EFMD Awards EPAS Accreditation to Three New Programmes

EPAS Accred 2015 UE IAE

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

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

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

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

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

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

EFMD Report Now Available - "An Engaging Place to Work"


The latest EFMD report summarises a learning journey from the EFMD Special Interest Group (SIG) on “An Engaging Place to Work - Strategies for Winning the Hearts and the Minds of your Employees”.

Dr. Siegfried Hoenle, Managing Director of Talent & Leadership Solutions and Visiting Professor at IE Business School, facilitated the SIG and Dr. Simon Stoepfgeshoff, Director of Corporate Programmes at Executive School of Management, Technology and Law at St Gallen, co-facilitated the SIG work.

The SIG explored strategies to build an excellent place to work. The focus was on making the business case for engagement, managing engagement processes smartly and identifying drivers to make organizations better places to work and live. It aimed to advance the critical field of employee engagement in concrete terms, by creating a menu of “best practices” and jointly developing “next practices” to drive positive change.

A group of highly reputed companies with presence around world decided to join the SIG. Participant companies were: Alstom, Allianz, Baloise, Mazars, Merck/MSD, Pirelli, Raiffeisen Bank International, Repsol, Swiss Re, UBS and Unicredit.

This report provides the reader with an integrated view of what the group collectively learned from its collaborative process in this SIG:
  • What engagement challenges companies are currently dealing with and the importance the topic has today and in the future
  • What engagement leaders can do to:
    • Make engagement a business priority
    • Manage engagement processes smartly
    • Drive up engagement
  • How we see the future of employee engagement
The full guide is available for EFMD corporate members by contacting Shanshan Ge.

Exclusive Competition for EFMD Members Only

2015 GMASS EFMD BlogBanner 607x285 v2
Win $500 worth of GMASS® names to promote your programmes and events to.

To enter the competition, simply complete this form to receive your free demo in order to be entered into our prize draw. Go to: gmac.com/efmd/contest

GMAC, with its global reputation of excellence in admissions, is pleased to be offering one lucky EFMD member the opportunity to promote their programmes to over 600 highly qualified candidates through the GMASS® Search Service.
2015 GMASS logo EFMD 225x225
What is GMASS?
GMASS® is GMAC’s global database of more than 600,000 quality candidates’ information—all of whom are interested in earning a graduate management degree AND hearing directly from business schools like yours.

The next-generation recruitment solution utilizing a data-driven approach
Utilize up to 37 search criteria to narrow your outreach from GMASS® expansive database, including 63,000+ candidates interested in specialised master’s programmes, 60,000+ candidates with a GMAT score of 600 or above, 45,000+ underrepresented minority candidates, and many more.

Learn more about GMASS® from Maryke Luijendijk-Steenkamp, Director Marketing and Admissions at Rotterdam School of Management, who is already incorporating GMASS® as a key part of her marketing and recruitment strategy.



2015 EFMD Africa Conference

2015 EFMD Africa Conference

This conference is dedicated for deans or assistant deans, those dealing with external relations or international relations or accreditation, programme directors, business leaders, regional managers, HR professionals from companies operating in Africa.

2015 EFMD GN Asia Annual Conference

EFMD GN Asia Annual Conference 2015

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

2015 EFMD GN Americas Annual Conference

EFMD GN Americas Annual Conference 2015

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

Focus on Western Balkans: Top Tips for Internal Quality Assurance

EAU QA WBalkansEUA recently launched: EUREQA Moments!

The EUREQA project (“Empowering universities to fulfil their responsibility for quality assurance”) focused during three years on capacity building activities for higher education institutions in Albania, Bosnia and Herzegovina and Kosovo.

Authors A.Gover and T.Loukkola focus on  “overcoming the challenge of minimising bureaucracy while promoting participation and ownership of the whole higher education community in quality assurance" and suggest that "an appropriate balance between formal and informal – or structural and cultural – measures  could be one key to success”.

The final project publication is a 52-page report breaking down into:
  • Laying the foundation: Policy and context: EUREQA moments include: Quality assurance must be context sensitive and thus individualized; Developmental phases of dealing  with quality; Complementary QA processes
  • From foundation to framework: Structure and responsibilities: EUREQA moments include: In a culture of quality everybody is responsible for quality; Students are full stakeholders
  • From framework to action: Processes and tools: EUREQA moments include: A mix of instruments ensures good intelligence; Performance indicators have to make sense at all levels; Consider different feedback mecanisms; Regular review and revision
The 52-page report is available for you in English. It is also available in Albanian, in Bosnian, in Croatian,  and in Serbian.

If you have a particular interest in the Western Balkans, please do check the University of Sarajevo, School of Economics and Business.

Regarding quality assurance more in general, please feel free to consult the EQUIS-EFMD Quality Improvement System. Amongst the 2015 Guides, you can freely consult the EQUIS Standards and Criteria. This EQUIS Guide of 78 pages in printable format has dedicated chapters on: Context, governance and strategy, Programmes, Students, Faculty, Research and Development, Executive Education, Resources and administration, Internationalisation, Ethics, responsibility and sustainability, Corporate Connections.

Students, Computers and Learning: Making the Connection

OECD PISA report coverStudy results from OECD here discuss differences in access to and use of ICT that are related to students’ socio-economic status, gender, geographic location, and the school a child attends.

Current findings make clear that all students first need to be equipped with basic literacy and numeracy skills so that they can participate fully in the hyper-connected, digitised societies of the 21st century.

This study is focused on “15-year olds” being the shorthand for the OECD-PISA (Programme for International Student Assessment) target population. Participating countries and economies in the study are: Australia, Austria, Belgium, Brazil, Canada, Chile, Chinese-Taipei, Colombia, Denmark, Estonia, France, Hong Kong-China, Hungary, Ireland, Israel, Italy, Japan, Korea, Macao-China, Norway, Poland, Portugal, the Russian Federation, Shanghai-China, Singapore, the Slovak Republic, Slovenia, Spain, Sweden, United Arab Emirates and the United States.

Key findings include:

  • Even countries which have invested heavily in ICT for education have seen no noticeable improvement in results for reading, mathematics or science
  • School systems need to find more effective ways to integrate technology into teaching and learning
  • Ensuring that every child reaches a baseline level of proficiency in reading and mathematics will do more to create equal opportunities in a digital world than solely expanding or subsidising access to high-tech devices and services
  • OECD PISA webinarTop performers were Singapore, Korea, Hong Kong-China, Japan, Canada and Shanghai-China.
  • Students in Korea and Singapore perform significantly better online than students in other countries with similar performance in print reading, as do students in Australia, Canada, Hong Kong-China, Japan and the United States. In contrast, students in Poland and Shanghai-China – both strong performers in print reading – do less well transferring their print-reading skills to an online environment.

For obtaining further details, the webinar of 15 September 2015 discussing the findings this report is available and lasts 56 minutes.

OECD PISA slidedeckYou can also access the 63-page slidedeck presentation or alternatively you can read the 204-page report online. It has chapters on:

  • How students’ use of computers has evolved in recent years
  • Integrating ICT in teaching and learning
  • Main results from the PISA 2012 computer-based assessment
  • The importance of navigation on online reading: think, then click
  • Inequalities in digital proficiency: bridging the divide
  • How computers are related to students’ performance
  • Case study: understand what drives performance
  • Implications of digital technology for education policy and practice

Leading from Asia: Inaugural Meeting in Singapore

Asia meeting Sep 1
The Inaugural Meeting for Learning and Talent Leaders took place in Singapore on 14 September 2015. The purpose of the meeting was to strengthen the EFMD community of senior learning and talent leaders in Singapore. The meeting was hosted by DBS bank Singapore.

Leading from Asia
Under the theme “Leading from Asia”, Chief Learning Officers from top companies, such as Axa, Barclays, BASF, KPMG, Shell and UTC, and business stakeholders, met to discuss challenges and opportunities for corporate education in Asia.

Asia meeting SepAsia - from the "factory of the world" to the "marketplace of the world"
Piyush Gupta, Chief Executive Officer and Director of DBS Group shared with the audience his views on how Asian companies have changed. In the past, Asian companies grew out of hub and spoke operations serving multinationals as the “factory of the world”. Today’s Asia is the “marketplace of the world” and at the same time Asian multinationals are going globalMeasure.

Measure of Man
When writing the book Measure of Man, Bob Aubrey, EFMD Senior Advisor for Asia on future challenges for L&D leaders, began thinking seriously about some of the things that CLOs face in the future such as robotics, artificial intelligence, genetics, neuroscience as well as social changes.

Caterpillar’s global perspective
A guest speaker from China, Charles Shao, the only Chinese manager based in China running L&D for a global multinational, Caterpillar, an EFMD member company, concluded that Asian companies need L&D that is strongly linked to organisational development rather than being focused on training individuals in classroom settings.

Exchange with CLOs
For Philippe Bonnet, the globAsia meeting Sep 3al L&D role based in Asia puts the challenges on Asians.

Leading from Asia, the biggest challenge is to be close to a business that is changing and growing quickly. The business in Asia sets the following priorities:
- Develop talent
- Transform the organisation
- Partner with the business for mergers and acquisitions where specific learning needs have to be delivered quickly

For more details and the full report, please contact Bob Aubrey.

EFMD and NVAO Sign International Collaborative Agreement

EFMD NewLogo2013 LR coloursNVAO logo

Today, EFMD Director General & CEO, Eric Cornuel, signed in Brussels a collaborative agreement with NVAO Board Member, Paul Zevenbergen, to join the accreditation processes of both organisations.

DSC1218For Dutch and Flemish higher education institutions, the collaboration between NVAO and EFMD means less red tape and a more efficient accreditation process. All the assessment processes and procedures that are required to have institutions and programmes accredited by both EFMD and NVAO can now be completed in one procedure. Joint accreditation will provide the Dutch and Flemish institutions that currently hold one of EFMD’s accreditations (EQUIS/EPAS) with a streamlined process to include NVAO accreditation.

"With over 840 members from 83 countries, EFMD has always fostered excellence in management development globally. I am pleased to see that the quality and international perspective that the EQUIS and EPAS accreditation systems bring, will benefit Dutch and Flemish institutions through a streamlined process. I very much look forward to more such synergies being established with local accreditation bodies around the world", says Eric Cornuel, Director General & CEO, EFMD.

DSC1223Paul Zevenbergen, NVAO Board Member said: “We can now take all the requirements of the professions and the sector into consideration in our accreditation process. This makes it much easier for business schools, economic programmes and management development professionals to obtain not just our accreditation but that of the professional organisations AACSB and EFMD as well. That is why we were happy to get in touch with these two organisations in order to interlace our procedures, without affecting our responsibilities and without lowering standards.”

EFMD welcomes this development and looks forward to more collabotations and synergies being created between EFMD international accreditation systems and local accreditation bodies.

Engaging the Future Workforce - Is GEN Y Different?

On Tuesday, 20 October, 12:30 pm - 2:00 pm CET will take place the last session of a series of three webinars: “Engaging the future workforce - is GEN Y different?”

These webinars present the findings of 11 leading companies, Allianz, Alstom, Baloise, Mazars, MSD, Pirelli, Raiffeisen Bank International, Repsol, SwissRe, UBS, UniCredit that took part in our recent Special Interest Group. They joined forces over a 6 month period to advance the practice, learn from each other and leverage input from renowned thought leaders. These webinars show a way to sustainably drive company performance by enhancing employee engagement.

Based on results from a recent study on more than 16.000 millenials across the globe, key findings will be presented with a specific focus on what they mean for engagement:

  •     How are Millenials interested in Leadership positions?
  •     How important is work-life balance for Millenials?
  •     What does challenging work mean for Millenials?
  •     How are their expectations different across cultures and geographies?
Specific recommendations are derived from this study and will be presented to develop an engagement framework for this growing population in the labor market place.

Don’t miss this great opportunity! The webinars are free for EFMD corporate members and special guests. Please click here to register!

For more information on the event, please contact Mrs. Caroline Malvaux.

Be Part of the EFMD Excellence in Practice Award (EiP)

Will your organisation participate in the Excellence in Practice (EiP) Award next year?

EIP award LRThe EiP Award has developed into one of the leading global awards that recognise excellence in learning and development partnerships. To learn more about this competition, come and join us in Barcelona (14-16 October 2015) or during different webinars organised in autumn.

“Writing the EiP case helped us better understand the positive impact of our project. It brought many benefits in team building and strengthened the relationship with our partner organisation” (EiP participant 2015)

The EiP 2015 Gold and Silver winners will be showcased along various moments in autumn. Don’t hesitate to join, the cases are providing many good insights for your own programmes:

- The EiP cases play a central role in the content of the 2015 EFMD Executive Development Conference hosted by the Barcelona School of Management (Universitat Pompeu Fabra, 14-16 October, Barcelona). Conference participants will include representatives from leading companies including Amcor, Cisco, COWI, Deloitte, Dupont, Energias de Portugal, Gas Natural Fenosa, HSBC, L’Oréal, Royal Mail, Raiffeisen, Repsol, Safran.

- If you can’t make it in Barcelona, the gold and silver winning cases will be presented in a series of EiP 2015 webinars in autumn. Dates will be soon confirmed on the website.

- A Special Supplement of the EFMD Global Focus magazine will showcase all winners in October 2015.

For those who want to enter the EiP competition in 2016 (or later), please visit our webpage providing all required information.

Info Session Webinars are organised on 12 January 2016, 1 February 2016 and 4 March 2016.

Submission deadline: 30 March 2016.
Come and show us your achievements!

If you want to be informed automatically on all what concern the EFMD Excellence in Practice Awards, please contact Ms. Florence Gregoire.
EiP Gold 2015 email

EU-Mexico Policy Dialogue: Outcomes and Recommendations

EU MexicoEFMD attended the EU-Mexico Policy Dialogue in Mexico on 24-25 September 2015 where themes such as international mobility, internationalisation, cooperation, credit recognition and quality assurance in higher education were discussed between a number of experts and government representatives.

The EFMD expertise with quality assurance, accreditation and the internationalisation was very well received.

The purpose of the Dialogue, the second one of its kind only with Mexico, was to share experiences with EU/international mobility programmes, quality assurance systems and accreditation in the EU and Mexico.

The critical question of study recognition was also addressed. This was based on an extensive study produced by EFMD(ESMU) three years ago on EU-Mexico challenges and opportunities to internationalisation.

The study reviewed the Quality assurance mechanisms in the Mexican higher education system, looked at credit recognition and transparency tools. It made a number of recommendations that are still fully relevant today.

The full report, including the main findings and recommendations, is available here.

Free E-Book: Becoming a Better Leader

ILA book coverThe International Leadership Association and Routledge just presented a free eBook "Becoming a Better Leader: Applying Key Strategies",  featuring an introduction by Ron Riggio and original content from key players in the field.

This free eBook has been curated to deliver practical, succinct strategies for developing efficient, effective leadership skills.

The book is a mix of new, original content and excerpts from top leadership books published by Routledge and EFMD is very proud that so many authors are connected to EFMD member institutions.
The 16 chapters represent a selection of timely, diverse topics that will illuminate key skills and concepts every leader should master:

  • The Leadership Toolkit, by Michael Genovese: easy-to-digest toolkit for skills, temperaments and specific competencies
  • How to Be a Better Follower, by Marc Hurwitz: the importance of combining leadership and followership to create great partnerships and healthy impactful collaborations
  • Leaders - Born or Made?, by Aneil K. Mishra and Karen E. Mishra : leaders are both born and made
  • Ethical Leadership, by Lonnie R. Morris, Jr.: you can never go wrong when you do the right thing
  • The Five Components of Leadership, by Robert M. McManus and Gama Perruci: leadership in five straighforward components
  • Being a Virtual Leader, by Nita Cherry:tips to stay energetically engaged
  • Coaching Rising Stars Around the Gender Gap, by Michael Harvey: effectively fostering leadership potential in the next generation
  • Sustainability Through Deep Systems Leadership, by Rian Satterwhite: addressing environmental sustainability in the context of everyday life
  • Multicultural and Global Leadership, by Juana Bordas: broaden the spectrum of leadership
  • Coming to Judgment, by Nathan Harter: illustratingthe process by which leaders decide on a course of action
  • Having Effective Conversations, by Al Bolea and Leanne Atwater: expanding the potential of people and organisations
  • Cultivating the Capacity to Suffer, by John Eric Baugher and Éliane Ubalijoro
  • Self-Sacrifice and Humility in Leadership, by Rob Nielson, Jennifer A. Marrone, and Holly S. Ferraro: including practical tools to behave more humbly
  • Your Role in Creating Healthy Organizations, by Kathryn Goldman Schuyler: fostering an environment where all feel included
  • 10 Common Errors in People Management, by Carlos Martí Sanchis: and tools you need to nagigate them
  • Lessons to Enhance Women's Effectiveness in Leadership, byFaith Wambura Ngunjiri, Karen A. Longman, and Susan R. Madsen
For the full inputs, please get the free e-book (159 pages) in PDF format.

The International Leadership Association (ILA) promotes a deeper understanding of leadership knowledge and practices for the greater good of individuals and communities worldwide.

Global Legitimacy Challenges for International Companies

handshakeMultinational entreprises (MNEs) experienced ‘golden days’ during the 1990s and 2000s, they expanded globally and were major players in globalization. Today they have become powerful actors in the global economy. However, they are facing global legitimacy challenges like tax avoidance, using low wage countries for corporate benefits only, disrespecting privacy regulations. etc.

Although many of these challenges are not new, they have resurfaced and become more apparent during the past couple of years, partly due to the economic recession that many developed economies have faced and to the broader awareness of increasing global inequality and the importance of sustainability.

How can international business respond? Strategic business diplomacy may be the answer.

The 1st International Conference on Business Diplomacy will address and discuss the global legitimacy challenges of international business in today’s global economy and how strategic business diplomacy can help to deal with those issues.

The event takes place on 4-5 December 2015 at the Windesheim University of Applied Sciences – Zwolle in the Netherlands. In collaboration with Netherlands Institute of International Relations Clingendael, Ghent University (Belgium) and Diplomacy Dialogue (Geneva).

This conference brings together international business representatives, practitioners and researchers in a one and a half day-event. Insights into business diplomacy presented by leading international companies are seen as important input for the conference.

Researchers who have contributed to the development of the field and who have worked with business leaders will address what strategic business diplomacy looks like from their perspective, and how it impacts the legitimacy challenges that international business faces.

For more information on the conference, read the invitation letter here or contact hjm.ruel@windesheim.nl

Researchers and practitioners with a scholarly interest from around the world are invited to submit an extended abstract of a paper to be presented at this conference. Please lern more on the submission procedure here.

You migh be also interested in “Business Diplomacy Competence: A Requirement for Implementing the OECD’s Guidelines for Multinational Enterprises” by Raymond Saner and Lichia Yiu. This article discusses the challenges of implementing the OECD Guidelines on Responsible Business Conduct and proposes that MNEs consider appointing business diplomats, who the authors consider are best qualified to meet these complex but also increasingly important business challenges.

Mobilising Academic Community Action in Response to the Refugee Crisis

Call for actionEFMD is sharing the call for action to business schools and management-related higher education institutions (HEIs) in response to the current refugee crisis.

As the global refugee crisis is unfolding across Europe, the Middle East and Africa, sixty million people have been displaced by conflict and over 410,000 people have crossed the Mediterranean from the Middle East so far this year. Understanding that the primary responsibility for peace rests with Governments, the urgency of the global refugee crisis is a challenge that requires support from all actors in society on a short-, mid- and long-term basis.

