2014 EFMD Annual Conference.

People Central in any Business Model: Valuing Talent

cipdThe way in which we understand the value of talent is transforming.  CIPD has been exploring how people drive value in organisations and concludes amongst others that there is a lack in consistency with which human capital is collected, analysed or reported. This recent report  “Managing the value of your talent: A new framework for human capital measurement” launches a framework to help you assess how to manage your human capital. The model breaks down in four layers:

  • Input: such as workforce composition or skills, qualifications & competencies
  • Activities: including performance management, learning & competency development, workforce and succession planning
  • Outputs: including leadership capability, workforce capability
  • Outcomes: organisational agility, organisational culture

Key findings and conclusions are documented in this 8-page document (for free).  You may want to know also more details and background information on this joint UK research project.

Talent-DevelopmentRegarding talent development, you will probably be very interested to learn how it has successfully been done by FrieslandCampina & Ashridge Business School. “Developing Talent for 2020”: building international leadership capability and stimulating significant culture change through the creation of a talent pipeline in the world’s largest global dairy cooperative.  This development initiative is a structured 18-24 month process, where multiple workplace initiatives seamlessly interweave with catalytic leadership events.

This is an EIP Gold Winner in the 2014 EFMD Excellence in Practice Awards. The EFMD Excellence in Practice Awards (EIP) recognise outstanding and impactful learning and development partnerships. At the upcoming EFMD Executive Development Conference, in an innovative ‘vernissage’ session the four 2014 Excellence in Practice Gold Awards will be exhibited. Participants will be able to go from one to the other and ask their questions to the presenters live. In this dynamic session you will share knowledge and experiences with:

  • Banner2014exdevFrieslandCampina & Ashridge Business School
  • Promsvyazbank (PSB) & Chicago Booth School of Business
  • Stora Enso & IMD
  • University Medical Center Groningen & Amsterdam Business School

Please do go here for the detailed programme information.  The EFMD Executive Development Conference takes place on 1-3 October 2014 in Switzerland, hosted University of St. Gallen, in St. Gallen. For registration, please immediately go here or please do contact EFMD colleague Delphine Hauspy with any questions you may have regarding the EFMD Executive Development Conference.

MENA Business Cases: The Best on and from the Region

Case2013winner logoHECQatarTo stimulate the development of teaching materials on the main issues characterizing the MENA region is at the core of this category in the EFMD annual Case Writing Competition and the 2013 winner in this category, sponsored by HEC Paris in Qatar is: 


Roca in Egypt”, written by: Josep Franch and Marianna Sablina Kondratieva, both at ESADE Business School in Spain. The case examines Roca, worldwide leaders in the bathroom industry, acquiring Grevena, an Egypt-based manufacturer of bathroom products. The plans for launching the Roca brand in Egypt were seriously troubled by diverging brand values between the local team and senior management.  The authors focus on marketing, communication and advertising concepts as well as cross-cultural issues in international esade logobusiness. 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 2013 category “MENA Business Cases” another case was highly commended:
A Tragedy in the Red Sea: Al Salam 98”, written by: Iman Seoudi and Mirette Shoeir, American University in Cairo, Egypt. This case examines the belated rescue operation after the ferry sunk, resulting in the loss of 1129 lives. Full details are available from the Case Centre.

AUCairoEFMD is furthermore supporting management research in MENA countries via the EFMD/Emerald MENA Management Research Fund Award. Here the 2013 the winners are :

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

There are also two highly-commended runners up:

  • Mehmet Yusuf Yahyagil, Ph.D. at  Yeditepe University in Turkey with "The nature of the associations between universal individual values, experienced feelings, job satisfaction and satisfaction with life"
  • Hala Helmi El Hadidi, Phd at the 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"

For more details on the above, please go here. You may also be interested to consult the full list of winners for all 15 categories in the EFMD Case Writing Competition. Regarding the 2014 EFMD Case Writing Competition, online case submission dates are 26 June – 10 October 2014.

Impact of Cost on Higher Education Institutions and Student Demand

EU ET logoThis EU report (published last month) analyses the effects of different models of cost-sharing in higher education (the split between public and private contributions to higher education funding) on students and higher education institutions. The study examines trends in participation and completion in third-level education, as well as factors such as system structure, institutional revenue and strategy over the last 15 years in nine case study higher education systems in order to understand better how different models of funding – and changes to these – affect students and institutions. The study is framed by four hypotheses:

  • As private funding increases, total revenue of HEIs increases.
  • As the incentives to earn private funding increase, HEIs become more responsive to student demand.
  • Increasing private funding has a negative effect on student demand.
  • Increasing private funding affects student choice of how and what to study.

EU costchanges coverThe authors carried out nine systematic country case studies – seven countries from the European Union and two from outside Europe: Austria, Canada, England, Finland, Germany, Hungary, Poland, Portugal and South Korea. The main findings as highlighted in this 121-page report include:

  • The introduction of tuition fees usually makes the system better-off overall, by increasing the total amount of resources available
  • The resources gained through new fee-derived income are not always invested in ways that would be expected to perceptibly improve the student experience
  • HEIs’ behaviour is not necessarily affected by the availability of fee income
  • Real responsiveness does not result from putting private funding into public
  • university systems; it comes from permitting new institutions to evolve
  • Unless the magnitude of change is exceptionally large, rises in fees seemingly have no detectable negative effect on aggregate demand and enrolment
  • Study aid matters
  • Cost-sharing strategies call for integrative approaches to institutional funding  and student aid
  • Higher education data systems remain incomplete

The report also has a chapter on implications at institutional level and details changes in academic programming, in enrolment composition, in outreach practices, in expenditure, and in quality and relevance. Another chapter is dedicated to implications at student level and looks particularly at changes to student demand and changes in mode or programme of study.

Humane logoFor more details, please go to the European Commission, Education and Training website, for having access to: The entire 121 page report; Detailed country reports; the Executive summary of 12 pages in English, Français and Deutsch.

You may also be interested in the upcoming EFMD-HUMANE Advisory Seminar: MOOCs, Millennials and the Road Ahead for Higher Education. This event will take place in Brussels on 19 September 2014 and is aimed at Heads of Administration, Deans, Associate Deans and Directors. All details are available here and you can go here for registration.

Latin America Business Cases: The Very Best

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

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

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

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

The Future of Work: A Journey to 2022

Futureofwork coverTremendous forces are radically reshaping the world of work as we know it. This recent PWC report takes you on a journey to 2022 and explores how the changing business landscape will impact people management strategies. The Future of Work report, which surveyed more than 10,000 people across China, India, Germany, the UK and the US, found that one-fifth of workers see themselves working virtually, with the ability to log on from any location within the next 10 years.

The PWC report focuses on three worlds of work:
The Blue World – corporate is king: Big company capitalism rules as organisations continue to grow bigger and individual preferences trump beliefs about social responsibility. Employee value propositions are focused on job security and long-term service.
The Green World – companies care: Social responsibility dominates the corporate agenda with concerns about changes in climate and demographics, and embedding sustainability becoming the key drivers of business. The employee value proposion is around ethical values and work-life balance in return for loyalty towards the organization.
The Orange World – small is beautiful: Companies begin to break down into collaboration networks of smaller organisations; specialisation dominates the world economy. For employees the report foresees flexibility, autonomy and varied challenges in return for working on a short-term contractual basis.

There is furthermore a summary of people management characteristics in 2022, broken down according the same three projections of a blue, green or orange world and looking into: How organisations source and attract talent; Reward and performance; The role of HR; and The role of technology in managing people.

PWC logoConcerning learning and development’s role, this The Future of Work report details that:

  • in a Blue World: Individuals build skills and experience to adapt to changing business needs. Learning and development is closely aligned to objectives and performance measures.
  • In a Green World: Personal and professional development fuse in areas such as volunteering.
  • In an Orange World: Individuals develop their own skills. Professional guilds will re-emerge and certify skills alongside online references and performance rankings.

For more details, please do consult the entire 32-page report, downloadable for free from the PWC website.  Actually, are you a green, blue or orange person? You can also take a quiz to see to which future world you belong to.

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

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

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

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

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

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

Leadership Development Beyond Competencies

CCL leadership coverBehavioral competency models have shed a great deal of light on the field of leadership development over the years. However, the authors of this White Paper “Leadership Development Beyond Competencies” by the Centre of Creative Leadership (CCL) believe that a “Beyond Competencies Model” will strengthen our understanding of leadership development by emphasizing that leaders are multidimensional.