The UN Global Compact and the UN Refugee Agency (UNHCR) are calling on businesses to take action. In conjunction, the UN Global Compact’s Principles for Responsible Management Education (PRME) initiative and its Steering Committee members AABS, AACSB International, ABIS, AMBA, CEEMAN, CLADEA, EAUC, EFMD, GMAC, and GRLI are calling on business schools and management-related Higher Education Institutions (HEIs) to work together with business to take action. HEIs play a key role in building more sustainable societies and creating new paradigms through the education of current and future leaders.

The leaders of the international academic community are called to take action and address the refugee crisis. In particular, by providing access and scholarships to business and entrepreneurship related classes and knowledge resources to refugees, HEIs can contribute to the education of those who will return home to build a future worth living with their families and within their communities.

Furthermore, HEIs can take steps to raise awareness and understanding regarding the situation of refugees, and foster social cohesion. HEIs are called to offer their support and incentivize their students to be engaged in these efforts. By joining forces with business, governments, UN agencies, civil society organizations and/or other HEIs, business schools can forge long-term partnerships for education and sustainable development. HEIs should determine how best to support, based on their own assets and capabilities.

Click here to join the movement and make a commitment to the refugee crisis. Commitments will be highlighted on the official UN Business website.

Students Online: Global Trends 2015

Digital technology continues to have a significant impact on how prospective students assess and compare educational options. The more it advances, the more students have come to rely on it for communication, information-seeking and decision-making, especially when it comes to researching and interacting with higher education institutions.

QS Digital Online 2015To explore the impact of changing digital technologies on the student decision-making process, in 2013 QS Digital Solutions launched a dedicated global survey of prospective international students.

The latest 2015 Students Online: Global Trends report provides insight into:

  • students’ preferred online resources
  • the influence and importance of social media
  • students’ preferred methods of communication

Some of the key findings include:

  • Online and offline resources both remain important to potential candidates, with 66% of respondents rating them equally important.
  • The importance of social media to respondents’ interactions with universities remains ambiguous.
  • Email remains the vastly preferred method for contacting (69%) and being contacted by (72%) universities.
  • Trends in the adoption and use of online resources are complicated by age and geography.
Please download the full report (registration is compulsory) to find out more.

Latest Insights into the Demand for MBA and Masters around the Globe

GMAC appl coverNearly 650 graduate management programs contributed data to GMAC’s 16th annual assessment of key application trends.

The 2015 Application Trends Survey Report features data and analysis of year-on-year application volume trends, applicant pool composition, targeted candidate outreach, tuition assistance, and employer funding.

The report also features findings on several all-new survey topics:
  • The “ideal” business school candidate—Respondents describe the candidate who would be an ideal fit for their program.
  • The average weight of admissions criteria in decision-making process—Respondents identify which admissions criteria are most important in their admissions decisions.
  • The impact of tuition on student demand—Analysis of the relationship between a program’s tuition costs and its year-on-year change in application volume.
The 2015 Application Trends Survey Report features data from 641 programs at 306 business schools worldwide. GMAC conducted the survey from mid-June to mid-July 2015. Programs represented in the survey findings are located in 35 countries around the globe.

Other key findings include:
  • Globally, the majority of full-time MBA programs, both two-year and one-year formats, report increases in application volume compared with last year and 10 years ago.
  • In the domestic market for US-based, full-time two-year MBA programs, a majority (59%) report year-on-year domestic application growth— a level not attained since 2010.
  • GMAC appl chartA greater share of online and flexible MBA programs report year-on-year application volume growth compared with part-time and executive MBA programs, which are on par with last year.
  • A majority of master’s programs in Finance, Management, and Marketing and Communications report application volume increases this year compared with 2014; however, just 40 percent of Master of Accounting programs report increased volume versus 47 percent that saw declines.
  • European-based full-time one-year MBA programs rebounded in 2015 after two years of stagnant volume. The majority (67 percent) report year-on-year application volume growth, compared with 38 percent reporting the same the last two years. This uptick can be attributed largely to increased demand from international applicants (63 percent of programs report increases compared with last year).
  • For the Asia-Pacific region, full-time two-year MBA programs are performing exceedingly well -- 90 percent report increases in volume. Sixty percent of full-time one-year MBA programs, on the other hand, report decreases in volume. These Asia-Pacific programs are unique within the full-time MBA market in that the majority of applicants are coming from within the region.

For more details and detailed charts, please download the 36-page report in pdf format: it has chapters on: Trends for MBA programs; Trends for specialised master’s programs; Applicant profile; Recruitment and candidate outreach.

You can also view the infographic or consult the GMAC News Center for more details.

15 ConfMastersPlease also check out the  2015 EFMD Conference on Master Programmes. This event takes place on 9-11 December 2015 in Lisbon, Portugal, hosted by
Católica Lisbon School of Business & Economics, under the theme “Master Programmes: Bridging New Markets” Please do consult the event webpage for all details, or directly go here to register.

Join Now for EFMD - CABS International Deans Programme (IDP)

IDP2015 banner 900px
The role of a business school dean has become increasingly pressured and challenging in a highly competitive global environment. After seven successful editions, the International Deans Programme (IDP) will run again, starting in November 2015. 

If you are a recently appointed dean/director of a business school, the International Deans’ Programme (IDP) is the perfect programme for you! You will gain insights on the different aspects of your role as a dean, build a new and strong network of global peers, reflect on the strategies of your schools and debate on numerous issues related to your role under the Chatham House Rule.

This year, the programme will be facilitated by Prof. Rolf Cremer; immediate-former President and Chief Executive Officer of EBS University of Business and Law, Wiesbaden, DE, as well as Dean and Vice-President of CEIBS, CN, amongst his extensive experience. Rolf will build on his many years of practice as a dean across the world to jointly deliver with EFMD and CABS a programme that addresses the needs and challenges specific to your position.

Join the IDP and learn by visiting 7 schools from three different continents:

Module I:
3 - 5 November 2015:

University of Sydney Business School, Sydney
University of Technology Business School, Sydney
Macquarie University Faculty of Business and Economics, Sydney

Module II:cabs logo
12 - 13 January 2016:

ESCA School of Management, Casablanca
HEM Business School, Casablanca

Module III:
18 - 19 April 2016:

Aalto University School of Business, Aalto
Hanken School of Economics, Helsinki

The IDP runs in a partnership between EFMD and the Chartered Association of Business Schools.

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.

Global Sustainability Strategy: Discount for EFMD Members

ABIS logoBocconi logoYou are kindly invited to attend the 14th ABIS Annual Colloquium 2015, it will take place on 20-21 October 2015 at SDA Bocconi in Milan, Italy. 

The focus will be: Global Sustainability Strategy: New models and approaches to achieve sustainable living.

EFMD members will receive a 15% discount on our current fees. To take advantage of this special offer, please  contact ABIS before registering by e-mail.

ABIS confbannerThe following high-level keynote speakers will be present:

  • Jacques Attali, Economist and Senior Statesman
  • Christof E. Ehrhart, Head of Corporate Communications & Responsibility and Executive Vice President at Deutsche Post DHL
  • Frank Geels, Professor of System Innovation and Sustainability
  • Andrea Illy, Chairman and CEO of illycaffè S.p.A.
  • Ioannis Ioannou, Assistant Professor of Strategy and Entrepreneurship at London Business School
  • Andrew A. King, Professor of Business Administration at Tuck School of Business at Dartmouth
  • Mario Monti, President of Bocconi University and Chairman of the High-level Group on Own Resources of the European Union
  • Letizia Moratti, Italian Businesswoman & Member of the Advisory Board of the Pubblicità Progresso Foundation
  • Alessandra Perrazzelli, Italy Country Manager at Barclays
  • Antoine de Saint Affrique, President of Unilever Foods/CEO of Barry Callebaut
  • Cristina Scocchia, CEO of L'OREAL Italia
  • Markus Tacke, CEO Wind Power and Renewables of Siemens AG
  • Angela Wilkinson, Strategic Foresight Counsellor at OECD

For all details, please do consult the event webpage.

E-leadership Skills You Need to Develop: Take a Short Survey!

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EFMD is a partner in the Le@d3.0 Academy, a project that will develop training programmes on e-leadership skills for managers and for teachers and trainers from universities, business schools and corporate academies.

The digital economy - which has evolved massively over the last decades - continuously calls for new skills. Professional life now requires not only the digital skills but also, e-communication skills, e-team working skills, e-entrepreneurship and innovation, e-reputation skills and e-lifelong learning skills, to name but a few.

EFMD and its project partners have launched a European survey on training needs for all these skills. The results will allow us to better understand the priorities for training and to help the trainers to develop their programmes.

Your input is very important and we would be very grateful if you could devote a few minutes to fill in the online questionnaire.

Please visit the survey and share your opinion!

Should you have any questions on the survey, please do not hesitate to visit the Le@d3.0 Academy website and its newsletter or contact the EFMD Projects team directly.

Call for Papers: Crossing Language Boundaries in Organisations

geml logoThis call for papers is focused on further exploring the ability of organisations to cross language boundaries, capitalizing on advances in research on language as a core organisational issue.

Particularly welcome are empirical and conceptual papers which aim at breaking new ground, and especially, papers which examine the way language impacts such vital activities as translation, boundary-spanning, knowledge transfer, knowledge management, and intra-unit communication.

Authors are encouraged to explore approaches to language issues within organisations, and to closely scrutinize daily business practices and activities. The areas of enquiry which may be explored include, but are not limited to, the themes listed below:

  • Language boundary-crossing and knowledge transfer
  • Language boundary-crossing and translation
  • Language boundary-crossing and the management of linguistic capital

For the full details, please consult the Guidelines and criteria for the submission of full papers.
Practically, proposals in French or in English in Word format are to be uploaded on the GEM&L website, by 30 November 2015.  Final papers are to be ready by 1 March 2016.

Moreover, GEM&L is the guest editor of a Special Issue on Crossing Language Boundaries in Organisations to be published by the European Journal of International Management, Vol. 11, No. 6, to be released in November 2017. Rebecca Piekkari and Susanne Tietze are invited authors of this special issue.

geml escp logoTeaching Workshops on Language and Intercultural Communication
You are also invited to propose a half-hour workshop on best practices in your field. Proposals which support the conference theme of crossing language boundaries in organisations are especially welcome. The deadlines for submission are the same as those for paper submissions. All proposals will be reviewed by a panel of GEM&L board members.

Proposals in French or in English in Word format are to be uploaded on the GEM&L website, by 30 November, 2015.

The 10th GEM&L International Conference on Management & Language will take place on 17-18 March 2016, in Paris, France, hosted by ESCP-EUROPE.

For all information concerning the conference, please e-mail. For registration, please directly go here.

The Global 2015 Innovation Index Now Available

inseadGII report coverInnovation-led growth is no longer the prerogative of high-income countries alone, middle-income countries are catching up fast.

"There is a common misconception about the success of Silicon Valley; that its success is largely down to the disruptive and rebellious innovators who have made it their playground. A hive of innovative activity it may be, but the truth is that the young and ambitious have congregated around the valley because it is home to universities, research labs, venture capital firms and armies of risk-taking talent, which came because of smart government policies"

Still according to Bruno Lanvin, co-author of the Global Innovation Index (GII) report: “There are three key policy elements that can mean the difference between success and failure.

  • First, policies matter. From tax incentives to regulations and from grants to funding, the role of policies is crucial.
  • Secondly, as Jean Monnet, one of the founders of the European Union famously said, “nothing starts without people, nothing lasts without institutions.”
  • Thirdly, risks need to be made attractive. Entrepreneurs and innovators need clear legal frameworks, clear fiscal frameworks and clear business frameworks to mitigate risk and investment confidently. “

Other key findings include:

  • Similar characteristics defined the top 10 in the GII, with Switzerland leading the pack for the 5th year in a row. The Swiss recipe stands out for its historical engineering culture, its strong emphasis on education, especially of the vocational sort, and its open mindset where talent comes and goes freely.
  • The top ten further reads: UK, Sweden, Netherlands, USA, Finland, Singapore, Ireland, Luxembourg, Denmark.
  • This year’s report takes specific steps to understand how policy is being leveraged by the “innovation achievers”, economies that perform at least 10 percent better than their peers in the same income group.
  • Among such achievers are China, Malaysia, Vietnam, India, Morocco and Jordan. They are all making improvements to institutional frameworks, the skills of the labour force with expanded tertiary education, better infrastructure and a deeper integration with global credit investment and trade markets.
  • Getting the right talent and an institutional framework in place appear to be the most difficult of all inputs to achieve both in general but for low-income countries in particular.

GII Lanvin vidoeThe Global Innovation Index ranks countries according to:

  • Innovation Inputs: Institutions, Human capital and research, Infrastructure, Market sophistication, Business sophistication
  • Innovation Outputs: Knowledge and technology outputs, Creative outputs

Please do watch Bruno Lanvin, the executive director of Global Indices at INSEAD explaining the main conclusions in a 8 mins video.

GII Dutta videoPlease also feel free to check out the Global Innovation Index homepage. Here you can explore all detailed findings and charts, for instance:

  • download the full report (printable format, 453 pages): An interactive table of contents allows to quickly access the eight chapters on: Effective innovation policies for development; Benchmarking innovation outperformance at the global and country levels; Innovation policies for development; Principles for national innovation success; Innovation & policy: a business perspective; The impact of science and technology policies on rapid economic development in China; Enabling the transformation of Georgia's innovation system; Policies to drive innovation in India
  • get a quick overview from the infographics
  • Explore the 2015 country rankings interactively
  • Learn the highlights by co-editor Soumitra Dutta

 GII logo SolvayYou also may want to learn more on the 2016 EFMD Entrepreneurship Education Conference.
This event will be held 24-26 February 2016 in Brussels, Belgium, hosted by Solvay Brussels School of Economics and Management, ULB - Université Libre de Bruxelles. It is aimed at professionals involved in entrepreneurship education related to management education.

Quality Assurance in Universities: Implementation Status

EUA InternalQA coverEUA logoEUA has just published a new report examining current European trends in quality assurance (QA) in higher education. The report “ESG Part 1: Are universities ready?” outlines what is known about the current status of implementation of each standard of part I of the current standards and guidelines for quality assurance in the European higher education area (ESG).

The paper highlights a number of areas that are likely to require further attention from institutional leadership and QA managers. These include the need to:

  • link QA with strategic management
  • demonstrate implementation of student-centred learning
  • develop robust measures for reviewing programmes

Mapping the status of internal quality assurance (QA), the 32-page report breaks down into:

  • Policy for quality assurance: institutional policy, involvement of internal and external stakeholders
  • Design and approval of programmes: Qualifications frameworks, learning outcomes, involvement of internal and external stakeholders in programme design
  • Student-centred learning, teaching and assessment
  • Student admission, progression, recognition and certification
  • Teaching staff: trends in support and assessment, pedagogical development
  • Learning resources and student support: trends in learning environment
  • Information management: indicators related to learning and teaching
  • Public information
  • On-going monitoring and periodic review of programmes
  • Cyclical external quality assurance

Please go here for the full report: "ESG Part 1: Are universities ready?"

EQUIS EPASlogosYou will no doubt also be interested in the EFMD International Accreditations:
EQUIS - EFMD Quality Improvement System: please do explore: the EQUIS general information, the list of EQUIS accredited schools, the EQUIS key timings, as wel as the EQUIS Guides 2015.

EPAS - EFMD Programme Accreditation System: please feel free to consult for further details: the EPAS general information, the overview of EPAS accredited programmes, the EPAS key timings, as well as the EPAS Guides 2015.

EUA logo firAdditionally, you can always attend the EQUIS and EPAS Accreditation Seminars. These are targeted at institutions considering applying for EQUIS or EPAS accreditation and those holding active eligibility wishing to get a better understanding about the system. Currently, accreditation seminars are planned for:

15-16 October 2015  in Prague, Czech Republic, hosted by University of Economics, Prague - Faculty of International Relations

EUA logo MBA12-13 November 2015 in Miami, United States, hosted by Manchester Business School – Americas Centre, Miami

Discover FT Masters in Management Hub

MiM FTThe Financial Times has recently published the Financial Times Masters in Management Special Report which will help prospective students choose the best degree for them. Via the FT hub, students can evaluate schools using FT interactive rankings tables and read the latest Masters in Management magazine online.

Inside this Report, you can find:

Introduction: Riding high by Della Bradshaw
MiMs have come to the rescue of US schools and are finding a toehold in China

Rankings: On top of the world by Laurent OrtmansGloabalFocusMagasine SpecialSuppl Vol9Issue02 cover2
Graduates’ career success helps keep St Gallen at number one

Letter from the editor: Master minds by Della Bradshaw
Are world leaders really qualified to run a country?

Big game plan by Simon Kuper
Jean-Claude Blanc’s business education has helped him guide PSG to the top of French football

Many companies consider that MiM graduates are excellent “value for money” compared to freshly qualified MBAs. While Masters Programmes is an area where European business schools can claim to hold a dominant position on the world stage, some regions such as North America invest in programmes on their own. In the Global Focus special supplement on Masters Programmes, leading specialists on the development of these masters2015 mailing pictureprogrammes as well as stakeholders from the industry, including Della Bradshaw, Business Education Editor of the Financial Times, give their unique perspective.

You migh be also interested in the EFMD Conference on Master Programmes which is the only global event of its type that focuses on the Masters degree and we hope to link and exchange ideas with participants from all over the world. This year’s conference will take place in Lisbon on 9-11 December 2015 at Catolica Lisbon School of Business & Economics, with speakers from Asia, Europe, Latin America, around the main theme “Master Programmes: Bridging New Markets”. More information and registration is available here.

Sustainability: Key Messages to Business Schools

PRME logoAt the recent PRME Global Forum in New York City, business representatives from the Global Compact LEAD and PRME Champions groups met to discuss how they could work together to move the sustainability agenda forwards for their respective organisations and beyond.

The discussion focused on the need to develop employees and graduates with the relevant competencies and skills that businesses of the 21st century need. In her recent blog post, Giselle Weybrecht summarises six key messages coming out of the discussion, including:

  • "Business doesn’t need sustainability professionals, but rather professionals that are capable of making sustainable decisions in any role.
  • Business needs better managers/leaders/team members to move sustainability forward.
  • Business can see that graduates are increasingly interested in the topic of sustainability and are seeing some benefits….
  • …but also recognise that there is more business could do to help in this regard.
  • Business is interested in engaging with business schools, but partnerships need to be mutually beneficial.
  • Business schools should become knowledgeable in what business needs are in the area of sustainability today, and prepare for what they may be in the future."

PRME StateSustainabilityPlease read the full insights here and for more on the outcomes of both meetings, please go here.

You may also be interested in:

The State of Sustainability in Management Education: It provides a summary of some of the challenges that management education are facing in embedding these topics into their curriculum as well as some of the opportunities for business and academic institutions to work together moving forward. Please feel free to download the 10-page paper in printable format. It covers:

  • The Role of Management Education in Sustainability: spectrum of business school engagement
  • Embedding Sustainability in Management Education: Teaching - creating the graduates business needs; Research-generating the knowledge society needs
  • Understanding the Systematic Elements in Management Education: Internal elements-the academic institution; External elements - the impact of the outside environment
  • Conclusions: Seven ways in which business and business schools can engage to enhance progress

PRME CSRWireCan Management Education Change the Culture of Business?
This is the most recent article in the series "Education for a Sustainable Future". Other September 2015 articles include:

Last Chance to Submit Your Case in 2015 EFMD Case Writing Competition

You are kindly invited to submit cases to the 2015 EFMD Case Writing Competition.