The current model outlined in this paper takes into account what we share in common, the physiological systems at work in the human body—our circuitry. This model also recognizes our differences, that our inner content is unique and that different leaders may react differently to different situations based on their past. Finally, this model points to what is needed to create healthy and effective leaders and leadership—conscious engagement—developing our ability to monitor and modify our circuitry and inner content and be aware of the inner world of others with whom we work.

The experts from CCL furthermore highlight some of the questions and concerns that still remain, namely:
  • What information from neuro-science or positive psychology and related areas is most relevant to developing leaders?
  • What are legitimate, evidence-based practices related to the “power of the mind”?
  • What is the appropriate role of leadership development experts in translating this material?
  • How can we deal with the new complexities that come with a holistic view of leadership development?
  • What is the best common language to use in this new area of research?
You are kindly invited to download this 18-page new White Paper (or other recent publications) from the CCL website.

From Castles to Networks, Will Business Schools Survive?

tedex logosEric Cornuel, Director General and CEO of EFMD explores the future of business school. This recent talk was given at a local TEDx event, in Aix-en-Provence, France with EDHEC Business School serving as an official partner. Under the theme “Disruptive Leadership Education” this event focused on ground-breaking technologies, entertainment and design with the aim of leveraging a number of initiatives to support and promote ideas capable of changing the world.

Eric underlines the importance of dissemination of knowledge and dissects the current business school business model.

You can watch this 12 minute video via YouTube. You will probably also be interested in this recent issue of the EFMD Global Focus Magazine: The Business School of the Future with over 75-pages of  highly relevant insights

Smart Specialization Strategy: New on the 2014-2020 Agenda

RIS3 logoA total of 330 billion is proposed for the Cohesion Policy in Europe for the periods of 2014-2020. Under this Cohesion Policy Framework, Smart Specialization Strategy needs to be in place in each Member state and region in order to access financial support for its research and innovation measures.

Research and innovation strategies for smart specialization (RIS3) is a novel approach to regional economic and social development promoted by the EU, based on the principle that discovery of well-defined domains for specialization in each region will enhance competitiveness and economic growth.

At a joint high-level conference on June 20, European Commission and European University Association re-affirmed their commitment to support universities in becoming key actors in designing and implementing smart specialization strategies in their regions. As centers of expertise on innovation and entrepreneurship, business schools are particularly well-positioned to perform the role of 'boundary spanners' - identifying the strategic strengths of their region in relation to international landscape, building partnerships between industry and academia, and consulting on knowledge transfer and innovation. However, in pursuit of international and national excellence, maintaining active local anchorage often becomes a difficult balancing act to attain.

BSIS logoEFMD is supporting its members in efforts to re-assess and strengthen their local positioning as regional engagement gains both urgency and support in the Europe2020 policy. Business School Impact Survey is the new service whose arrival coincides with this period of exciting new opportunities for business schools to become recognized as regional as well as international actors. It assists schools with collecting sufficient and pertinent data on their engagement with the region to date and building an information system that will allow to track this dimension of its operations on a yearly comparative basis. A review based on this data provides an external analysis of areas of strengths and recommendations for future action, thus setting the stage for the school's renewed regional strategy and communication with regional stakeholders engaging in smart specialization.  For more information, please do contact EFMD colleague Inga Zalyevska.

Talent Management Predicts Financial Success: New Global Survey Results

Leadership Forecast coverThis newly released report “Global Leadership Forecast 2014-2015” is a joint effort of DDI and The Conference Board. It includes survey responses from 13,124 leaders; 1,528 global human resource executives; and 2,031 participating organizations in 48 countries. The authors conclude that effective leadership development is a strong driver of leader quality and that leader quality helps predict financial performance. Detailed findings are in a most interesting 56-page report that is structured around six core questions:

What is Keeping CEO's Up at Night?
  • CEO's Top Challenges - Leaders Aren't Ready
  • Working Within the VUCA Vortex: Leaders need more preparation
Are Leaders Ready to Deliver?
  • Leadership Outlook - Going Nowhere Fast: Development efforts have stalled
  • Millennials - From Generational Differences to Generating Growth
  • Leadership Readiness - Which Countries Make the Grade
  • Leadership Readiness - Which Industries Are Rising, Which Are Falling?
  • Critical Leadership Skills - What's Important Is Being Ignored: Time to change focus
The New Role of HR
  • Evolving HR - From Partner to Anticipator: Get strategic, sooner
  • Leadership Analytics - How HR Can Use Big Data to Provide Big Value: Move forward by looking aheas
  • Global Program Implementation - Balancing Corporate vs. Local Control: Finding the optimal balance
What do Leaders Need in Order to Improve?
  • 70:20:10 - The Right Ratio...Or So We All Thought: More structured development and learning from others
  • Critical Periods for Leadership Growth - Match the Timing to the Target
  • Drivers of Crucial Leader Outcomes - What Experiences Matter Most?
  • Managing the High-Potential Dilemma - Who, How Many, and What Then?
Leadership Forecast logosWhat is Holding Them Back?
  • Interacting vs. Managing - Organizations Place More Value on Managing--and That's the Problem
  • Top Barriers to Learning - Make the Course More Like the Job and the Job More Like the Course: Crafting a better learning experience
  • Gender Diversity - Pays Off: Some differences count
What Happens When Organizations Get it Right?
  • Pipeline or Pipe Dream? Avoiding the Nightmare Scenario: How talent management practices reduce succession risk
You can download this 56-page research report with recommendations for each of the above items (after registration) from the DDI website.

Call For Papers: Language in Global Management and Business

GEML logoScholars and practitioners involved in global management and business have turned their attention to languages as they form the trajectories and channels through which knowledge is generated and shared across an increasingly networked world. Over the last three decades scholars, who consider language to be a key element for understanding the functioning of the international corporation, whether large or small, have contributed to the development of a distinct research stream.

Language-sensitive research in the field of global management and business is currently exploding and this call for papers aims to provide purpose and direction for this body of knowledge. You are kindly invited to submit theoretical, methodological or empirical papers which carry these current developments forward. The list of themes below is indicative only.
Theme 1: Language and Identity: Contributions about the nexus of ties between language and identities, including national language, English language, but also professional and corporate languages and how they relate to potentially multiple identities.
Theme 2: Language and Performance: Contributions about the role of language/s in global, dispersed and multilingual teams, units of international companies or other organizational forms; the role of language in overall company, group or individual performance; the role of language in particular functions (e.g. marketing; HRM; accounting & finance).
Theme 3: Language, Power and Politics: Contributions about language hierarchies, corporate language policies; languages as used as embedded agency; the interplay of discourse, languages and decision-making.
Theme 4: Theoretical and Methodological Avenues: New paradigms and theoretical approaches to language-based research in global business and management contexts; for example: post-colonialism or critical theory; sense-making; particular linguistic traditions; translation issues; methodological issues.

Please do consult the GEM&L website for the detailed guidelines for authors, submission schedule and the members of the Scientific Committee. Proposals in French or in English in Word format are to be uploaded on the GEM&L website by 15 January 2015

The 9th GEM&L International Workshop on Management & Language will take place in Helsinki, Finland on  11-12 June 2015, kindly hosted by  Aalto University – School of Business and Hanken School of Economics. For any information concerning the conference, please contact GEM&L by mail.

The New EFMD Global Focus Magazine is now Available

GF-2 2014

This latest issue focuses on The Great Transformation. The future is open says Richard Straub and managers will surely be of pivotal importance for shaping it.  The world of business schools also receives the customary in-depth analysis in this issue.