The 2014 edition of the competition attracted again an exceptionally high number of submissions of an outstanding quality. This year, in addition to the 14 regular categories, generously sponsored by the schools and organisations 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 2014 overall winner was: "J.M. Huber: A Family of Solutions", submitted in the category "Family Business" and written by Benoît Leleux and Anne-Catrin Glemser, both 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 writting sponsorsThe deadline for the submission of cases is 30 October 2015. For more information and for submitting your case, visit the 2015 EFMD Case Writing Competition page.

 The 2015 submission categories are listed below:

  • 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, FR
  • Supply Chain Management: Sponsored by Kedge Business School, FR
  • Emerging Chinese Global Competitors: Sponsorship Opportunity!
  • 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
  • Urban Transition Challenges: Sponsored by Climate KIC
  • Sustainable Production Systems: Sponsored by Climate KIC
  • Integrating the Innovation Pipelines: Sponsored by Climate KIC

Please feel free you to consult the 2014 winners in the various categories and also do not hesitate to pass this on to a colleague who might be interested in participating. Please do contact EFMD colleague Caroline Taylor with any questions you may have.

Oscars of Management Thinking: The 2015 Nominees

Thinkers50Thinkers50 just announced the shortlisted nominees for this year’s  “Distinguished Achievement Awards”.

Thinkers50 scans, ranks and shares the very best in management ideas and is published every two years.

The shortlists include business experts from more than 12 nationalities, including Austria, Canada, Cuba, France, India, Italy, Korea, Netherlans, Spain, the UK and the US. It also includes more women than ever before.

EFMD is very proud that again so many EFMD member schools are represented amongst the nominated thinkers, amongst others: IE Business School, IESE, INSEAD, Kellogg-Northwestern University, Said Business School-Oxford, Tuck School of Business. Congratulations! Awards will be made in ten categories:

CK Prahalad Breakthrough Idea Award: The T50 Breakthrough Idea Award celebrates a Eureka moment in  management . It is  given to a radical idea,  which has the potential to change the way we think about  business forever.  This award is dedicate ed to  the legacy of CK Prahalad who proved there is nothing so practical as a great idea.

Digital Thinking: The T50 Digital Thinking Award celebrates the thinker who has done the most to convert the digital  language of the 0 and 1 into useful human insights.

Ideas into Practice: The T50 Ideas into Practice Award celebrates an organization putting new ideas to work.

Innovation: The T50 Innovation Award  recognizes the thinker who has contributed the most to our understanding of  innovation over the last two years.

Leadership: The T50 Leadership Award acknowledges  thinkers who shed powerful and original new light onto this perennial and still vital  subject.

Social Enterprise: Capitalism can be a force for good. Social enterprises businesses, which aim to do good as well as making a profit–challenge the way we think about business and its  role in society. The T50 Social Enterprise Award celebrates the business thinker who  has done the most to further our understanding of these nascent organizations.

Strategy: Strategy is the intellectual and inspirational lifeblood of organizations. The T50 Strategy Award celebrates the very best of strategic thinking. If you were running a corporation who would you turn to for strategic advice?

Talent: With the changing attitudes to work and new generations  entering the workforce, the challenge now is to better understand how talented  individuals work best and they can be effectively attracted, motivated and  retained.  Research into talent has never been so important and practically useful.

Radar Award:Which of the new generation of business thinkers is most like ly to shape the future  of business and business thinking? Whose work has the potential to challenge the  way we think about management? With the T50 Radar Award we identify and  celebrate the thinker- most – likely - to.

Lifetime Achievement Award: The T50 Lifetime Achievement Award acknowledges an exceptional individual whose  work has made an important contribution to global thought leadership over an  extended  period. This person has brought insights that challenge the way we think  about management. Their work must be global, original and embraced by  practitioners.

Thinkers 50 is a celebration of the very best new management thinking as well as  those ideas which stand the test of time,” says Des Dearlove, who created Thinkers50 with Stuart Crainer in 2001.

On 9 November 2015, thinkers from around the world will convene in London for what has been described as the Oscars of management thinking. For all details, please do consult the Thinkers50 website.

Disruptive Education Models from the Developing World

GBSN ManilaYou are kindly invited to join the Global Business School Network for their 10th annual conference in Manila, Philippines. The event takes place 4-6 November, 2015  and is co-hosted by the Asian Institute of Management

Themed “Disruptive Education Models from the Developing World”, this year's conference is focused on sharing disruptive management education models to inspire innovative ways to deliver business concepts to students and differentiate institutions in their markets.

The agenda features sessions such as:

  • A showcase of disruptive models from international schools
  • The Great Debate: Do the Bricks and Mortar Matter?
  • Cross-Disciplinary Programs: Making a Place for Design, Engineering, Humanities and Science
  • Expanding Management Education Beyond the Walls of the Classroom Through Technology
  • Business Schools for Impact: Teaching About Business at the Base of the Pyramid

GBSN is very proud to boast an innovative un-conference and a 'not so typical’ agenda, designed to be proactive, relevant and rewarding for all conference participants. The un-conference format creates space that encourages peer-to-peer learning, collaboration and creativity.  

On the third day of the conference, you can join the Field Site Visit to GK Enchanted Farm - a "voluntourism" opportunity to see social enterprise in action in the Philippines!

This conference is open to all business education faculty and administrators form around the globe, as well as anyone else with a passion for improving access to high quality, locally relevant management education for the developing world.

Please consult the event website for all details.

Guidebook to Online Programmes for Prospective Students

Accredited onlineOnline education has come to an interesting point in its over three-decade-long lifespan. No longer seen as a passing fad or novelty, it has gained widespread acceptance and credibility, not only by the general public, but from those in the field of education as well. As attitudes have favorably changed over the years, so too has the state of educational options online; thanks to this widespread acceptance, there are more choices than ever before for potential students.

Accredited online graphAccredited Schools Online created this guidebook to help prospective online students better understand the educational challenges they may face, and how to overcome them. The guide takes an in-depth look at platforms such as MIT OpenCourseware, Khan Academy, and Coursera, and includes advice and keys to success from a panel of online learning experts.

 Key features of the guide include:Accredited online graph2

  • An inspection of the different types of online learning
  • Tips for choosing an online program and how to get the most out of an online education
  • Financial aid options for online programs

Learn about all the findings and access the Online Schools Guidebook here.

Closing the Gap: Cultivating Communication Competencies in the MBA

MBA RoundtableNumerous employer surveys cite “communications” as critical skill and often business schools are criticized for insufficient development of these skills in MBAs.

The MBA Roundtable symposium presents research findings and engages participants through interactive formats to explore new techniques and to learn from other Business Schools how to create effective learning experiences and measure communication competencies.

The Roundtable will be hosted by Olin Business School, Washington University in St. Louis, Missouri, USA on 22-23 October 2015.

For more information please visit: http://www.mbaroundtable.org/annual-symposium

Management Education in Africa: The Latest Updates

Africa ME reportAABScoverDrawing from the experiences of management education providers across Africa, this report discusses unfolding trends, and indicates how factors such as demand from a growing youth population will shape the future of management education (ME).

This is a joint research report from the Association of Africa Business Schools (AABS),  the Association of MBAs (AMBA) and White Loop Limited. It suggests key areas where changes will be seen over the next 5–10 years:

  • As provision expands, the market will drive the nature of that provision.
  • The traditional MBA, with its high costs and less flexible structure, will become less relevant to business in Africa, particularly as it is likely to remain unaffordable or inaccessible for most students.
  • The management education market will continue to diversify throughout Africa in order to address the specific needs of very high numbers of learners.
  • Technology will play a greater role in empowering students and will provide greater access to courses, programmes and content.
  • There will be a continued shift away from a reliance on a certificate culture towards an environment where value is based on individual and collective impact.
  • As current debates in Africa already show, there will continue to be a tension between the need to establish new institutions set against investment in, and the evolution of, existing schools and colleges.
  • There is a need to develop a more informed and holistic model of quality assurance that is less rooted in the traditional and widely accepted concepts of what currently constitutes quality in management education.
  • There will be an acceleration of the collaboration and partnership work – supported by AABS among others – between African institutions.

The 37-page report (downloadable in pdf format) breaks down into three main parts:

  • The context for ME in Africa
  • Views on ME in Africa in 2014
  • Thoughts on the future of ME in Africa

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

Plenary sessions will focus on:

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

Please do consult the event website for the full details.

Please also do have a look at: Top African Business Cases: All details are available at the EFMD Case Writing Competition webpage

  • “Mobile Telecommunications: Two Entrepreneurs Enter Africa”, Kellogg School of Management
  • “Research in Motion: Managing Channel Conflicts”, Lagos Business School
  • “Vodafone in Egypt: National Crises and their implications for multi-national corporations”, ESMT European School of Management and Technology
  • “Planting the seeds of change: The Ethiopia Commodity Exchange”, University of Geneva

Trends in Executive Development: Ten Key Themes for Business Schools

Future trends BEThis research report presents the "voice of the customer" from more than 70 large organizations around the world. The two overarching themes are client intimacy and customization.

The Association to Advance Collegiate Schools of Business (AACSB), the Executive MBA Council (EMBAC), and the Executive Education Consortium (UNICON) sponsored a series of studies to anticipate near future changes in demand for executive education services.

The 65-page report is by Executive Core, LLC. It  focuses on suggesting what might be done differently for most business schools to take advantage of opportunities to respond to concerns outlined in this summary and to  better manage perceptions among talent management professionals.

The information was gathered from the perspective of talent management professionals and  senior executives. The report is organised around ten key themes:

  • Take Advantage of the Growing Markets Wanting More Customization: Now is a great time to invest in close partnership with corporate talent management. Research here suggests that business schools will  need a radically different strategy to compete with professional service firms.
  • Adapt to Changing Market Needs and Expectations or be Consolidated: Those business schools who adapt their offerings  to the needs of corporations may be better at  producing leaders than those who do not.
  • Significantly Dial Up the Focus on Women: Mirror the market aspirations for 50% representation by women among  students, faculty, and deans.
  • Building the Capability to Effectively  Partner with  Corporate Universities  and  Corporate  Talent Management Centers of Excellence: The sophistication of corporate internal talent management "centers of  excellence" and the evolving breadth of needs in large organizations are  beginning to outstrip the capabilities of many business schools.
  • Measure the  Transfer and Impact of  the New Learning: Corporations want trusted advisors who show keen interest in evaluating or ensuring whether the intended learning from a program or course is being effectively applied back on the job.
  • Enable and Incent Faculty to Design and Facilitate Experiential Learning: There is a continuing growing demand for designed and facilitated  experiential learning opportunities in the service of developing enterprise - wide perspective / insights and multicultural sensitivity. The business  schools are perceived to be limited in their abilities to serve these needs.
  • Prioritize the Customization of Content—Personalize and Make Practical: Companies expect customized learning to develop specific skill sets,  insights, and competencies critical to driving the capabilities of their  business where learning is seamlessly integrated with performance.
  • Align Business School Content to Current Initiatives and Learning Modules Already used by Corporations: The potential for business schools to use their existing subject matter experts to contribute to the talent  management processes of large, sophisticated companies will require the faculty's  ability to adapt and seamlessly align their content with other internal and external  service providers and effectively collaborate with those other designers and providers.
  • Develop Better Customer Intimacy Across the Enterprise: Prospective service buyers want advanced consulting and ongoing attention from the authors of the  models they are integrating into their development activities. For most business  schools, this will require a change in faculty focus and/or the development of additional  learning consulting capabilities.
  • Decide Where to Invest and Where to Not Compete: Business schools, sooner or later, will be forced to make strategic decisions about where they will  compete and frequently win and where they will not compete, even though they could, because they  have little long-term chance of winning.

The 65-page research report has far more details on each of the ten points above as well as on possible implications for business schools and areas for more research: please feel very free to consult the full report in printable format.

2015 ExDec bannerYou will also be interested in the 2015 EFMD Executive Development Conference. It takes place on 14-16 October 2015 in Barcelona, Spain, hosted by UPF Barcelona School of Management and allows you to:

  • Learn from Deloitte and Gas Natural Fenosa about transformation processes from a client’s perspective.
  • Interact with the EiP 2015–Excellence in Practice Awards Gold winners: Ashrdige Business School, Cisco, COWI, LIW, Mannaz, National Institute for Health Research (NIHR), Royal Mail Group, Said Business School-University of Oxford.
  • Network with professionals in the executive development sector from around the world.

For the full programme and practical details,  please do consult the event webpage, for registering please go here.

Winners of ISB-IVEY Global Case Competition 2015

IveyThe Centre for Teaching, Learning, and Case Development at the Indian School of Business and the Ivey Business School, Western University are delighted to announce the winners of ISB-Ivey Global Case Competition 2015.

  • The first prize winning case is “Price or Relationship: SECURENOW'S Dilemma” authored by Ripsy Bondia and Dr. Ashutosh Dash from Management Development Institute, Gurgaon.
  • The second prize winning case is “Competence, Competiveness and Intercultural Conflict in Qatar” authored by Leslie Hitch and Shreshthi Mehta from Northeastern University, Boston.
  • In the “Marketing” category, the prize went to “HCL Technologies: How Far Can We Push the Billion Dollar Website?” authored by Dr. Srividya Raghavan, Associate Professor, IFIM Business School, Apurva Chamaria and Gaurav Kakkar from HCL Technologies.
  • In the “Entrepreneurship” category, the prize went to “M/s Amarnath Gupta and Sons: The BUSINESS in Family Business” authored by Rajesh Panda, Madhvi Sethi and Pooja Gupta from Symbiosis Institute of Business Management, Bengaluru.

The award ceremony will be at the 5th University-Industry Congress: Global Higher Education Summit 2015 in New Delhi, during December 1 – 2, 2015.

All details can be viewed on the competition website: http://www.isb.edu/isb-ivey-global-case-competition-2015

The annual competition identifies and publishes the best India-centric business cases from around the world. The event is supported by Ivey Publishing, Amazon India, Confederation of Indian Industry (CII) and EFMD.

Ecosystem to “Future-Skill” a Workforce: Three Essential Components

ConfBoard Futureskilling coverNew research from The Conference Board scans future workplace trends and provides case studies and practical guides to help organizations break down functional silos, fostering greater alignment with business goals and strategies.

The report “Future-Skilling Your Workforce” was published last week by The Conference Board.

From Top-down Plans to the People Ecosystem: In place of the rigid, siloed procedures of the past, members of the dedicated Conference Board Work Group propose a “people ecosystem” that links all elements of a talent strategy to each other, enterprise-wide concerns, and external trends and risks. This ecosystem concept is envisioned as a living, interconnected structure that anticipates disruptive changes and responds with maximum agility and resilience.

The "Future-Skilling Your Workforce" report details the three essential components of a people ecosystem:

  • Strategic Talent Planning (STP): Looming labor shortages mean businesses must become more programmatic about identifying challenges, evaluating options, and considering alternatives. Instead of a static need to be filled as quickly as possible, every opening is a chance to reassess—and perhaps realign—talent strategy with enterprise goals. This proceeds in five stages: Assess business context; Prioritize Issues; Form hypothesis and perform root cause analysis; Design, develop, and execute; Measure and evaluate
  • Results-Focused Execution: No matter how rigorous the five stages of STP, they’re useless without a robust execution plan, tailored to the specific needs and resources of an organization. The report lays out possible plan components—both time-tested and cutting-edge—across three stages of execution: attract and acquire, connect and develop, and continuously monitor and optimize. Throughout, the focus is not only on mobilizing the talent required to meet the business goal at hand, but also strengthening the sense of partnership between employees and the organization.
  • ConfBoard Futureskilling logoStrategic Talent Development and Learning: In an era where untold lifetimes of knowledge are just a click away, workplace learning needs to be democratic, organic, and tailored to an employee’s individual “experience”. To meet this standard, the RWG found that a corporate Learning and Development (L&D) function must: align with overall business strategy; have a comprehensive understanding of the learner experience, especially that of younger generations; and be subject to effective governance systems, with executive buy-in, sponsorship, metrics, and control.

For all details, please go to the dedicated website. You can also watch Insight Minute by Amy Abel: How can HR leaders drive the future-skilling of their organizations' work forces? or watch a detailed webcast on 5 October 2015: Future Skilling Your Workforce: People Ecosystem Matters.

2016 HUMANE Winter School: Applications Now Open

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

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

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

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

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

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

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

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

 For queries about the Winter School, please contact Nadine Burquel, Winter School Director or Caroline Taylor, Winter School Coordinator.

Aligning Corporate Learning With Strategy: 16 Critical Questions

MITSloan Shlomo coverToo many corporate learning and development programs focus on the wrong things. A better approach to developing a company’s leadership and talent pipeline involves designing learning programs that link to the organization’s strategic priorities”.

This new MIT Sloan Management Review article, draws both on the authors’ experience in the area of corporate learning and talent development as researchers and managers of corporate learning functions as well as on a three-year program of research with global organizations recognized as leaders in the area of leadership and talent development.

Particularly Shlomo Ben-Hur is linked to EFMD as he was in the core group of chief learning officers, when EFMD's Corporate Learning Improvement Process (CLIP) was established. Now Shlomo Ben-Hur is a professor of leadership and organizational behavior at IMD, Switzerland (an EFMD member school).

Authors Ben-Hur, Jaworski and Gray present a practical way of addressing the key strategic question for corporate learning: “Are we doing enough of the right things to develop the capabilities our people need to deliver the outcomes that matter most to the business?” It breaks down in four main parts:

  • Mapping the CEO agenda
  • Aligning learning and development resources
  • Gaining buy-in for the learning agenda
  • Activating the learning agenda

Please read the full article (for free, but needs signing in !) for the further elaboration of 16 more detailed questions in the above four areas.

You may also be interested in:

Strategic Leadership and New Ways of Working to Drive Growth – the UniCredit ApproachEFMD Global Focus article on how Italian banking group UniCredit turned to strategic leadership and new ways of working in a bid to drive organisational growth.

70 Best Practice Examples in Corporate Learning and Development: In the third edition of the CLIP report, excellent practice examples detail how the CLIP-accredited companies have successfully been approaching learning and development challenges. The 70 examples are organised under five main headings:

  • Contributing strategically: This section deals with planned change and organisational development. The examples highlight successful approaches in making learning the strategic agent for transformation, a corporate cultural integrator or a global integration process.
  • Integrating people processes: Achieving more impact for learning is the overall driver in the examples in this section, with integration of people processes as the common denominator.
  • clipPositioning the learning organisation: The examples in this section revolving around positioning are mostly internally focused.
  • Designing learning services: The 14 examples in this section are around the core elements of balancing internal and external resources;  choreography of learning and to multi-location deployment.
  • Sequencing learning initiatives: The CLIP body of knowledge suggests that sequencing learning initiatives is a major approach for CLOs to achieve a greater impact on business results.

Please go here to read more.

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

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

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

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

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

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

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

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

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

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

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

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

The upcoming submission deadline is 30 October 2015.

New MBA Guidelines Developed by EQUAL

Guest post by Mark Stoddard, Director of Operations, AMBA / EQUAL Board member

EQUAL guidelinesEarlier this year, The EQUAL Board (European QUAlity Link) ratified a new draft of its MBA Guidelines. This is the latest document to be revised by EQUAL as part of its initiative to review and revitalise its output to ensure that it provides the most relevant and up-to-date guidance for academic institutions looking for the latest thinking for quality management education in Europe. This follows the publication of a new White Paper on Business Ethics published in 2012.

The process of developing the new MBA Guidelines took more than two years of extensive debate, which demonstrated the range of different opinions and regulations regarding the MBA across Europe, as well as the continued importance and relevance of the MBA to business schools and their stakeholders.

The main tenets of the new Guidelines include:
•    an explicit definition of the MBA as a post-experience general management programme (thus distancing it from pre-experience qualifications)
•    a renewed focus on learning outcomes
•    an articulation of the importance of synchronous interaction between faculty and the cohort.

The content has also been formatted in such a way that will allow for cross-referencing with similar Guidelines for other degree programmes to discern areas of distinctiveness and similarity across different types of qualifications.EQUAL logo

The revisions were led by EQUAL representatives from AMBA and EFMD, and agreed by the full EQUAL Board. To view the list of current EQUAL Guidelines, please click here.

EQUAL Guidelines and White Papers play an important role in setting benchmarks for common quality standards across the European education system, while allowing for diversity within and across the region. While intentionally not being positioned as specific criteria, the Guidelines provide a framework for reaching common ground on degree awards and programme nomenclature and incorporating elements of best practice as management education continues to evolve.

The Current State of Employee Engagement

edelman engagement coveredelman engagement logoEngaged employees are a key competitive differentiator. But how are companies actually using engagement to drive performance?” Edelman recently conducted two studies and reports here on five key findings:

  • Engagement is still just too “HR”: Employee engagement is still widely perceived as falling under the domain of “HR issues” versus being a driver of business performance
  • Engagement is hugely over-reported: Half of respondents reported engagement scores above 70 percent in recent surveys; however, many rely on generic questions that are easy to answer positively versus more discerning, tailored questions that drive action planning and change.
  • Employees do not trust that surveys lead to action: Only slightly more than half the companies studied say employees believe senior leaders will listen to their opinions and even fewer (42 percent) believe positive change will happen as a result.
  • There is a distinct lack of strategy: only 55 percent of organizations having an explicit employee engagement strategy. Among those that do have a strategy, 86 percent of senior leaders are familiar with it and only 65 percent of people managers and 38 percent of employees are aware of it.
  • It is all about you lead and communicate: Leadership behaviors and communications effectiveness are the two areas organizations are focusing on to improve engagement (74 percent and 70 percent, respectively).

Please read the full article by A.Brown and C.Hannegan for all details as well as actions to take to approach engagement in a much more effective way.

Engagement ventekesYou may also be interested in: Innovative Technology-Based Ways to Run Engagement Survey.

This EFMD Future Series Webinar will be held on 15 September 2015, 12:30 pm - 2:00 pm CET.

It is the second session in the series of three webinars. The webinars present the findings of 11 leading companies: Allianz, Alstom, Baloise, Mazars, MSD, Pirelli, Raiffeisen Bank International, Repsol, SwissRe, UBS, UniCredit that took part in our recent Special Interest Group.  They joined forces over a  6 month period to advance the practice, learn from each other and leverage input from renowned thought leaders. These webinars show a way to sustainably drive company performance by enhancing employee engagement.

This webinar will present key trends and evolutions and topics include:

  • Typical issues for employee engagement surveys – what are the pitfalls?
  • Aligning engagement with business results - how to link survey data with business data?
  • Using Employee Net Promoter Score – eNPS to measure workforce engagement
  • Trends and technological innovations to run engagement surveys – using quicker pulse surveys or open text analysis

All further details are available for you on the event webpage.

Quality Management, Accreditation, Institutional Ranking and League Tables

Humane sep15HUMANE is delighted to announce the addition of Nicki Horseman, Lead HE Analyst at Times Higher Education (THE), as a speaker at the seminar in Toulouse. This is an exciting addition to the line up of speakers already including presentations from EFMD, EUA , the French Ministry of Higher Education and Research and leading universities.

You are kindly invited to this HUMANE Seminar on Quality Management, Accreditation, Institutional Ranking and League Tables: Policy trends and institutional responses.  It will be held on 25-26 September 2015 at Université Toulouse 1, Capitole, in France.

  • What constitutes a world class university?
  • What is the real utility of quality assessment regimes and accreditation systems?
  • Are league table and ranking systems legitimate measures of quality?

The growth of mass higher education and the pace of higher education globalisation have had a direct and apparently lasting impact on the growth of higher education quality assessment and management systems, and their links with accreditation systems and processes, as well as league tables and ranking systems.

This growth has been fuelled by increasing public interest in and demand for much greater transparency of higher education’s outputs, impact and value for money, combined with the upswing in demand for ‘consumer’ information mainly by undergraduate students and particularly international undergraduate students (and the parents and financial sponsors).

Whilst many quality systems are not explicitly linked with formal accreditation processes (such as the institutional reviews conducted by the Quality Assurance Agency for Higher Education in the UK) or rankings, other systems directly link assessment and accreditation (such as the EFMD’s EQUIS institutional accreditation system and process), and are indirectly linked to league tables and ranking systems.

Governments and accreditation agencies are increasingly influenced by the outputs of these various assessment and measurement systems, using them to frame national higher education policy and financing, as are institutional leaders who are acutely aware of their impact on institutional market positioning and brand management.

Whilst many continue to decry these developments as inflating the academic ‘arms race’ and diverting scarce resource into ‘non-core’ activity, there is wide acceptance that HE systems and their constituent institutions must be more transparent in the public and private resources they consume, and more open to ranking of their performance.

Over the past several years, the debate has shifted decisively away from the credibility of these systems and process -- as it is plainly evident that they have achieved credibility -- toward questions about how should ‘quality’ be defined and measured, by whom, for what purpose, and how should these outputs be reported.

The Seminar programme will grapple with these issues from both a system-level and institutional perspective. The impressive array of speakers include:

  • Ian Creagh - Head of Administration and College Secretary, King’s College London (UK) as seminar chair
  • Etienne Desmet - Chief Operating Officer, Université Paris Dauphine (FR)
  • Frederic Forest - Deputy Director - Financial Allocations, French Ministry of Higher Education and Research, France (FR)
  • Ulrich Hommel - Senior Advisor, Quality Services, EFMD (DE)
  • Nicki Horseman - Lead HE Analyst, Times Higher Education (THE) (UK)
  • Tia Loukkola -  Director, Institutional Development unit, EUA (BE)
  • Katrina Swanton - Academic Quality Advisor, Edinburgh Napier University (UK)
  • Nel Van Dijk - Head of Quality, Communication and Policy, Amsterdam School of Arts (NL)

For the full programme and details, please visit the seminar website. You can go directly here to register and also the seminar flyer is available for you to download.

Pursuit of Relevance: Higher Education in Today’s Dynamic World

IBM HErelevance coverTo better grasp the numerous issues confronting the higher education industry and identify ways to refine an imperfect but crucial system, IBM consulted experts from both industry and academia.

In collaboration with the Economist Intelligence Unit,  the IBM Institute for Business Value surveyed more than 900 academic industry leaders and conducted interviews with 25 leading academic subject matter experts.

The 24-page Executive Report on the 2015 IBM Institute for Business Value Higher Education Survey highlights that:

  • 49% of industry and academic leaders believe higher education meets student needs
  • 41% believe higher education meets industry needs
  • 43% across industry and academia believe higher education prepares students with necessary workforce skills
  • Most academic and business leaders identified job placement as the best measure of higher education effectiveness

Authors King, Marshall and Zaharchuk suggest that the system requires a fundamental transformation driven by three key strategies:

  • Prioritize creation of more practical and applied curricula.
  • Embrace new technologies to improve educational access, experiences, variety and outcomes.
  • Build and expand relationships between higher education institutions, employers and other partners within comprehensive and far-reaching educational ecosystems.

IBM HErelevance logoUnder the heading “Today’s homework” the authors suggest steps and actions for:

Providing more practical and applied educational experiences:

  • Identify high-value opportunities
  • Partner to extend and strengthen capabilities
  • Apply metrics and refine the education portfolio

Improving education access, experience, variety and outcomes via technology:

  • Assess current capabilities
  • Experiment with new technologies
  • Extend capabilities through ecosystem partners

Building, expanding and strengthening relationships within the higher education ecosystem:

  • Identify the right partners and empower an orchestrator
  • Crystalize the vision, define objectives and gain commitments
  • Formalize processes and design for sustainability

For a full description of suggested steps and actions as well as the detailed findings, please consult the 24-page executive report: Pursuit of relevance: How higher education remains viable in a dynamic world.

Internationalisation in European Higher Education: Ten Trends and Ten Recommendations

EP Internationalisation HEThis study takes stock of the current state of internationalisation efforts and strategies in European higher education.

The ten main trends identified by authors de Wit, Hunter, Howard and Egron-Polak are as follows:

  • “Growing importance of internationalisation at all levels (broader range of activities, more strategic approaches, emerging national strategies and ambitions);
  • Increase in institutional strategies for internationalisation (but also risks of homogenisation, focus on quantitative results only);
  • Challenge of funding everywhere;
  • Trend towards increased privatisation in IoHE through revenue generation;
  • Competitive pressures of globalisation, with increasing convergence of aspirations, if not yet actions;
  • Evident shift from (only) cooperation to (more) competition;
  • Emerging regionalisation, with Europe often seen as an example;
  • Numbers rising everywhere, with challenge of quantity versus quality;
  • Lack of sufficient data for comparative analysis and decision-making;
  • Emerging areas of focus are internationalisation of the curriculum, transnational education and digital learning.”

Authors de Wit, Hunter, Howard and Egron-Polak moreover put forward ten recommendations to the future:

  • “Address the challenges of credit and degree mobility imbalances and institutional cooperation, stemming from substantial differences in higher education systems, procedures and funding.
  • Recognise the growing popularity of work placements and build options to combine them with language and cultural skills training and study abroad.
  • Support the important role of academic and administrative staff in the further development of IoHE.
  • Foster greater higher education and industry collaboration in the context of mobility of students and staff.
  • Pay more attention to the importance of ‘Internationalisation at home’, integrating international and intercultural learning outcomes into the curriculum for all students.
  • Remove the barriers that impede the development of joint degrees.
  • Develop innovative models of digital and blended learning as an instrument to complement IoHE.
  • Align IoHE with internationalisation at other levels of education (primary, secondary, vocational and adult education).
  • Stimulate bilingual and multilingual learning at the primary and secondary education level as a basis for a language policy based on diversity.
  • Remove barriers between internationalisation of research and education, at all levels, for greater synergy and opportunity.”

The impressive 326-page report has dedicated sections on:

  • Understanding internationalisation of higher education in the European context
  • Quantifying internationalisation – empirical evidence of internationalisation of higher education in Europe
  • Digital learning, mobility and internationalisation in European higher education

Also detailed country profiles of around 10-pages each are available on Australia, Canada, Colombia, Finland, France, Germany, Italy, Japan, Malaysia, Netherlands, Norway, Poland, Romania, South Africa, Spain, UK, and USA.

This study was produced by the Centre for Higher Education Internationalisation (CHEI), the European Association for International Education (EAIE) and the International Association of Universities (IAU),  in response to a call for tenders launched by the European Parliament (EP). For all details, please do consult the 326-page report in pdf-format.

Leading Now: Eight Critical Capabilities

HBP leadingnow cover “By building eight key capabilities, leaders can capture the big opportunities hidden in today’s complex business landscape”. This according to this new white paper from Harvard Business Publishing, Corporate Learing.

The findings are based on the Leadership Capabilities Framework and authors Axon, Friedman and Jordan identified eight capabilities that are particularly important in today’s complex business environment.

Manage Complexity: Leaders who know how to manage complexity are skilled at solving problems and making decisions under fast-changing conditions. A talent for systems thinking— viewing organizations and environments as complex, interdependent systems—is critical, as is the ability to continuously scan the environment in search of subtle trends and indicators of disruptive change.

Manage Global Business: Given globalization’s role in intensifying business complexity, it’s not surprising that managing global business emerged in our research as a critical leadership capability. Leaders who are adept at this capability recognize that the landscape features significant growth in emerging economies.Act Strategically
While older practices focused on long-term strategy development, today’s world requires a more continuous process: Leaders must always be prepared to adjust their strategies to capture emerging opportunities or tackle unexpected challenges.

Foster Innovation: No strategy can sustain a company’s competitive edge indefinitely. That’s why fostering innovation—the generation of new product or service offerings, new business processes, or new business models—made it to this critical capabilities

Leverage Networks: Today, networking is “the way work gets done.”
Leaders who excel at this capability demonstrate a talent for collaboration—a highly sought-after skill, according to PriceWaterhouseCoopers’s 2014 global CEO survey.

Inspire Engagement: Leaders who excel at inspiring engagement know how to foster a culture that creates meaningful connections between employees’ aspirations and values and those of the organization.

HBP leadingnow logoAdaptability: Leaders who demonstrate personal adaptability remain focused and effective in the face of uncertainty and ambiguity. They also tend to be highly resilient. Research by the Center for Creative Leadership found that these aspects of personal adaptability were highly correlated with leadership effectiveness.

Agility: Cultivating learning agility—routinely seeking out and learning from new experiences—is a crucial capability in a changed business context. Leaders who master learning agility internalize a learning mind-set: They seek out opportunities to learn.

For the full details, please feel very free to download the 12-page white paper in pdf format

Celebrating The Best Doctoral Research

ODRA winnersYou are kindly invited to apply now for the 2015 EFMD-Emerald Outstanding Doctoral Research Awards (ODRAs 2015). Closing date for applications is 15 January 2016.

Earlier winners came from:  Aarhus University, Aristotle University of Thessaloniki, EBS University, Heriot-Watt University, Indian Institute of Management-Lucknow, Indian Institute of Technology –Madras, KU Leuven, Lancaster University Management School, Nottingham University Business School, Nova Southeastern University, University of California , University of Nevada Las Vegas, University of Southampton, University of Texas at Austin, University of Toronto.

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

Please continue for more details on the 2014 and the 2013 winners in the various categories:

Educational Leadership and Strategy: Category sponsored by Journal of Educational Administration
  • Dr Huriya Jabbar, University of Texas at Austin: (PhD obtained at University of California Berkeley): “The Rising Tide: School Choice and Competition in Post-Katrina New Orleans
  • Dr Jessica Rigby, University of California: "First-Year Principals' Engagement with Instructional Leadership: The Presence, Pathway, and Power of Institutional Logics"
Health Care Management: Category sponsored by Journal of Health Organization and Management
  • Dr Jenna Evans, University of Toronto: “Health Systems Integration: Competing or Shared Mental Models?
  • Dr Melinda Taylor, University of Southampton: "The impact of sensemaking on knowledge transfer: a qualitative analysis of junior doctors' clinical handovers"
Human Resource Management: Category sponsored by Personnel Review
  • Dr Niki Glaveli, Aristotle, University of Thessaloniki: “Human Resource Management: Work-Family Reconciliation
  • Dr Elise Marescaux, KU Leuven:  “The impact of HR differentiation on employees
  • Dr Anders Klitmøller, Aarhus University: “(Re)Contextualizing Cultural and Linguistic Boundaries in Multinational Corporations: A Global Ethnographic Approach
Leadership and Organization Development: Category sponsored by Leadership & Organization Development Journal
  • Dr Ronald Johnson, Nova Southeastern University:  “Follow Me! Followership, Leadership and the Multigenerational Workforce
  • Professor Vishal Gupta, Indian Institute of Management Lucknow:  “Linking Leadership to Employee Creativity through Work Motivation, Psychological Capital and Organizational Justice: A Study of Indian R&D Professionals
Logistics and Supply Chain Management: Category sponsored by International Journal of Physical Distribution & Logistics Management
  • Dr André Kreie, Heriot-Watt University: “The Adaptation of Supply Chains to Climate Change
  • Dr David Wuttke, EBS University: “An empirical inquiry into financial supply chain management
Management and GovernanceCategory sponsored by Management Decision
  • Robert Randolph, University of Nevada Las Vegas (PhD obtained at Mississippi State University): “Collaborative Resilience: The Multi-Level Structural of Organizational Kinship in Socioeconomic Collectives
  • Dr P C Narayanan, Indian Institute of Technology-Madras: “Cross-Border Acquisitions Involving Emerging Market Firms: A Study on the Impact of Country and Deal Characteristics on Value Creation
Operations and Production Management: Category sponsored by International Journal of Operations & Production Management
  • Dr Peter Marzec, Nottingham University Business School: http://www.nottingham.ac.uk/business/index.aspx  “A Knowledge-Based View of Process Improvement: A Mixed Methods Study into the Role of Social Networks and Knowledge Acquisition”
  • Dr Juliana Bonomi Santos, Lancaster University Management School: http://www.lancaster.ac.uk/lums/ “Operations Management Perspectives on Expert Services”
All details as well as a FAQ are available for you here. The application form you can find here.

ODRA erimYou may also be interested in:

Business Development in Latin America: The Very Best Cases

universidad externado de colombiaCase2014winner logoBusiness development in Latin America is at the core of this category in the EFMD annual Case Writing Competition, sponsored by Universidad Externado de Colombia and the 2014 winner is this category is:

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

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

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

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

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

"Mabe: Learning to be a Multinational”, ITAM Mexico.
The case describes the dilemma of a Mexican appliance manufacturer, MABE.  Just before the financial crisis, MABE formed a joint venture with a Spanish company and entered the Russian market, but this was not successful.  The authors elaborate on the dilemma: should MABE leave the Russian JV and refocus on other emerging markets? Should MABE acquire a local manufacturer? Should things remain as is?

 “Veja: Sneakers With a Conscience”, the Richard Ivey School of Business, USA. The case describes the founding and growth of Veja, the first eco-sneaker company in the world with a focus on the development of sustainable business practices in organic cotton, wild natural rubber and traditional veggie-tanned leather.

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

You can also consult the full list of winners for all 14 categories on the EFMD website, and NOW submit cases for the 2015 EFMD Case Writing Competition.

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

imdCase2014winner logo“Inclusive Business Models” is about commercially viable models that include the poor on the demand side as customers, and on the supply side as employees or business owners at various points in the value chain.  This category in the EFMD annual Case Writing Competition  is sponsored by IMD and the 2014 winner is:
Gillette’s “Shave India Movement”: Razor Sharp against the Stubble”. Two cases written by: Christopher Dula, Srinivas Reddy, and Adina Wong, all three at Singapore Management University, SG

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

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

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

Child in Need Institute: Non-Profit or Hybrid?”, Indian Institute of Management Calcutta, India. The case features CINI, a reputable NGO with a mission of “sustainable development in education, protection, child health, adolescent and women in need”.  It focuses on the directors’ assignment to recommend whether the organisation should continue (after 37 years) as a NGO or should venture into social business.

 “Planting the seeds of change: The Ethiopia Commodity Exchange”, University of Geneva, Switzerland.
This case illustrates the challenging journey of Dr. Eleni Gabre-Madhin and her team to realize her dream of establishing a transparent and efficient commodity exchange in Ethiopia. The authors describe the integrative approach that provided market institutions to grade quality and set standard, to warehouse and issue warehouse receipts, relay market information to all the relevant actors, coordinate trading, as well as to ensure reliable payment, delivery, and contract enforcement.

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

Learning and Development: Skills, Suppliers and Technology

Lumesse LD coverThe learning & development (L&D) function has, in general terms, been slower to move to digital than other parts of the enterprise, according to this Think Tank report by Lumesse. The report looks at the issues facing the L&D community focusing particularly on skills in L&D, L&D suppliers and technology as both driver and enabler.