In focus & Contents

BSIS, Business School Impact Survey
The key tool for measuring your business school’s impact on the world around it

Winners EFMD Case Writing Competition
EFMD is delighted to announce the winners of the 2013 Case Writing Competition

EFMD & Business: Making real progress in sustainable development

Undergraduate Management Education
Preparing our students for the journey

The great transformation
Richard Straub on why, with gigantic changes in society, managers will be of pivotal importance for shaping the future

WU’s new campus – building the future
A spectacular new campus reflects the venerable Viennese
university’s commitment to the future says Eva Male

Innovation in action: shaping management education for the world
John North and Anders Aspling detail the work of the first GRLI Management Education Innovation Cohort

Quality in context
Management Education for the Developing World

Uncertainty and the ‘entrepreneurial mindset’
How do you teach students to become entrepreneurs? Rickie Moore, who does just that, shares some ideas

EFMD & Graduway partnering to raise standards in alumni relations

Rethinking enterprise
Philippe de Woot, in an article based on his latest book,
argues that economic actions based on ethical and political dimensions are increasingly essential

Developing an international brand
Most business schools will say they are international. Are they really? Andrew Crisp and Joanne Hession provide a checklist for both schools and potential students

Quality Street: the sweet side of accreditation
Gaining accreditation (and maintaining it) is a tough business. But Julie Perrin Halot and Rachael Weiss argue that it provides its own long-term rewards

Where and how for exec ed?
Jan Ginneberge analyses the results of an EFMD survey into the current and likely future state of executive education

Smart Diploma (TM) partnership with EFMD: Grant, ensure, monitor and protect your credentials.

Error management: not just a wing and a prayer
Jan Hagen suggests that the aviation industry’s open approach to identifying and resolving errors could be applied to many other sectors

Warm memories of the Winter School
The EFMD (ESMU)/HUMANE Winter School is designed to develop the leadership potential of senior administrators in business schools and universities. Nadine Burquel looks back at its first 12 years

How many business schools does it take to change the world?
Danielle Steele and Liane Weitert describe how six business schools from around the world have joined forces to make the idea of applied interaction a reality

Innovation for growth
Stefan Schepers explains how the High Level Group on Innovation Policy Management is designing a new approach for European innovation

Upcoming EFMD events

International Deans Programme 2014/15

Reflect™ by GMAC
A new soft-skills solution for business schools and students.

The EFMD Global Focus magazine is also available via iPad and Android.  If you prefer, you can read Global Focus in Chinese and additionally access the online library of past issues. If you have any comments or questions on Global Focus or would like to propose story ideas please send them to Matthew Wood.

 

EFMD Partners CVTRUST / Now Offer Smart Diploma with Smart Ads

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

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

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

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

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

smart diploma

Schools using CVTrust include:

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

If your institution would like to learn more, please contact

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

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

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

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

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

Other benefits of joining the programme include:

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

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

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

drucker 2014

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

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

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

Confirmed speakers include:

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

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

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

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

We hope you will be able to join EFMD and the Drucker Society in Vienna for this high stimulating and excititng conference. If you have any questions regarding registration, do not hesitate to contact the Drucker Forum Secretariat events@druckersociety.eu
GPDF14 Banner

EFMD Support the Fifth International Business School Shanghai Conference

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

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

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

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

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

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

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

An outstanding line up of speakers includes:

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

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

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

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

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

Key EFMD Events & Activities in the Second Half of 2014

efmd-newlogo2013-lr coloursBefore the summer, we would already like to update you on the key EFMD events planned for the second half of 2014. You may want to register now while your calendar is not too full or perhaps share the events with colleagues who might be interested in attending.

July
“Digital Performance: People Make it Real!” is the theme of the Future Series Webinar to be held on 1 July. This webinar will put into question the established solutions to measure the business impact of learning and development and suggest new ways to do it.

September
The EFMD-HUMANE Advisory Seminar with a focus on “MOOCs, Millennials and the Road Ahead for Higher Education” will take place on 19 September at the EFMD premises in Brussels.

On 23 September, another Future Series Webinar will take place at 13.00 hours (CET Paris) focused on “Leadership in the Digital Era: A New Deal?”

On the 30 September EFMD is pleased to be a collaborator as Boston University School of Management and leading sponsors launch the Business Education Jam: Envisioning the Future. The JAM is unprecedented in the history of higher education. and will involve a worldwide brainstorm like never before and we need you to participate. Over 60-hour this virtual event will run from the September 30 – October 2, with many EFMD members engaged in the dialogue.

October
October is one of the busy months with the 2014 EFMD Executive Development Conference taking place on 1-3 October, hosted by University of St.Gallen, Switzerland. The theme is this year’s event is: (EI)2 Exploiting/Improving AND Exploring/Innovating.