Key points from part one: L&D and learning technologies
  • Priority skills that L&D needs for the future might not be the obvious ones of technology and instructional design
  • More important could be knowing how to work with the business, listening to your learners and comms/marketing skills
  • It’s not just about a change of skillset, but a shift in underlying attitude too
  •  70:20:10 is an important concept, but 24:25:51 is coming
  • Curation is a critical new skill to master
  • Coaching and mentoring, train-the-trainer also important
  • Some hard truths to accept: you can only fully control the 10%, a lot of learning belongs in the line – and L&D might shrink, but be focused more on innovation and consultancy.
How well do learning providers serve L&D?  Key points from part two:
  • Learning is getting briefer and more chunked, but learning providers are slow to adapt to the change
  • Buyers would like to see some certification for quality – and better technical standards
  • ‘Solutioneering’ is a common problem – but vendors do it too!
  • Buyers complain of lack of imagination among suppliers
  • The entrenched split between the digital and instructor-led sides of the industry frustrates the buyers’ desire for channel-agnostic solutions
  • Buyers acknowledge that aspects of their internal culture, and poor procurement, can make life difficult for vendors.
Part Three: Technology as both driver and enabler
  • Digital tech is enabling knowledge transfer in ways that are not always like-for-like replacements of traditional physical-world activities
  • Digital learning is putting pressure on silo boundaries (e.g. that between training and comms) – or dissolving them altogether
  • Digital’s tendency to aggregate and commoditise content means big changes for learning, which has traditionally been heavily content-based
  • Digital enables many things that simply weren’t possible before – challenging L&D to grasp some big opportunities in, for instance, better transfer of learning into the workplace
  • L&D needs to learn the new dynamic of fast response and adaptation in order to make the most of digital learning
  • This new dynamic puts pressure on suppliers as well, to adapt to the new ways in which their top deck clients are operating.
Please download the 30-page report for the detailed findings.

Gulf Region: Closing the Skills Gap

EY gulf skillsgap coverThis new study is based on an EY survey with over 1,000 GCC national students and 100 private sector employers in Bahrain, Kuwait, Oman, Qatar, Saudi Arabia and the UAE.

EY experts suggest four collaborative approaches to creating an ecosystem of progress from education into employment:

Aligning curricula with employers’ needs: Unless local educational content is directly in line with what GCC employers need, young nationals cannot be adequately prepared for private sector employment. Only 29% of employers currently feel that the education system in their country prepares students with the right technical skills for the job.

Developing the workforce through experience and training: Work experience, such as internships, vocational training and apprenticeships, is vital to ensure students receive practical training that is employer-led.

Providing information about careers: This EY survey shows that 72% of young nationals rely heavily on friends and family for advice about careers and information about specific jobs.

Encouraging a culture of employment, innovation and entrepreneurship: If governments are to create dynamic private sectors that support their local populations, they need to find ways to boost appetite for taking on challenging work. They also need to raise the profile of alternative – but increasingly important – employment options, inspiring entrepreneurs to start their own businesses.

The EY experts also suggest next steps:
For the education sector: execution
  • Invest in a clear picture of the future business landscape to ensure that the national educational infrastructure is designed to fit the national job profile of the future
  • Focus on raising teacher training quality and introducing new approaches and techniques to teaching
  • Adapt the curricula, developing a balance of practical skills and academic understanding that is relevant to the current and future job market, and integrating work experience
  • Enhance curricular and extra-curricular opportunities to develop enterprise skills and mindset
  • Engage with parents and guardians to support young people’s career decisions
For the private sector: engagement
  • Get involved in schools, colleges and universities, talking to students, providing advice and forming partnerships to help develop curricula and work experience schemes
  • Collaborate within sectors to develop a clear, consistent set of needs to discuss with schools and the government, defining the technical and soft skills, as well as the behaviors and attitudes, that a graduate needs to have for you to hire them
  • Invest and sign up to job training, work placements and internships. Support or create apprenticeships, creating fast-track schemes for participating students
For the government: enablement
  • Mandate and push through educational initiatives with a clear strategy and focus
  • Provide incentives to the private sector to get more involved; for example, through apprenticeships and graduate training schemes
  • Ensure that incentives are not distorted further by considering equalizing public sector pay with that of private sector benchmarks
  • Get the message out to young people that employment in the private sector is rewarding
  • Invest in promoting the merits of entrepreneurship and establishing a business

For further details, you can download the 30-page report in printable format or you can check the dedicated website for a summary and detailed charts.

Mobile Websites Key to Attracting New Students

CCrisp GenWeb coverBusiness schools that don’t have a mobile website are missing out on new students according to the ninth round of the GenerationWeb study. In 2015, 61% of students in the study use their smartphone as their main device to go on line compared with just 5% in 2010; almost 30% use their smartphone to take a first look at a prospective business school.

When prospective students search on their smartphones they are most likely to be looking for course details, application deadlines and fee information.  This year’s GenerationWeb study, conducted by CarringtonCrisp with EFMD, covered 41 business school websites around the world and took views from more than 500 students across 49 nationalities.

As a participant in the GenerationWeb benchmark study for the past three years, we’ve seen tremendous benefit in the trend analysis of business students’ general online experience, as well as their experience with our own website,” says Gene Begin, Senior Director for Integrated Marketing at Babson College.

CCrisp logoAndrew Crisp, author of the report, commented “The rise of social tools and media doesn’t mean the traditional school website is dead.  However, making an impact is becoming more difficult and it is clear that the top school websites in this year’s study are working hard on design and increasingly thinking about audience and content to get their message across.

Smartphone usage is often led by social media and apps, and prospective business students are no exception; more than 90% use Facebook, over 60% use LinkedIn, half have a Google+ account, 74% use What’s App, 69% are on Instagram, 64% on Snapchat and 54% are signed up to Twitter.  Just over 40% of business students are searching for information about business schools on social networks.

Schools wanting an effective website still need to think about the basics.  The report finds a clear link between site speed, ease of navigation and quality of search with the overall impression a site gives about a business school. When visiting a school website, students want quick access to the 4Cs - courses, costs, careers and campus experience.  Content should be authentic rather than marketing-speak with use of stories from students and alumni to get across key messages.

The potential impact of a site is demonstrated when students are asked whether having seen a site in the study they would have considered applying to that school – the best school has a positive response of over +60%, while the poorest performer is at almost -40%.  The top school in this year’s study was Regent’s University, London.

A copy of the GenerationWeb report can be purchased from the CarringtonCrisp website for £350.

New Research Findings on Leadership Development

BrandonHall 15leadership dev cover For every organization everywhere, leadership excellence continues to be mission-critical year over year.

According to the 2015 State of Leadership Development Study - a new research report by Brandon Hall Group released last week:
  • 18% of organizations say their leaders are “very effective” at meeting business goals.
  • 36% of organizations say their leadership development practices are still below average or poor
  • 16% have a well-functioning process for measuring leadership capability.
This new research report by Brandon Hall Group also details critical calls to action:
  • Understand the New Leadership Workforce Demographics
  • Accelerate Millennial Development
  • Institutionalize ‘Just for Me’ Leader Learning
  • Use Predictive Leadership Analytics
The five highlighted key findings on the 2015 State of Leadership Development are:  
Leadership Requirements: Vital, but Infrequently Defined: Improved alignment is needed of business strategy, leadership strategy, and leadership development strategy.
Deficit of High-Quality Leaders is a Global Concern: Content does not necessarily drive development of critical leader skills, and delivery modalities are not keeping pace with leaders’preferences for learning.
Developing Leaders to be Effective Coaches is Critical: Asking for the most critical priorities for improving leadership capabilities: The top answer (57%) was developing leaders to be effective development coaches.
Development at All Leader Levels is Still an Opportunity: Of particular interest in the survey results was the low number (20%) of organizations that highlighted Millennial leaders as a critical talent segment to prioritize for development over the next one to two years.
Leadership Development Spending Expected to Rise: Leadership development was  cited by 52%  of organizations as the single talent process that will receive the greatest increase in talent budget allocation over the next 12 to 24 months.

The 55-page report has also sections on:

Leadership development leading practices: seven long-standing  and three new
The high-performance leadership development framework: composed of three key components:
  • Contextual frame: culture, governance, measurement, technology
  • Process frame: align on leadership requirements, assess leadership capabilities, develop capabilities at all levels, optimise leaders’ ability to perform, sustain leaders’ performance by embedding a leadership culture
  • The eight Success levers: such as change management, stakeholders experience
BrandonHall’s leadership development impact model: with four levels of leadership development effectiveness.
For all the details, you can download for free the 55-page report in pdf: an interactive table of contents makes the detailed findings and charts easily accessible.

Social Learning for Social Impact: McGill on EdX

McGill GROOC bannerEdX McGill is launching its first ever Massive Open Online Course (MOOC) for group learning (GROOC), entitled “Social Learning for Social Impact”. It will focus on learning in groups, either with a participant’s own team or with a team formed with like-minded people from around the world (using a unique matching method).

Participants will also be exposed to dozens of scholars and practitioners in the field of social change. Taught by Desautels Faculty of Management’s Henry Mintzberg, Leslie Breitner, Anita Nowak and Carlos Rueda.

This unique GROOC (a MOOC for groups) is part of a university-wide effort led by Teaching and Learning Services to develop McGill’s MOOCs through the edX consortium. It is McGill’s first MOOC designed solely for the EdX platform (i.e. not based on a pre-existing course).

The free 11-week course begins on 16 September 2015 and aims to inspire the creation of social businesses and initiatives that will help make our world a better place.

McGill GROOC mintzbergThe learning outcomes of this course will be highly personal and will depend on your level of participation in the GROOC community, however, this GROOC has been designed to help you:
  • Work as a high-functioning team (Co-Creating)
  • Learn your way to a prototype (Designing)
  • Grow your social impact (Scaling)
  • Find resources to help sustain your efforts (Resourcing)
  • Discern when and how to measure your impact (Assessing)
You may want to find out more about this unique GROOC on EdX platform.  For an intro, you also can watch the the video  and you can also register at once.

With any questions you may have: please contact groocx.tls@mcgill.ca. Please also check the schools's website for all latest news.

Top Cases on Indian Management Practices and Challenges

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

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

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

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

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

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

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

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

Leadership in Tomorrowland: Ten Domains plus Eight Key Roles

Tomorrowland ESADE FWCThis article offers strategic questions for leaders to develop people, companies, and ecosystems that are able to flourish in a high tech, high touch, and high growth work reality.

The forces of globalisation, digitalisation, virtualisation and creation are reshaping the world of work. Organisations that are able to guard against the risks and to capitalise on the advantages that these forces are bringing will be prepared for the challenges and opportunities of tomorrow. Authors  Dolan, Makarevich and Kawamura suggest ten domains to assess your level of preparedness.  The three authors are in  the Future of Work Unit in ESADE.
The ten domains include: “The Mix Of Skills And Education That Knowledge Workers Will Need” and questions that executives need to ask themselves include:
  • How well are my company’s hiring practices performing the task of selecting employees with the right skills for the working world of tomorrow?
  • Are my company’s retention and promotion practices geared toward rewarding the skills and attitudes that will be instrumental in the future?
  • How are we creating cultures, practices, and capabilities that develop and maximize human potential?
  • Is my company promoting executives whose outlook (and not only skills and past accomplishments) make them ready to lead the company into the future in the face of upcoming changes?
  • How well does my own set of skills prepare me for the world of work that will be markedly different from today?
The other domains are:
  • The Impact Of Technology And The Cyber-Age On The Future Of Work
  • The Type Of Work That People Will Be Performing
  • Where Will People Work And What Locations They Consider Desirable
  • Work And Non-Work (Leisure) Combinations: The New Mix (Balance And Integration) Of Activities In A Typical Day
  • Portfolio Employment
  • The Social Context In Which Work Will Take Place
  • The Physical Context In Which Work Will Take Place
  • Perspectives On Productivity And The Factors That Contribute To Them
  • Work And Life Satisfaction In The Future
Please click to read the full article in the European Business Review: "Are You – And Your Company – Prepared For The Future Of Work In Tomorrowland?"

Tomorrowland Strategy bookYou may also be interested in “Why leaders need to be animators”: Successful firms meet the challenge of selecting, combining, and effectively implementing the appropriate combination of strategic approaches and adjusting it as circumstances change. This calls for the leader being the animator of a dynamic combination of strategic approaches, which we refer to as the "strategy collage".

In his blogpost, Martin Reeves, Boston Consulting Group, identifies eight key roles which leaders need to play to achieve this in today's complex and dynamic environments.
  • Diagnostician: takes an external perspective
  • Segmenter: matches approach to environment
  • Disruptor: reviews diagnosis and segmentation
  • Team coach: selects the right people for the job
  • Salesperson: advocates for the strategic choices
  • Inquisitor: asks probing questions to help thinking
  • Antenna: selectively amplifies important signals
  • Accelerator: puts weight behind critical initiatives
To learn more about leadership in the context of the strategy palette, see "Your Strategy Needs a Strategy" (Harvard Business Press, 2015).

Economics Business Studies Expert Community: Open Plenary in Glasgow

EAIE 940x150 Glasgow
We are pleased to inform you that in September 2015, the 27th Annual EAIE Conference - Europe's largest international higher education conference - is taking place in Glasgow, Scotland. Next to an innovative conference programme, you can expect the famous Glaswegian culture, hospitality, and even some EAIE tartan thrown into the mix!

The Economics Business Studies (EBS) Expert Community has a pleasure to invite you to Opening Plenary: "Business and Management Education at crossroads"

When: Wednesday, 16 September 2015,  11:30-13:00
Where: Crowne Plaza Hotel, Level 0, Argyll 1EAIE logo

The Dean of Strathclyde Business School, Prof. Susan Hart, and EFMD Quality Services Director, Prof. Michael Osbaldeston, will discuss challenges in internationalisation faced by economics, business and management schools, departments and faculties; the relevance of internationalisation; and how to measure quality of internationalisation in management education.

The Plenary is followed by a networking reception.

More information available here.

Top African Business Cases: Specific Challenges for Telecomms

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

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

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

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

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

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

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

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

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

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

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

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

Please do consult the event website for the full details.

MBA Studies: Five Australian Business Schools Tackling Gender Imbalance

AU MGSMCurtin University, the University of South Australia, Monash Business School and Sydney Business School have combined with the Macquarie Graduate School of Management (MGSM) to deliver their Women in MBA program (WiMBA)  -- which partners with business to identify top female employees and support them financially, logistically and by offering support and guidance to complete MBA study. This WiMBA Network will make the WIMBA program available to women in South Australia, Wollongong, Melbourne, Sydney and Western Australia for the first time.

EFMD wants to warmly congratulate the EFMD member schools on this innovative initiative.

The schools are committed to raising almost $20 million (in university and industry funds) to attract 320 new women into MBA programs over the next three years. The Memorandum of Understanding was signed on August 7 at the Australian Business Deans Council meeting.

"Studies show that a MBA has a significant impact on career pathways with graduates reporting a promotion, increased responsibilities and an increase in their salary package. However, in 2015, MBA degree enrolments are 30 - 35 per cent female, it's just not good enough," said Professor Keneally, MGSM's Director of Gender Inclusion.
"Since MGSM introduced the WiMBA program almost 12 months ago, more than 40 women, sponsored by around 25 corporate partners have signed up to this program. However, MGSM is limited to a small geographical area and this network enables the program to spread nationally and provide more Australian women with an opportunity to advance their career through MBA study" she also said.

AU monach"We believe that by addressing the inequality at enrolment level we could have a real impact on the numbers of women working in senior management, executive ranks and on the boards of our leading companies," said the Dean of MGSM, Professor Alex Frino.

Each signing institution has commented on the network:

Colm Kearney, Head of Monash Business School and Dean of the Faculty of Business and Economics said: "Monash Business School has a strong commitment to promoting equal opportunity in employment, education and service delivery. We are proud to be part of the WiMBA Network to further our support of equity in MBA education and, by extension, in the boardroom."

AU curtinUProfessor Tony Travaglione, Pro Vice-Chancellor, Curtin Business School said: "Curtin University is based in Western Australia; a mining, oil and gas intensive state. As such, we are acutely aware of the need to encourage and equip women for leadership roles and believe the introduction of scholarships specifically for women will encourage our business community to create the next generation of female leaders."

AU sydney wollongongProfessor John Glynn, Executive Dean, Faculty of Business/Sydney Business School, University of Wollongong said: "The network will ensure our future female leaders in Sydney and Wollongong have an opportunity to study in a supportive learning environment where they can gain the knowledge required in business to drive success, while receiving financial support from their organisation and the Sydney Business School."

AU USaustraliaUniversity of South Australia Pro Vice Chancellor Business and Law, Professor Marie Wilson said: "The partnership would be important in generating national opportunities for women to grow their influence and leadership. Because WiMBA is about a partnership with business to develop female leadership it does two things -- it gets business and industry thinking in the right way about women's potential and then it gets them to back women to achieve that potential. UniSA Business School is really proud to be part of a network that will support enterprising women in their career progress."

About the WiMBA program: Based on the findings of research conducted by MGSM which found that cost and time are the primary barriers to women completing MBA study, the WiMBA program encourages diversity in leadership by partnering with business to identify top female employees and supporting them through an MBA. It is driven by an internal sponsor -- a key employee of the corporate partner -- who nominates company employees on the basis that they are potential future leaders of the company.

Case Studies on Euro-Mediterranean Management Styles

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

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

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

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

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

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

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

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

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

emerald efmd banner

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

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

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

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

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

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

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

Guide to Recruit International Students: Using Online Interactive Tools

ACA webinars int studentsInternational student recruitment has become a top priority for many institutions, but recruiters and prospective students alike can face information overload. At the same time, there is a lack of well-structured information, creating a growing demand for personalised and reliable information.

In light of the above, ACA, the Brenn-White Group and StudyPortals have jointly produced a Guide to using live chat and webinars for the purpose of recruiting international students to higher education institutions (HEIs).
This second version includes enlightening new case studies plus advice for dealing with PhD vs. Bachelor’s and Master’s students, as well as European vs. non-European students.

Authors Q.K.H.Lam, M.Brenn-White and S.Böttcher conclude with five tips for successful online events:Know your goals and target group; Prepare thoroughly and test the technology; Plan to promote the event via different channels; Engage your audience, be flexible, and smile; and Follow up with everyone who registered.

Please do consult the 26-page guide in pdf format:
  • for details on the tips for success
  • for the detailed sections on: defining life chat and webinar; stages of using interactive online tools for international student recruitment,
  • for FAQs on undergraduate and master studies and on doctoral training
  • for the case of EFMD member school: Univerin pdf formatsity of Vaasa, Finland

Youth More Entrepreneurial Than Adults - GEM Study Finds

GEM Entrepreneurship reportAccording to a new report, “Future Potential – a GEM perspective on youth entrepreneurship 2015” released last month by the Global Entrepreneurship Monitor (GEM), youth, as a group, show significantly higher levels of entrepreneurial intention than adults.

The report analyzed data collected from 2012 to 2014 and shines a much-needed light on what drives young entrepreneurs and what impacts on their success – or failure – in five regions: sub-Saharan Africa (SSA); Middle East and North Africa (MENA); South and East Asia (S&EA); Latin America and the Caribbean (LAC) and the European culture countries, including the United States and Canada (ECC).

Across five world regions, youth are 1.6 times more likely to want to start a business than adults over the age of 34.

While youth in all regions are typically more active in starting new business than adults, the research found that not all youth businesses are likely to generate significant numbers of jobs (73% of business run by youth under 24 years are one-person businesses). Youth are also less likely to be running businesses that have survived beyond their first three-and-a-half years, while adults over 34 years are 1.7 times more likely than youth to be running mature businesses.

Young men are 1.3 times more likely than young women to start businesses and 1.6 times more likely to be running mature businesses. They are also twice as likely to provide jobs for more than five people, compared to businesses run by young females.

The report also shows significant variations in entrepreneurial intention and activity between regions with youth in SSA much more likely to express an intention to start a business (52%) and much more likely to actually get one started (28%) compared to youth in the ECC region. Just 19% of youth in that region express entrepreneurial intentions and only 8% are actually engaged in entrepreneurial activity (measured as a percentage of the adult population).