The fifth International Business School Shanghai Conference (IBSSC) will take place on 9-10 October, hosted by Antai College of Economics and Management, Shanghai Jiao Tong University (in a strategic partnership with EFMD). "Innovation and Entrepreneurship" has been established as this year’s theme.

Richmond, Virginia USA is the location for the 2014 EFMD Conference on Undergraduate Programmes. The Robins School of Business, University of Richmond will host the event (on 13-15 October), focused on “Undergraduate Management Education – Preparing our Students for the Journey".

In London EQUIS and EPAS Accreditation Seminars will be held on 14-15 October, hosted by Imperial College Business School. These Seminars are offered sequentially, giving participants the opportunity to register for one or both events.

The next Sharing Best Practice CLIP Workshop will take place 16-17 October at Capgemini Corporate University in Paris, France. The theme of this “inivitation only” event is “Capability of the Corporate Learning Function to address crucial business issues”.

November
The GBSN and EFMD Joint Conference in Africa will take place in Accra (Ghana), hosted by GIMPA and CEIBS Africa. This event takes place 3-5 November on the theme: “Quality in Context: Management Education for the Developing World”.

EFMD is also  once again supporting the 6th Global Peter Drucker Forum and “"The Great Transformation - Managing our Way to Prosperity" is the theme of this event taking place on 13-14 November in Vienna, Austria.

November will also see the 2014 EFMD Career Services Conference. On 19-21 November, Porto Business School in Portugal will be the host institution for this new EFMD community that was launched last year.

An EPAS/EQUIS Accreditation Seminar will take place on 25-26 November in Bangkok (Thailand), kindly hosted by Thammasat University.

December
“Master Programmes: Going Global” is the theme of the 2014 EFMD Conference on Master Programmes which will be held in Grenoble (France) on 3-5 December, hosted by Grenoble Ecole de Management.

On 11-12 December, EFMD will be holding the first module of the Research Leadership Programme-Cycle 5. This is a partnership between EFMD and EURAM on the focus theme of “The Long View – Strategy”. Modules 2 and 3 are planned is February and April respectively.

January
The 2015 EFMD Conference for Deans & Directors General will take place 29-30 January 2015, hosted by ESADE in Barcelona (Spain)

Further events already planned for 2015 include:

  • 2015 EFMD Entrepreneurship Education Conference on 25-27 February
  • 2015 EFMD Conference for International and External Relations, PR, Marketing, Communication and Alumni Professionals on 25-27 March
  • Research Leadership Programme - Cycle 5 - module 2/3 on 3-4 February
More information on all the events is available on the EFMD website.

EFMD Awards EQUIS Reaccreditation to 11 Leading Business Schools

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

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

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

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

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

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

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

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

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

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

EFMD Awards EQUIS Accreditation to AUC, KEDGE and Frankfurt

EQUIS-accreditation2014

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

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

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

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

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

The benefits of accreditation include:

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

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

Announcing the 2014 EFMD Excellence in Practice Gold Award Winners

EIP Gold Award 2014

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


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

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

The 2014 Gold Award Winners include:

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

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

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

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

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

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

Quotes from the Winners

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Free event for EFMD corporate members and special guests.

EFMD Launch Strategic Learning Review

SLRcover web2

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

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

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

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

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

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

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

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

The many benefits of SLR include:

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

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

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

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

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

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

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

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

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

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

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

CEIBS to host the International Teachers Programme© (ITP)

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

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

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

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

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

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

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

Invitation to International Summer Programme at McGill in Montreal

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

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

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

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

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

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

ac14 app

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

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

Apple store
Google Play

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

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

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

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

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

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

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

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

We look forward to seeing you in Vienna!

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

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

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

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

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

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

2. Policy on Collaborative Provision (Annex 13)

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

EFMD Launch Business School Impact Survey (BSIS)

BSIS

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

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

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

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

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

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

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

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

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

CaseWriting-Award ecch

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

2014gmgad
 
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

globalmar

Counting Down to the 2014 EFMD Deans & Directors Conference

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

This year’s conference will cover topics such as:

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

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

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

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

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

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

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

2014ddm iTunes google play

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

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

eip winners2013

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

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

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

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

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

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

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

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

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

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

EFMD's Global Focus - See the Future

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 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.