One of the consistent findings has been that there is a strong link between general education and training in starting a business and entrepreneurial behavior. It is positive therefore that this research is showing that youth in all regions are now more likely than adults to be educated. Entrepreneurship specific training in schools has also more than doubled from one generation to the next.

However, the report concludes that much more needs to be done to create an enabling environment for young entrepreneurs globally, specifically with regards to access to finance and IT infrastructure. The data show that, for example, that with the exception of the ECC region and to some extent the MENA region, the internet as a trading space is underutilized, with just 16% of youth in SSA using selling products or services online.

You can learn more and download the full report following this link.
Global Entrepreneurship Monitor
About GEM

The Global Entrepreneurship Monitor (GEM) is the world's foremost study of entrepreneurship. Begun in 1999 as a joint project between Babson College (USA) and London Business School (UK) - two EFMD members and EQUIS accredited schools - GEM is the richest resource of information on entrepreneurship in the world, publishing a range of global, national and 'special topic' reports on an annual basis.

Emerging Chinese Competitors: Strategies Investigated in Top Case Studies

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

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

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

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

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

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

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

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

Top Five Qualities of the Best Business Professors

IMD BestBusProfsIn this Tomorrow’s Challenges article, Dominique Turpin looks into “How can today’s executive education professors meet new business needs? After having been at IMD for nearly 30 years and President since 2010, here are what I consider the top 5 qualities of a great executive education professor today. The best business professors are:

Concerned with impact above all else: Business schools should be dedicated to serving the needs of industry and having an impact on both individuals and corporations. Professors have to focus on research that can find its way into the business world quickly. In some areas, like digital marketing, the internet of everything, or new business transformation; things change pretty fast. In academic circles, a research paper can take a long time to write, to get reviewed and published. While 10-15 years ago, major fast moving consumer goods companies used to work with leading marketing thinkers, today, a large majority of them prefer to work with tech giants: the Facebooks and Googles of the world. "Academics are too slow" is a comment I regularly hear from Chief Marketing Officers.

Globally minded and focused on context: These days, clients are telling us that "content only" is becoming a commodity. Schools, consultancy firms and other organizations are churning out freely available business content on a regular basis. What corporations want is knowledge applied to their particular context. If a faculty member can't do that, then their teaching may not be meaningful to companies in specific geographies. A pharmaceutical company does not operate the same way in Europe as it does in Africa. Professors need to know how to take this new demand into consideration.

Powerful communicators: Professors in executive education have to be able to communicate to and be respected by executives from all different levels, from middle managers to CEOs and across the whole spectrum. They must be at ease speaking to experts and at the same time explaining complex information to someone who has little knowledge of it. A great professor can translate highly technical subject matter into practical language that business leaders can put to use fast. These new initiatives are run by professors who want to do exactly that.

Intellectually independent and neutral: Companies, teams and executives know they can count on the best professors to be committed to finding the right solutions for them without considering the school's balance sheet. Executive education is getting more and more competitive every year. The best professors carry themselves with integrity, and are committed to creating the highest impact, not just generating more business for its own sake.

Guided by strong personal values:  Outstanding faculty members are not only focused on advancing their personal agendas. Let's face it; you won't go broke as a professor at a top-ranked business school. But the best ones are not in it for the money. They are invested in building the institutions where they work and strengthening the reputations of their schools. They are driven by a love for teaching and a passion for making a real impact on business.

Interested in what this means in practice at IMD? Please read the full article

ie logoYou may also be interested in the most recent EFMD Global Focus magazine, in particular:

Better Understanding Learning and Development

McKinsey logoHow to separate learning myths from reality
Misconceptions about the brain are embedded in corporate training programs and could be sabotaging their effectiveness. In this new article from McKinsey Quarterly, authors Atabaki, Dietsch and Sperling want to eradicate neuro-myths from the philosophy of corporate training programs, more particularly:
  • Myth #1: The critical window of childhood: Recent neuro-scientific research indicates that experience can change both the brain’s physical structure and its functional organization—a phenomenon described as neuroplasticity.
  • Myth #2: The idle-brain theory: Recent interpretations of  functional brain scans have shown that, irrespective of what a person is doing, the entire brain is generally active and that, depending on the task, some areas are more active than others. People can always learn new ideas and new skills, not by tapping into some unused part of the brain, but by forming new or stronger connections between nerve cells.
  • Myth #3: Learning styles and the left/right brain hypothesis: The two hemispheres of the brain are linked and communicate extensively together; they do not work in isolation. The simplistic notion of a false binary has led, in many businesses, to the misconception that each one of us has a strictly preferred learning style and channel.
For the full details, please read the full article in the most recent McKinsey Quarterly.

WBreport MindbehaviourA richer understanding of human behavior to tackle global development challenges
This "World Development Report 2015 : Mind, Society, and Behavior" aims to inspire and guide researchers and practitioners on development approaches based on a fuller consideration of psychological and social influences.

Part three of the 236-page report is focused on “Improving the work of development professionals”.  It says – amongst others: “To account for the fact that development practitioners themselves face cognitive constraints, abide by social norms, and use mental models in their work, development organizations may need to change their incentive structure, budget processes, and institutional culture.”

This part three has two chapters:
  • The biases of development professionals: Complexity, Confirmation bias, Sunk cost bias,  and The effects of context on judgment and decision making
  • Adaptive design, adaptive interventions: Diagnosing psychological and social obstacles, Designing an intervention, Experimenting during implementation
Part one focuses on “An expanded understanding of human behavior for economic development: A conceptual framework” and breaks down into thinking automatically, thinking socially, and thinking with mental models.

Part two deals with “Psychological and social perspectives on policy” and has chapters on Poverty, Early childhood development, Household finance, Productivity, Health and Climate change.

For further details, you can download for free the 236-page report in English in PDF. Materials are also available for you in Arabic, Chinese, French, Portuguese, Russian and Spanish.

The Best Cases on Supply Chain Management as Competitive Advantage

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

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

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

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

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

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

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

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

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

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

Guidebook to EU Decision-making in Education and Training

eu guide web pic. 213x300The European Civil Society Platform on Lifelong Learning EUCIS-LLL has recently published a Guidebook to EU Decision-making in Education and Training.

This guidebook aims to give a comprehensive overview of all the aspects of the decision-making process in the European Union on the topic of Education and Training.

This guide has been produced for EUCIS-LLL’s members, to have a better understanding of the complexity of Europe. We find this complexity in policies, in the number of programmes or in the difficulty to find different funding schemes. That is why EUCIS-LLL wants to offer its members the keys to understand the mechanisms and find their way in the so difficult pathways to become an expert, or just understand the place where they live.

Europe seems to be very far from citizens, even those that have the most important consciousness of European realities.

EUCIS-LLL has tried to reach exhaustiveness in their field of activity: education and lifelong learning.

One of the relevant points of the guide is the Open Method of Coordination in education and training (OMC). It is within this framework that civil dialogue can happen and where civil society can play a role.

You can download the guidebook following this link.

The European Civil Society Platform on Lifelong Learning (EUCIS-LLL) was born in 2005 as a response from civil society organisations to the definition and implementation of a European policy in the field of education and training in the so-called “Open Method of Coordination”.

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

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

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

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

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

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

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

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

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

China: New Research Insights on Managerial Dilemmas

doing bus chinaMultinationals are shifting their R&D focus to knowledge-based research.
This article reports on a study of 50 R&D centers established by multi-national companies (MNCs) in China.

The authors Jolly, McKern and Yip have the China Europe International Business School (CEIBS) in Shanghai in common but are also linked to EFMD member schools SKEMA Business School, Oxford University and Imperial College Business School. Highlights include:
  • 72 percent of survey respondents are still focused almost exclusively on the first two stages of innovation activities: those centered on cost savings, or “cost-driven” R&D (18 percent), and those aimed at entering the Chinese market, or “market-driven” R&D (54 percent)
  • Forward-looking MNCs are transforming their R&D focus to capitalize on this shift: 28 percent of our respondents have now engaged in “knowledge-driven” R&D.
  • A key challenge MNCs face involves talent. Companies conducting cost-driven or market-driven R&D are used to hiring people with bachelor’s degrees, but people who conduct knowledge-driven R&D typically need master’s degrees or Ph.Ds. This means building close links with leading universities and research centers to get preferential access to new graduates.
For more details, please read the full article in strategy+business: The next innovation opportunity in China.
Understanding HR dynamics in China
IMD professor Winter Nie explores why one-size-fist-all does not work in China.

As competition for skilled employees increases, demands on human resource functions are more intense and complex. Author Nie underlines that it isimportant to keep in mind that China is extremely big and diverse in terms of geography and economy. Regional differences with different levels of economic developments (inland vs coastal regions, northern versus southern regions) all call for nuanced approaches to talent management.

For detailed examples, please read the full article: Why one-size-fits-all doesn’t work in China – Part One. Part Two of this article will address understanding China's cultural and generational gaps and the dynamics they present to HR professionals.
You may also be interested in:

Doing Business in China: How RSM business school in the Netherlands is strengthening its links with China.

Emerging Chinese Competitors: Strategies Investigated in Winning Case Studies: Managerial dilemmas faced by emerging Chinese global competitors are at the core of this category in the EFMD Case Writing Competition, sponsored by Renmin University of China School of Business. Full details are all cases are available from the Case Centre.

  • Yancoal: The Saskatchewan Potash Question, written by and George Peng, Paul J. Hill School of Business at University of Regina, CA and Paul Beamish, Richard Ivey School of Business, CA. This case reflects a pattern of Chinese firms acquiring foreign assets in recent years, and shows the common challenges they confront.
  • Lenovo: Challenger To Leader, IBS Hyderabad, India. This case discusses the success story of Beijing-based multinational technology giant, Lenovo in China and its emergence as a global brand from China.
  • 7 Days Inn: Operations Strategy, Sun Yat-sen University, China. 7 Days Inn is a leading hotel group in China with more than 1000 hotels in 168 major Chinese cities.  This case explores its innovative business model and operations strategy.
The EFMD Global Network Asia Annual Conference on 20-21 November 2015, hosted by Hosted by Sasin Graduate Institute of Business Administration of Chulalongkorn University, Thailand, has been designed for all those interested in management education and development. It brings together EFMD Global Network members, companies, educational institutions and other associations that have an interest in Asia. This includes Deans, Deputy and Associate Deans, International Relations Directors, Programme Directors, Executive Education Directors and other Business School and Executive Development Professionals.

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

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

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

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

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

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

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

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

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

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

New Features to Improve and Streamline the GMAT Exam

Committed to enhancing the GMAT exam experience for test takers, the Graduate Management Admission Council (GMAC) formally announced the implementation of three new GMAT features and options that become effective on July 19, 2015. The organization will remove cancelled scores from score reports; allow graduate management education candidates to retake the GMAT exam after a 16-day time period rather than the previous 31-day retake period; and enable test takers to view their Official Score Report online using their date of birth instead of an authentication code. These features will join a host of other updates that GMAC made over the last year.

gmaclogo“We continuously ask candidates and test takers about their GMAT experience and seek input from them about ways to make that experience better,” said Ashok Sarathy, vice president, Product Management, GMAC. “This new change in GMAC’s score cancellation process will help candidates gain more control and confidence over their GMAT experience by allowing them to cancel their scores without the cancellation appearing in score reports.”

According to Sarathy, GMAC’s research has shown that candidates cancel scores for a wide variety of reasons, and not solely based on poor test performance. Therefore, the removal of the “Cancel C” indicator will provide students an opportunity to present scores they feel best represent their skills. This feature will be applied retroactively to all previously cancelled test scores as well. Any score cancellations done prior to July 19, 2015, will not be included in score reports sent to schools after July 19, 2015. Score reports already sent to schools cannot be modified. As always, candidates have 60 days to reinstate a cancelled score.

In addition, GMAC will provide candidates with the option to retake the GMAT exam after a 16-day timegmat black final reg process period versus the current 31-day retake period. This allows candidates the flexibility to retake the exam within a shorter period of time in order to accommodate their schedules, study habits, peak performance times and school deadlines. As always, candidates can’t exceed five GMAT exams within a 12-month period.

The third new feature enables candidates to access their Official Score Report online using their date of birth for authentication. A separate authentication code will no longer be issued at the test center. This change will streamline the process for candidates looking to access their GMAT scores — eliminating the need for the test taker to remember their code and retain the code printout provided by the test center. If an individual takes the GMAT multiple times, they will no longer have to refer to multiple authentication codes. Since scores are good for five years, this new feature will make it easier for candidates to retrieve information about their GMAT score any time they need it.

All of these new changes follow steps GMAC already implemented to enhance the GMAT experience, including the January 2015 introduction of the GMAT Enhanced Score Report and the September 2014 introduction of the GMATPrep Diagnostic Report, both of which provide in-depth analysis of the test taker’s overall performance on the GMAT exam including their performance on the various sections and subsections within the exam.

Other recent features and new products aimed at assisting prospective new business students include Score Preview in which the test taker is able to preview their unofficial scores before deciding whether to report or cancel them; extensive updates to the Official Guide for GMAT Review 2016 series including 25 percent new content — more than 350 never-before-seen questions across the Quantitative, Verbal and Integrated Reasoning sections of the GMAT exam — and other significant updates to the online portal; and The Official GMAT Integrated Reasoning Prep Tool — the only dedicated Integrated Reasoning prep tool available that contains retired Integrated Reasoning items.

For more information, please contact Jennifer Garfinkel; +1 (703) 668-9805 or jgarfinkel@gmac.com

Entrepreneurship: The Winning Cases from the EFMD Case Writing Competition

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

2015 EFMD GN Asia Annual Conference - Registration Open Now

EFMDGNAsia ac2015 banner 900px
It is our pleasure to inform you that you can now register online for the first 2015 EFMD GN Asia Annual Conference hosted by Sasin Graduate Institute of Business Administration of Chulalongkorn University on 20-21 November 2015, in Phuket, Thailand.

The 2015 conference theme is: Brand ASIA - The Next Revolution: Challenges and Opportunities for the World

Asia today, as we know, is one of the fastest growing economic zones. EFMD Global Network has taken up the task to facilitate debate and collaboration between business schools and corporates in the region. We intend to create a network of leading practitioners to discuss how the schools in this region can provide well-trained leaders with global orientation to address the needs of changing world businesses.

Click here to view the conference programme. If you register before 31 July 2015, you can take advantage of our early bird fee.

The Conference will be followed by an EFMD Quality Services Seminar - devoted to the EFMD quality improvement systems - on Sunday 22 November 2015.

We look forward to seeing you in Phuket!

If you have any questions concerning the event, please contact Jiajia Zhu.

Emerging Trends in MOOC Delivery of Business Education

 "There is a sea change in both the quantity and types of institutions offering MOOCs in the business education space", says Colin Nelson in this post on the AACSB Data and Research blog. Highlights include:

  • The majority of MOOCs are still run by universities or other tertiary-level educational institutions, but a growing number of business-related MOOCs are being offered by institutions for whom academics are a less central focus. Evidence for this trend exists even at the most established MOOC platforms. For example, some of the business-related MOOCs available on the edX platform are delivered by the Association of Chartered Certified Accountants (ACCA), the Inter-American Development Bank (IDB), or the International Monetary Fund (IMF), while Coursera hosts a MOOC delivered by economists from the World Bank Group.
  • More and more of the business-related MOOCs are being taught by faculty from outside the business school, or by professionals such as accountants or economists, either in tandem with business school faculty or on their own.
  • Colin Nelson also points to the increasing appearance of MOOC series that can be pursued for relatively low-cost credentialing options. EdX, for example, offers XSeries Certificates for completing a series of three to five related MOOCs, such as the Supply Chain Management XSeries of the Massachusetts Institute of Technology (MIT). Coursera likewise offers Specialization Certificates for completing short sequences of four to nine related MOOCs, usually including a capstone project, such as the Business Foundations Specialization of the Wharton School. The University of Illinois at Urbana-Champaign is now taking this evolution one step further, announcing the iMBA program, which will allow students to compile multiple Coursera Specialization Certificates into a full MBA degree, presumably at a fraction of the typical cost.
  • GF survivalBSNewer platforms have begun to expand various free or low-cost MOOC offerings available in the management education space, such as Silicon Valley’s NovoEd, India-based EduKart, France Université Numérique (FUN), and Chinese-language platforms ewant and xuetangX.
  • Some business schools are experimenting with independent offerings as well. Stanford Graduate School of Business offers many individual business MOOCs and full certificate programs, other than the ones it runs through Coursera and NovoEd, on iTunesU and on its own proprietary platform (Stanford OpenEdX). Harvard Business School also runs its HBX program independently of the edX platform that Harvard University co-founded with MIT.
For the detailed charts and links to all examples mentioned, please do check Colin Nelson’s blog post.

You may also be interested in Survival of the fittest: The new world order in education: Article from the latest EFMD Global Focus magazine. The education market has never been more buoyant. But that also means more change and new challenges to traditional business schools. If they do not respond, says Richard Taylor, they may face extinction.

Global Index on Change Readiness of Countries and Employees

change readiness kpmgCountries Best Equipped to Face of Unprecedented Change

KPMG International just released its 2015 Change Readiness Index (CRI), ranking 127 countries for their capacity to prepare for and respond to accelerating change brought about by everything from natural disasters and economic and political shocks, to long term trends such as demographics, and new technologies.

In assessing capability for change readiness, the CRI measures a country’s capacity in three areas: Enterprise capability; Government capability; as well as People and civil society capability. Key findings include:

  • Singapore leads the rankings which are dominated by smaller open economies: Switzerland, Hong Kong, Norway, United Arab Emirates, New Zealand, Qatar, Denmark, Sweden and Finland.
  • Income is a significant determinant for change readiness. The top 22 places are all occupied by high-income countries, while the highest ranked upper-middle income country is Taiwan in 23rd position. The Philippines – in 33rd position – leads the lower-middle income nations, and the highest ranked low income entry is Cambodia in 50th position.
  • Punching above their weight: Chile, the Philippines and India
For further details, you can use the 2015 CRI online tool to gain a deeper understanding of a country's change readiness; or check the full 52-page report in pdf; you can also view the 2015 CRI infographic.

Global Workforce: Job Mobility, Job Satisfaction and Delineating Work-related and Private Matters

change readiness randstadThe latest Randstad Workmonitor makes both local and global trends in mobility visible. The survey also addresses employee satisfaction and personal motivation. It was conducted in Spring 2015 and covers 34 countries.

Mobility index: Anwering the question of planning to be with a different employer within the next 6 months: Job mobility goes up most in Turkey, the US, Japan, Norway and Brazil. Job mobility decreases in Hungary, Portugal, and Austria.

Actual job changes are highest in India, Malaysia, China, Hong Kong, US, Brazil, Singapore, France, Australia and UK. They are lowest in: Luxemburg, Hungary, Portugal, Argentina, Slovakia, the Netherlands, Denmark, Austria Czech and Belgium.

Job satisfaction is highest in India, Mexico, US, Norway and Austria. It is lowest in Japan, Hong Kong, Hungary, Slovakia, China, and Greece.

Working hours versus private time: Blurred lines

  • 57% of respondents say their employer expects them to be available outside regular office hours: being highest - 89 percent - in China and lowest in Sweden - 40 percent.
  • 56% do not mind handling work-related matters in their private time.
  • 39% handle work-related matters during holidays because they like to stay involved.
  • 64% sometimes deal with private matters during work hours, with highest percentages in Hong Kong 88 percent, China 74 percent, New Zealand 73 percent, Singapore 72 and Australia and Norway both at 71 percent.
For the full details, please check the 32-page slide deck: Randstad Workmonitor: Working hours vs. private time: blurred lines.

Driving ASEAN Entrepreneurship: New Research Report

GEM ASEAN entrepreneurship coverThe GEM report on entrepreneurship in South-East Asia is now available for download.
The Global Entrepreneurship Monitor (GEM)  is the world's foremost study of entrepreneurship. Amongst GEM partners are EFMD members Babson College and The Tecnológico de Monterrey.
The report, covering Indonesia, Malaysia, the Philippines, Singapore, Thailand and Vietnam, sheds much-needed light on the current entrepreneurial landscape in the ASEAN-6 region. It finds, amongst others:
  • Societal attitudes towards entrepreneurship are generally positive. On average, two-thirds of people in the region see entrepreneurship as a good career choice;
  • The regional level of entrepreneurial intention is encouraging, but for the majority of ASEAN-6 countries there is a sharp fall off between intentional and active entrepreneurs;
  • In terms of motivation to start a business, the ASEAN-6 region has the second highest regional percentage of people drawn to go into business because of the opportunity to improve their income;
  • The ASEAN-6 region has a positive ratio of TEA to business discontinuance - for every person exiting a business in 2014, three were engaged in early-stage entrepreneurial activity;
  • Compared to other geographical regions, the ASEAN-6 region is the best performer in terms of gender equity with respect to male and female participation in early-stage entrepreneurial activity (TEA), as well as significantly better than the GEM average.
Please also download the 61-page report in pdf  and explore the chapters on: An ASEAN perspective on entrepreneurship; ASEAN women’s involvement in entrepreneurship; A GEM assessment of the ASEAN national entrepreneurial environment; Policy recommendations and conclusions

You may also want to keep track of the EFMD Entrepreneurship Education Conference. This annual event is aimed at instructors, professors, programme directors, programme developers, persons involved in entrepreneurship education and in other types of public, private and governmental groups/individuals focused in training, educating and assessing entrepreneurs. The theme of the February 2015 event was “Entrepreneurial Leaders, Educators and Students - A mindset for the Future”.

Global Leadership: Thought Provoking Inputs

LBS GLS logoThe Global Leadership Summit (GLS) took place last week and is the London Business School flagship thought-leadership event, bringing together senior level executives from around the globe. The Summit typically attracts over 500 global business influencers and decision makers, to discuss the critical issues affecting business.

You may want to check the Insights webpage of the GLS. Over 30 contributions break down into: Economics and society; Strategy and Innovation; Leadership and management.  You can read and download for free thought provoking inputs, including:
  • What is the most valuable asset a company can give an employee, Lynda Gratton: What if money was no longer the most valuable asset a company could offer an employee?
  • What comes after the knowledge era? Julian Birkinsaw: We live in the information age, which according to Wikipedia is a period in human history characterised by the shift from industrial production to one based on information and computerisation. But what comes next?
  • Why are there so few women at the top? Isabel Fernandez-Mateo
  • What is the model of the modern CEO? Randall Peterson argues that the trend is moving away from the boss whose chief weapons are fear and control.
  • What if all companies were innovative? Rajesh Chandy imagines a world where innovative companies are the norm, explaining how to achieve it and whether or not it would be good for society.
  • HR should focus on ‘aggregate talent’ over individuals, Gary Hamel
  • Boards for the future: Sir Andrew Likierman argues that the role of boards in making change happen in the financial services is important and likely to grow.
  • The talent factory of the future, Lynda Gratton analyses that Indian’s working population will overtake China’s by 2030. The most formidable talent pool in the world is a huge advantage – and challenge.
  • What if companies fail to recognize the value of intangible benefits? Alex Edmans puts that putting a number on intangibles such as human capital, band strength and CSR is trick. But 21st century businesses need to find a way.
  • Do schools kill creativity?  Costas Markides points to an alarming decline in our creativity as we go through the educational system.
  • Employee-led innovation, Julian Bikinsaw highlights some inspiring examples.
You may also be interested in the brand-new EFMD Global Focus magazine:
Re-organising the Political Economy: Capitalism has not failed nor is it in retreat. It is just an idea. But, argues Malcolm McIntosh, it is an idea, which in its current form, is in real need of being re-thought.

Management’s Second Curve: Management has served us well, but with the ‘digital revolution’, we are entering a new era where the logic of industrial-age organisation has lost its purchase. It is time to reinvent it, says Richard Straub.

Please do explore all 15 articles of the latest Global Focus magazine issue and find out in a variety of articles about: The future of executive education; Business school inpact; Corporate growth and values in the digital age.

Navigating Tomorrow's Digital Landscape: Consumers

GT briefing consumersThe latest Global Trends Briefing on Navigating tomorrow’s digital landscape, focused on Consumers gives some valuable consumer-related insights into the the opportunities and challenges of navigating tomorrow’s digital landscape and digital transformation for businesses.

Transformative digital technologies are changing life around the globe at an unprecedented speed. New products, services and platforms are giving people more choices than ever before. With more choices comes more power and freedom to take control of our personal lives, work, political, religious and social affiliations, and consumption patterns. However, it also means figuring out how to use all these choices in an effective and progressive way – the world and each of us as individuals are only at the start of this process.

In this environment, businesses and channel intermediaries face an increasing threat of losing direct relationships with the consumer or customer. Retailers are facing a digitally driven perfect storm as connectivity, rising consumer influence, time scarcity, mobile payments, and the internet of things are changing where, when, and how we shop. Social media platforms are facing a privacy backlash. Financial services providers are getting squeezed out by peer-to-peer networks, mobile phone operators and retailers, to name just a few new competitors.

Click here to read the full brifing and find out about the latest facts, figures and analysis regarding the generation connected and consumer engagement in the digital world.

You may also be interested in the recent EGMD Global Focus magazine: Harnessing the Power of the Digital Economy. Soumitra Dutta explains why business schools must take the lead in creating managers who can harness the power of business and technology to improve the world and how one school is aiming to do just that.

Collaborative Doctoral Education

EUA doctoral coverThe project “Promoting Collaborative Doctoral Education for Enhanced Career Opportunities” (DOC- CAREERS II) has looked at how universities work with their business and other non-university partners in establishing and taking forward research projects in the framework of doctoral education.

The project outcomes point to the existence of a variety of collaborative models, shaped by the characteristics of the research project, the profile of the university and company and the regional context. Main findings include:
  • Building and maintaining trustful relationships among all stakeholders is essential to ensure the success of the collaborative doctoral scheme.
  • Planning the activities of the doctoral project well in advance and ensuring that they all make sense within the framework of the research project is a determining factor in the quality and functioning of the partnership.
  • Comprehensive agreements between all the stakeholders should be established before the beginning of the collaborative scheme.
  • Although the academic supervisor is ultimately responsible for ensuring that the doctoral research project is of the required academic quality to earn a doctoral degree, the industrial/business supervisor is an integral and core part of the collaborative scheme.
  • Taking part in a collaborative doctoral scheme requires a specific skill profile. Doctoral candidates should not only be committed to research, but should also be willing to develop their work in an industrial setting, making compatible two worlds – academia and business.
  • There is no “one-size fits all” model for collaborative doctoral training. Instead, the outcomes of the project have shown a variety of successful models, emerging from both top-down and bottom-up levels. The key factor seems to be the involvement of all hierarchical levels and, particularly, the support of the top management, both in universities and in companies.
  • The ability to be “bilingual”, bridging the academic and business sectors, and the development of transferable skills, were identified by the stakeholders as the main reasons accounting for the better employment prospects for doctorate holders in the non-academic sector.
Developing and undertaking collaborative doctoral education: Please consult the 72-page report for the full details on:
  • Contextual factors and motivations to engage in collaborative doctoral education
  • Benefits of collaborative doctoral education
  • The collaborative doctoral scheme in practice
  • What makes for a successful collaborative scheme?
  • Impact and sustainability of the collaborative doctoral scheme    
  • Recruitment of doctorate holders: The perspective of the business sector
  • Lessons learned and recommendations from stakeholders
Exploring the Doctoral Journey: Excellence, Ethics and the Student/Supervisor Experience: You may also be interested in the highlights of the May 2015 EFMD Doctoral Programmes Conference. Next year this conference will be hosted by Rotterdam School of Management, Erasmus University on 11 - 13 May 2016.

The Thoroughly Modern Doctorate: You may also be interested in this Global Focus magazine article. David Bogle (University College London, Doctoral School) highlights some of the key changes that have occurred in PhDs (and more that are to come) and their particular resonances to management and business education.

Developing Personal Resilience for Career Success

Guest Post by Jill Flint-Taylor and Alex Davda, both Ashridge Business School

ashridgeResilience is a critical attribute for leaders when dealing with issues such as challenging projects, conflict amongst colleagues, organisational politics and criticism in their job.
Our personal resilience helps us thrive and grow in challenging circumstances, whether we’re supporting the emergency relief effort after an earthquake in Kathmandu or facing yet another organisational restructure that puts our newly built team at risk. The good news is that research shows that resilience can be strengthened – our ability to cope with or adapt to stressful situations or crises is not a fixed trait that is present in some people and lacking in others.

While there are certain factors that give some people a head start, anyone can learn behaviours and attitudes that allow them to survive and even thrive in challenging times.

Personal resilience helps buffer the negative impact of stress and trauma in emotionally-challenging jobs, such as social work or emergency services.  But it is also beneficial to a wide range of people in diverse careers, across work performance, personal satisfaction and well-being.  By becoming more resilient you can bring new direction and energy to your career, increase the number of interviews and job offers you receive, and find greater enjoyment in your life.
Developing personal resilience resources
The ability to respond in a resilient way to life experiences is best seen as a result of the interaction between stable individual characteristics such as personality and intellectual ability on the one hand, and situational factors on the other hand. It is through this interaction that people develop their personal resilience resources.

Ashridge resilience bookThe following factors play an important role in resilience:
  • Confidence  Positive emotions, attitudes and beliefs, and the ability to influence events positively makes people more emotionally strong. Nurture a positive view of yourself – do not talk yourself down or focus on flaws.
  • Purposefulness  Having structure, commitment and meaning in your life will make you more resilient. A clear sense of purpose and values helps assess setbacks within the framework of a broader perspective.
  • Adaptability  Resilient people are flexible and adaptable to changing situations that are beyond their control. They have an acute sense of what they can – and cannot – control.
  • Relationships and social support   A strong network of mutually supportive relationships is important. Take the time to check in with family, friends and colleagues and build informal and formal support networks, so that they are there when you need them.
  • Problem-solving skills  Working out what is happening, what to expect and how to respond helps with emotional resilience. Take a step back and think about how you approach difficult issues using objective logic.
  • Self-regulation skills  Resilient people are able to manage their emotions, thoughts, motivations, and behaviours. The ability to exercise control over your emotions, behaviour and focus of attention predicates long term life success.
  • Self-awareness  Recognise and develop your strengths. Reflection fosters learning, new perspectives and self-awareness to enhance your resilience.
  • Mastery motivation This is about the will or drive to master new skills, to manage challenges and to persist in the face of difficulties and setbacks. Set goals and plan ways to reach them.
Assessing your resilience strengths
The ability to respond in a resilient way is influenced, but not determined, by personality. Some people are likely to respond in a resilient way when faced with conflict or difficult relationships, while others may become easily stressed by such problems, yet show high levels of resilience in dealing with change and uncertainty.

To develop resilience you need to adopt strategies to ensure that you make the most of your strengths and actively manage risks. The key to improving resilience is to recognise what stressors you react to, when your natural response will serve you well, and when to adapt your approach to suit the different challenges you face.
Ashridge resilience broResilience development requires effort and practice.  For example, the cognitive approach to developing resilience is extremely effective.  It involves learning to identify unduly negative beliefs, check them out against the evidence, and replace them with thinking that is more positive and realistic.  However, you need to work hard on applying it – it is not enough just to read about it.
The winning resilience training format is not a short, sharp “resilience workshop”, but involves several sessions with “homework” in between to practise techniques. Raising resilience takes time and effort, as it often involves a conscious effort to change negative thinking patterns and other bad habits that we all fall into over-time.
Case study: Developing resilience
Senior Government Adviser, Mia, was a highly valued technical expert who had progressed rapidly to a position of significant responsibility. She wanted to take the next step up and had applied for senior management positions, but had not made it through the first stages.
Then, 1:1 coaching sessions revealed that she was inclined to attribute previous successes to her technical skills and knowledge. However, many of her successes were actually owed to different skills, such as her ability to get up to speed quickly with unfamiliar information and her empathic way of appreciating other people’s perspectives.
Mia’s coach showed her how to use cognitive-behavioural techniques to identify and challenge these unhelpful and inaccurate assumptions. Her enhanced self-belief came through in the confident way she spoke about her achievements and experience during subsequent interviews, and she was soon promoted.
Resilience is a complex process, not a fixed trait, and it can be developed throughout adulthood, with far-reaching benefits for personal wellbeing, career satisfaction and success. By understanding more about how you cope with pressure and learning new techniques, you can raise your resilience to the next level.
This article is based on the chapter ‘Understanding and developing personal resilience’ from the book Flourishing in Life, Work and Careers: Individual Wellbeing and Career Experiences (Edward Elgar Publishing: 2015)

The Leadership Experience: Leading on the Edge: This intensive programme gives managers the chance to experience today the leadership challenges they will face tomorrow.
The Ashridge Resilience Questionnaire (ARQ) is a psychometric tool that provides a temperature check of how someone is coping with a particular situation and provides pointers to build resilience.

Value of EQUIS and EPAS Accreditations: Videos

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

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

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

- What role does EFMD feel alumni should be playing?

- The cost of accreditation versus its value

- Is EPAS a valid pathway to EQUIS?

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

- What are the challenges of internationalisation?

- How is EFMD approaching the impact of research?

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

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

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

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

Asia Pacific Talent Repelled by Unethical Business Practices

EY AP talent coverEthical business practices are directly related to attracting and retaining talent in Asia-Pacific (APAC) with almost 80% of the respondents polled in EY’s APAC Fraud Survey 2015 titled “Fraud and Corruption – driving away talent?” claiming they would be unwilling to work for companies involved in bribery and corruption.

The survey, which is based on 1,508 interviews with employees of large companies in 14 APAC territories, shows that fraud prevention is no longer just a legal and compliance issue but impacts recruitment, talent retention and business continuity.

Chris Fordham, APAC Managing Partner of EY Fraud Investigation & Dispute Services, says:
In APAC, where the labor market is highly competitive and it is already difficult to recruit and retain staff, the findings should be a wake-up call to businesses. Only 5% of respondents said it would make no difference to their willingness to work for an employer if it was found to have been involved in bribery and corruption. It is essential that companies comprehensively address this via strong ethical leadership and a cohesive fraud prevention framework, with up-to-date and well-enforced internal controls, policies and procedures.”

Ethics – Vital in the war for talent?
Respondents,  especially  millennials,say they will leave or refuse to join companies involved  in bribery and corruption. This adds a new dimension to compliance. Getting it EY logowrong will  put retention and recruitment of top talent and growth strategies at risk.This still according to the EY research report. Here are further details on:
  • Workforces highly aware of bribery and corruption
  • Respondents unwilling to work for companies involved in bribery and corruption
  • Ethical business key to talent retention
The report has furthermore dedicated section on:Internal policies, processes and procedures – are they working?; Value chain – ethically aligned?; and Cyber threats - underestimated? For the detailed survey findings, you can view the full research findings online or download the the 24-page report in pdf.

Future of Doctorate Programmes

This article is based on the Executive Summary of the Conference Report “Future of the doctorate” by Ms. Nadine Burquel, Director of European Cooperation & Business School Services, EFMD. The conference was organised by the European Commission (DG Education and Culture) at the Academy of Sciences in Riga on 28-29 May 2015. The purpose of the conference was to take stock and share experiences on good practices for the modern doctorate and to advocate for its further development in a constantly changing world.
Issue 1 david bogle modern doctorate 300x225
THE nature of doctoral training has been very much debated in recent years at a time when the knowledge triangle of education, research and innovation is seen as the foundation for smart, sustainable and inclusive growth. The doctorate is considered as one of the driving forces to generate economic growth and support positive developments in society, and in the knowledge economy.

Globally there is a fairly good understanding of the objectives of the doctorate to produce original research. Yet the implementation of good practices is very uneven across individual institutions and national systems, due to different contexts, cultural and socio-economic backgrounds.

In 2003 doctoral education was added to the Bologna Process as the third level of higher education. It was stressed that the doctoral candidate should be regarded as a young professional instead of a student. Doctoral training was said to be the level at which bridges could be built between the European Higher Education Area (EHEA) and the European Research Area (ERA).

In 2011 the EU endorsed the EU Principles for Innovative Doctoral Training advocating that the new doctorate should combine excellence with interdisciplinary research, international exposure and intersectoral engagement. These principles are not adopted in the same way across individual universities and EU Member States.

From an individual journey carried out by an individual researcher, the doctoral exploration is increasingly taking place in a doctoral school that provides a structure in which research is carried out and training activities delivered by a team of academic and administrative professionals, instead of the individual academic in the Humboldtian university model. Training includes knowledge and intellectual abilities, technical skills, personal skills, leadership and management, and understanding of impact.

Beyond individual institutions, the PhD is offered in consortia of multiple organisations, from academia and industry, across national borders, in Europe and in the world. The industrial doctorates allow access to networks, expertise, and equipment. The different “languages” of academia and the private sector are learnt. The joint doctorates (in Erasmus Mundus, Marie Skłodowska-Curie and the KICs of the EIT) take the candidates into new transformational journeys to produce interdisciplinary research with a strong focus on business and innovation.

There is concern that short term agendas have become so dominant to the detriment of the more long term approaches needed for research that requires longer timeframes. The three-year PhD required in EU research programmes and in many countries pose a number of difficulties to deliver the research in time, in particular when it is filled with the range of educational and skills components needed by the modern doctoral candidate to make him more employable.

Growing attention is given to high quality supervision of the doctoral candidates. Supervisors are increasingly trained. Supervisory committees are put in place to avoid that the candidate is too highly dependent on a single person.

Despite many charters and good practices, doctoral candidates are still often treated as students instead of young professionals carrying out research. As a result many of the PhD candidates not benefitting from EU schemes do not receive a salary but a scholarship and are not covered by social security, leaving them in a fragile financial situation which impacts on their performance. Yet it seems that the situation is improving in Europe, under the impulse of the EU Charter and Code for Researchers as well as through national financial schemes requiring that the PhD should be treated as an employee, either by the university or the company in which he/she is carrying out the research. All EU funding schemes require that the doctoral candidate receives a salary and is covered by social security.

Although women are still underrepresented in some doctoral programmes the situation is changing. The Researchers Report 2014 stated that "Between 2000 and 2011, the number of new women doctoral graduates (ISCED 6) per thousand population aged 25-34 has increased in all European countries. Between 2000 and 2011, Slovakia, Denmark, Latvia, Norway, UK and Italy reported the highest increase in the proportion of new women doctoral graduates. In Bulgaria, Hungary, Spain, France, Lithuania, Turkey and Cyprus, the number increased only slightly, yet these countries are starting from different baselines."

Still more attention needs to be given to gender balance and the gender dimension. It is stimulated strongly in the Horizon2020 programme, where the gender dimension has been introduced for all EU research funded projects.

The emergence of Open Science and its future growth will transform globally the way research is performed. It will impact significantly on doctoral programme design. Different approaches are needed to prepare the candidates to opportunities in new research environments.

The report also analyses different models of doctoral training across the world.

You can access the full Report following this link.

You may be also interested in the recent Global Focus article "The Thoroughly Modern Doctorate" by Prof. David Bogle highlighting some of the key changes that have occurred in PhDs (and more that are to come) and their particular resonances to management and business education.

We would like to also invite you to the upcoming 2016 EFMD Doctoral Programmes Conference which will be hosted by the Rotterdam School of Management in the Netherlands on 11-13 May 2016. More information will appear on our event website soon.

43 New EFMD Members Ratified

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

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

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

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

The 100-Year-Life: a Chance to Diffuse the Demographic Time Bomb in Your Business

lbs logoThe upcoming Sharing Best Practice CLIP workshop will be hosted by London Business School on (29)-30 October and will address the topic of “The 100-Year-Life: a Chance to Diffuse the Demographic Time Bomb in Your Business”.

More than half of the babies born in the west in the last eight years will have a life expectancy of over 100 years. The difference between living to 70, and living to 100, nearly doubles the amount of productive years in a career.

This fundamental shift in human existence will radically change how we live and work – rivalling the impact of globalisation and technology. This megatrend poses transformational questions to all organisations; because the answers will radically change the relationship with their employees:
  • How will people navigate careers which span over 60 years?
  • Knowledge and expertise are increasingly perishable – so what does this mean for learning interventions and talent management?
  • Which of the current norms will be consigned to history, which will become more prominent… the 5-day working week? Fixed employee contracts? The ‘work-life balance’? Office-based staff? Flexible working? Corporate universities?
How you’ll benefit. This interactive day-long experience will challenge you to prepare for a seismic workplace paradigm-shift. It will then equip you with key insights to allow you to take action to future-proof your business.

What you’ll experience. This is a combination of cutting edge content, team and individual work and an experiential journey across London – a new type of learning pioneered by London Business School:

  • At LBS:You will begin the day at the School hearing from Professor of Economics Andrew Scott. Some ground-breaking research has emerged from his collaboration with leading business thinker Professor Lynda Gratton. His presentation will be followed by facilitated group work to focus upon the concreteCLIP logo13 LR takeaways for your business.
  • In Central London: After lunch participants will re-form groups and embark upon a discovery journey across London. This is an innovative, live learning experience in which you'll visit a forward-looking companies that are thinking and working on this crucial topic and exchange with their millennials. Host companies are: global technology giant Google, the UK’s largest insurance broker AON, the UK’s most creative agency AMVBBDO, global law firm Linklaters and branding and design agency Wolff Olins.

Don’t miss the opportunity of working on this vital topic with: Amcor, ArcelorMittal, Credit Suisse, EDF, Energias de Portugal, Eli Lilly, Gas Natural Fenosa, KBC, LVMH, NNE Pharmaplan, OCP Group, Repsol, Sberank, Siemens, SONAE, Raiffeisen Bank, Santander, Swiss Life, SwissRe, Tenemos, ThyssenKrupp, Turkiye Isbank, UBS, and many more!

Please click here for the programme and registration. For more information please contact Shanshan Ge.

This workshop is by invitation only and is dedicated to corporate learning and corporate HR practitioners from companies. Free of charge for EFMD member companies and special guests (special guest = ONE free seat to attend ONE workshop for discovery for non-members).

Future Series Webinar: Innovative Technology-Based Ways to Run Engagement Survey

On Tuesday 15 September, 12:30 pm - 2:00 pm CET, "Innovative Technology-Based Ways to Run Engagement Survey" - the second session in the series of three webinars - will take place.

These webinars present the findings of 11 leading companies: Allianz, Alstom, Baloise, Mazars, MSD, Pirelli, Raiffeisen Bank International, Repsol, SwissRe, UBS, UniCredit that took part in our recent Special Interest Group. They joined forces over a  6 month period to advance the practice, learn from each other and leverage input from renowned thought leaders. These webinars show a way to sustainably drive company performance by enhancing employee engagement.

Discover the key trends and evolutions of employee engagement surveys by joining this webinar. Further details are available on the event webpage.

Don’t miss this great opportunity! They are free for EFMD corporate members and special guests. Please click here to register!

For more information on the event, please contact Mrs. Caroline Malvaux.

EFMD Awards CLIP Accreditation to Mazars & Repsol

CLIP repsol mazars

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 Mazars University and Repsol have recently received CLIP accreditation and joins the CLIP community which also includes:

“The CLIP Accreditation process is an incredibly insightful consulting experience, yet at a very ethical price. It is a unique occasion to position global learning at the heart of the organization’s strategy, and a powerful internal team-building experience amongst our key stakeholders. We were thrilled to be a pioneer of a different type of corporate university, as an organization that is smaller but highly internationalized, we are happy to know that CLIP is not only for large corporates.”
Laurent Choain, Chief People & Communications Officer, Mazars
“The CLIP adventure has been demanding, but extremely valuable right from the start. The self-assessment is at once a thorough process of introspection and analysis, as well as a lightning rod for internal visibility and recognition. As for the peer review, it is a rare occasion to have four seasoned professionals steeped in your reality for three full days. Once again, though a challenging experience, their incisive insights and advice have been greatly helpful in establishing our priorities and roadmap forward.”
Tyra Malzy, Chief Learning Officer, Mazars

“We feel very proud to have been welcomed into the CLIP community, it has been a great experience.  The whole CSF team was very committed to this endeavour, and it proved well worth it. The process has given us the opportunity to build an overall assessment of our activity and share it with other crucial members of Repsol: executives, internal teachers, students, business partners, and vendors, to name a few.
 I would like to thank the EFMD team and our peers for their support and valuable contribution. The feedback report itself serves as a robust strategic view of the issues we need to work on as top priorities in the near future. We now feel we are ready to embark upon a new, and even more challenging stage.”
Mrs. Maria Jesus Blasco Blanco, Director of Learning, Repsol

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

The CLIP initiative draws extensively on EFMD’s successful EQUIS accreditation scheme for business schools and universities. Internal self assessment against a set of rigorous standards drawn up by leading members of the corporate learning community is combined with external review by experienced peers.

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

Global Management Education: Return On Investment and Employment Outlook

GMAC globalgrads coverThe brand-new 2015 Global Management Education Graduate Survey Report, released by GMAC yesterday, explores the early job search results for 3,329 graduating business school students in the class of 2015 at 112 universities worldwide, representing 29 countries. Key findings include:
The employment outlook for business school graduates remains strong in 2015.
  • More than half of job-seeking graduate business students in the class of 2015 report receiving an early job offer prior to graduation.
  • The top job search methods used by job-seeking graduates in 2015 include applying directly to companies (59%), networking with classmates and alumni (57%), online job search sites (53%), career services (52%), and school job boards (51%).
  • The methods with the highest success rate (yielding the most job offers), however, are internships or work projects (50% success rate), working with career services (48% success rate), and school job boards (38% success rate).
  • Class of 2015 graduates who are continuing their current employment anticipate an increase in salary (47% of respondents), increase in job responsibilities (46%), a promotion (39%), and/or change in job title (33%) as a result of their newly earned degree.
  • Five percent of class of 2015 graduates intend to pursue entrepreneurial careers. Among this group, 42 percent were self-employed prior to business school, 25 percent started a business while in school, and 33 percent plan to start a business after graduation.
  • Globally, business school graduates accepting early job offers report a median post-degree salary increase of 90 percent over their pre-degree salary, which is up noticeably from the median salary increase of 80 percent seen in 2014 and 73 percent in 2013.

Business school graduates value the return on investment for graduate management education.

  • Class of 2015 graduates feel their graduate management education was successful in increasing their employability.
  • Analysis shows that program structure, curriculum, and faculty are the primary influencers of value ratings that graduates give their programs.
  • On average, respondents report that they receive instruction through team projects 23 percent of the time, a blend of lecture and discussion 23 percent of the time, case studies 23 percent of the time, pure lecture 22 percent of the time, and experiential learning 10 percent of the time, although this varies by programme type.
  • Blends of lecture and discussion (30%), case studies (27%), and experiential learning (24%) are the most preferred instructional methods. Pure lectures, on the other hand, are a commonly used method but preferred by just a small percentage (5%) of students.
For the full details, please consult the 28-page report, with its two main sections: The employment report; and Graduate management education evaluated. You can also explore the 2015 Global Graduate Survey list of participating schools.

2015 Executive Development Conference: Learn to Transform in Unpredictable Times

ext ed2015 bannerWe would like to remind you that you have until the 14 September to register online and benefit from our normal conference fee for the 2015 EFMD Executive Development Conference hosted by the Barcelona School of Management (Universitat Pompeu Fabra) on 14-16 October 2015 in Barcelona, Spain. The conference brings together business schools, executive development centres, consultants and network providers as well as clients (companies) and will investigate: "Learn to Transform in Unpredictable Times".

The conference aims to explore the role and impact of people in transforming organisations and businesses. We will also discuss how executive development can mobilise as well as contribute to these transformations. By involving a maximum diversity of actors and showcasing best-practices, the conference will help to broaden the perspective and feed the dialogue on the contribution of executive development to business. It will also explore how innovation and transformation can be interlinked throughout these journeys.

The event will also showcase four outstanding learning and development partnerships from the 2015 EFMD Excellence in Practice Awards (EIP) Gold Award cases.
eip awards winners 2015We would like to encourage you to attend the event, together with your learning partners so that all viewpoints can be heard, shared and debated during the numerous discussion groups scheduled in the programme. A special conference fee is available for companies accompanying their provider.

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

Integrating Sustainability and Responsibility into Business Education

PRME GF logoThe 2015 Global Forum for Responsible Management Education allows academic institutions to learn about and participate in the Principles for Responsible Management Education (PRME) as part of the UN Global Compact as well as the UN Sustainable Development Goals (SDGs)

You are kindly invited to attend the 2015 Global Forum for Responsible Management Education – 6th PRME Assembly, hosted by the PRME Secretariat of the UN Global Compact Office, will be held 23-25 June, 2015 in New York to bring together leaders in academia, business, government and civil society, to discuss and identify best practices for integrating sustainability and responsibility into management education.

The PRME initiative facilitates organizational change, inspiring and recognizing higher education institutions that embed corporate responsibility and sustainability into their curricula — thereby producing business leaders equipped to manage the complex challenges facing business and society. This year one of the main discussion points will be the involvement of business and management education in contributing to the forthcoming UN Sustainable Development Goals (SDGs).

PRMEGlobalForumTaking the Six Principles as a guiding framework, any institution that is willing to integrate corporate responsibility and sustainability in a gradual and systemic manner is welcome to join the initiative. PRME was initially developed in collaboration between the United Nations Global Compact and representatives of business education. The Six Principles were first unveiled at the UN Global Compact Leaders Summit in July 2007. There are currently over 600 organizations signed up to the PRME initiative.

Since the initiative’s launch in 2007, over 600 institutions have signed up to PRME. For instance,  the University of California, Berkeley, Haas School of Business who have successfully integrated sustainability into project courses where students can apply what they have learnt in innovative ways:
"At the Haas School of Business, students are not just learning about the issues (e.g. with our Global Megatrends course) but are also exploring, testing, and even putting into place innovative solutions to the world's business challenges, through, for example, our "Intrapreneurship for Sustainability" course." - Christina Meinberg, Associate Director - Center for Responsible Business, University of California, Berkeley, Haas School of Business, USA

Another inspiring examples comes from Lagos Business School, Pan-Atlantic University, Nigeria, which introduced a Managerial Anthropology programme; an approach to teaching a more holistic, human-centred vision for business than the traditional economic outlook. Speaking on the essence of the assembly Kemi Ogunyemi, Professor, Lagos Business School, Pan-Atlantic University, Nigeria said; "This deepened understanding of human nature helps students to be better able to lead and relate to selves and others. It emphasises the importance of fostering human dignity and human flourishing and enables responsible use of freedom. In the process, it empowers the students to be true leaders, whether informally or formally, in their future careers."

Registration for the Global Forum is by invitation only. To request an invitation, please contact PRME.
Please go here  to learn more about joining PRME and/or the UN Global Compact.  

You may also be interested in the agenda of the 2015 PRME Global Forum.

Six Generations of Average-Scoring Students Needed to Catch Up

Brookings cuelogo"Without a fundamental rethinking of current approaches to education, it is going to take another 100 years for children in developing countries to reach the education levels achieved in developed countries".

If starting from the premise that natural ability is evenly distributed across the globe—namely that children are on average equally smart and talented no matter where they happen to be born—the inequality documented in this research report by Brookings Institute has everything to do with the education systems in which children find themselves learning, or not learning.

Authors Winthrop and McGivney say: “When shown as an average number of years in school and levels of achievement, the developing world is about 100 years behind developed countries” and “The 100-year gap is not projected to close in the future if we continue with the same education policies and approaches that we are using today”.

Brookings 100years coverThere are at least three main arguments, still according to the authors, for why all of us, no matter where we live, should care about the 100-year gap.
  • The first argument is moral, one that centers on the idea that all children in the world deserve to develop the core skills and competencies needed to thrive in the 21st century, including skills like reading and math.
  • A second argument is a numbers argument. Between 2010 and 2030, 60 percent of the increase in global labor force growth will come from India, other South Asian nations, and Africa, while there will also be an additional 360 million adults over age 55 who are not in the labor force—many college educated, living in high-income countries, and expected to live 20-30 years longer than past generations.
  • A third argument is centered around the possibility that ideas for addressing the 100-year gap could end up being helpful for education reform in both the developed and developing world. This argument ultimately rests on the recognition that schooling, the education model that has been central to the spread of mass education, may no longer be fit for this purpose.
For the full details, please consult the 23-page report.  It has detailed sections and charts on:

  • Global education enrollment and attainment: Unequal access, unequal outcomes
  • The four forces behind the emergence of mass schooling: The university as knowledge holder, The industrial revolution, technology and the workplace, Fostering nationalism in the classroom, The universal right to an ediucation
  • The 100-year gap: A tale of schooling inequality, including: Developed versus developing countries, The gap in enrolling children in school, Average number of years of school in the adult population, The gap in children’s learning outcomes, Different measures,
  • Why wait 100 years?

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

EFMD NewLogo2013 LR coloursBefore the summer, we would like to update you on the key EFMD events planned for the second half of 2015. You may want to register now while your calendar is not too full or perhaps share the events with colleagues who might be interested in attending.


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

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

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

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


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

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

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

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

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


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

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

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

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


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

Please also note that preparations are well underway for the:

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

EFMD Awards EQUIS Accreditation to Glasgow University Adam Smith BS

EQUIS Accreditaed 02

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

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

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

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

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

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

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

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

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

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

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

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

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

Escalating Skills Shortages and Competition for Talent

CIPD Resurcingtalent coverThe CIPD’s Resourcing and Talent Planning survey, in partnership with Hays, examines organisations’ resourcing and talent planning strategies and practices and the key challenges and issues they face. This CIPD survey report is based on responses from 520 organisations, primarily UK-based.  Key findings include:

Recruitment difficulties
  • Skill shortages are escalating – over four-fifths feel that competition for talent has increased over the past two years.
  • Over three-quarters experienced recruitment difficulties last year
  • Lack of specialist or technical skills and lack of sector/ industry or general experience were common reasons for recruitment difficulties
  • There is little change in the practices employed to reduce recruitment difficulties – sponsoring relevant professional qualifications, up-skilling existing employees and recruiting candidates from different sectors or industries remain the most common practices organisations employ to reduce recruitment difficulties.

Employer brand

  • Widespread focus on improving employer brand – particularly through developing/enhancing corporate websites and making efforts to improve the candidate experience.
  • Organisational values and good working practices are the elements of employer brand most commonly seen to be important for attracting candidates.
Resourcing and talent management in the current economy
  • Organisations are increasingly looking for talent outside of their organisation – three- quarters are recruiting key talent/niche areas.
  • There is little change in the proportion of organisations developing more talent in-house or focusing on retaining rather than recruiting.
  • There is not an obvious trend towards the greater use of a temporary or contract workforce – or an increased desire by employees for this type of employment relationship.
An age-diverse workforce
  • Organisations are increasing efforts to recruit all ages
  • Half are concerned about the skills gap that will be created when older people (aged 50+) leave the workforce
  • Most believe that educational institutions equip young people with the skills their organisation needs, at least to a moderate extent – but over a third (36%) believe they are poor at doing so, up from 27% in 2013.
  • Young people have unrealistic expectations regarding career
  • Nearly half of organisations offer apprenticeships
  • There is an increase in organisations’ graduate recruitment programmes – nearly two-fifths operate a structured graduate recruitment programme, an increase on previous years.
Attracting candidates
  • Organisations are increasingly combining in-house and outsourced approaches –
  • Organisations are developing closer ties with recruitment
  • Organisations are increasingly using technology to recruit
  • Corporate websites are among the most effective methods
For all the findings and charts, please download the 40-page report.

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

CaseWriting-Award ecch

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

EFMD is delighted to announce the winners of the first phase of the 2014 EFMD Case Writing Competition. The quality of the case entries was again exceptionally high so we thank all of you who took part. The "Best of the Best" category is now being evaluated by The Case Centre and the results of the overall winner of the competition will be announced later in the year.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

CVTRUST Exclusive EFMD Member Offer: Smart Ads™ Free for 1 year!

CVTrust logoFor many business schools and universities the recruitment season is drawing to a close and offers are being sent to your 2015/16 class.  As recruitment teams start to think about where to find the next class, why not solicit the help of your alumni and graduates?
When posted to a LinkedIn profile, or shared via other channels, Smart Certificates™ become personal electronic recommendations that turn alumni into your best marketing tool.  And embedded in the certificates are Smart Ads™ that bring potential candidates direct to you.
However, not all education organizations want to leverage alumni communities for program marketing; some just want a turnkey solution to generate and manage secure digital credentials.
In recognition of the diverse needs of our client base, CVTrust is pleased to announce a new range of product and service packages. Whether you are a small or large education and training organization, we have a solution that meets your needs.

We’re also offering EFMD members a very special offer: sign up for Smart Certificates™ and get Smart Ads™ free for 1 year from the contract date.
There is no better time to implement the Smart Certificate™ solution.  Get in touch with David Goldenberg to find out more.

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),…

CEIBS to host the International Teachers Programme© (ITP)

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

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

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

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

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

You can find more info via this web link. Please send any queries or questions you might have to Aileen Zhang.

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

Opportunity for Member Schools to Host EFMD Event

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

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

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

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

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

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

EFMD Awards EQUIS Accreditation to Adolfo Ibañez, BIT and JIBS

EQUIS Accred March 2015 
EFMD would like to warmly congratulate School of Business within the Universidad Adolfo Ibañez, School of Management and Economics within the Beijing Institute of Technology & Jönköping International Business School who have just been awarded EQUIS accreditation.

This takes the number of accredited schools to 155 across 40 countries.

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

“Universidad Adolfo Ibáñez Business School is delighted to receive the EQUIS accreditation, as part of our international consolidation strategy. We believe this accreditation is crucial for us to be considered among the top schools in Latin America.”
Ms. Manola Sanchez, Dean, School of Business, Universidad Adolfo Ibañez, Chile

“School of Management & Economics and Beijing Institute of Technology are proud to be accredited by EQUIS. We appreciate the dedications and comments of all participants and will continually improve our school’s internationalisation in different aspects. Actually, since PRT review, we have taken actions and reached significant accomplishments. We do believe that, in coming years, our school will have a great improvement in internationalisation, and we will contribute more to the changing business world.”
Prof. Yi-Ming Wei, Dean, School of Management and Economics, Beijing Institute of Technology, China

“Our students, faculty and professional staff are thrilled that JIBS has joined the group of EQUIS accredited business schools in the world. There has been both sweat and tear but our hard work paid off and we are now a better school than before the journey to win the gold standard of international accreditation begun. Of course, as the Dean I am really proud!”
Prof. Johan Roos, Dean and CEO, Jönköping International Business School, Sweden

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

The benefits of accreditation include:

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

Institutional Development of Business Schools

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

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

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

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