The iaelyon School of Management Increases Its Impact on the Region by 38%

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The BSIS report reveals that, in 2017, the iaelyon School of Management had an Impact of 357 million on the Auvergne-Rhône-Alpes region. That represents a 38% increase compared to 2012, when the school first went through the process, during the pilot phase of the Business School Impact System. The report also shows other positive impacts of the School on the region.


The report shows that the important financial contribution of the iaelyon to the region is a result of far-reaching endeavours of the School. This includes the expenses of international visitors coming for conferences and seminars, of students renting flats, buying food or going out in the city, the use of regional services providers by the School, just to name a few. 

In 2017, the iaelyon participated in the creation of the equivalent of 734 full time-jobs through internships, work-study contracts and voluntary work, showcasing the School's contribution to the development of the regional businesses and local associations.

The report also proves the increasing visibility the School provides to the city of Lyon and the region of Auvergne-Rhône-Alpes, thanks to a large press coverage - 632 mentions in 2017.

The School's intellectual impact is also underlined by the report. In 2017, 203 events and conferences were organised and the School released in 725 research and publications, increasing the region's reputation and global reach.

Jérôme Rive, General Director of the iealyon School of Management appreciated the the BSIS study results: "I was impressed by this innovative approach that enabled the iaelyon to highlight new impacts that complement the traditional measurement tools included in national or international accreditations schemes."

He also emphasized three key benefits of BSIS:
  • The report can be used externally to demonstrate to the regional authorities and other stakeholders how the School's activities benefit the Auvergne-Rhône-Alpes and the city of Lyon.
  • Internally, it is a great tool to showcase and encourage the involvement and the contribution of the iealyon's teams.
  • The results offer an opportunity to communicate with a new angle to the media, the students and the strategic partners.
The report is available in French here.

About the Business School Impact System
The Business School Impact System (BSIS) scheme is designed to determine the extent of a school’s impact upon its local environment – the city or region in which it is located.

The BSIS is offered in a joint venture between EFMD Global Network and FNEGE as a service to EFMD members in any part of the world.

To learn more about BSIS, please visit the BSIS website here.

Take part in the EFMD Excellence in Practice (EiP) Awards 2018

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Come and show us your achievements!

The Excellence in Practice (EiP) Awards have developed into one of the leading global awards that recognise excellence in learning and development partnerships.

Taking part in this Award helps the client and its provider(s) to develop and reflect on the impact and value of their L&D initiative and the contribution it has made to the client organisation. The winning case studies are selected based on the review of 4 key areas : a properly documented challenge, an effective partnering commitment, the appropriate L&D initiative, and the proven business impact.

Linda Irwin, London Business School, UK describes three key benefits of taking part to the Excellence in Practice Awards.


Next submission deadline: 1 March 2018
www.efmd.org/eip

Expression of interest:This email address is being protected from spambots. You need JavaScript enabled to view it.

For more info, please consult: EiP Brief, Submission Guidelines and FAQ’s.

Information Session webinars are organized on 11 December, 9 January and 1 February for those who may have any questions about the Awards and submission process.

EiP 2017 Gold and Silver winners:

EiP Winners Gold2017 webpage
EiP Winners Silver2017 webpage


  

The EiP 2017 Gold and Silver winners are providing many good insights for your own programmes. Don’t hesitate to participate in the series of EiP 2017 webinars from November to January (free registration).

The winning cases are also showcased in Global Focus Magazine Special Supplement available online.

If you want to be informed automatically on all what concern the EFMD Excellence in Practice Awards, please subscribe to EFMD mailing lists.

Ensuring the Best Online Education: What is EOCCS?

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A conversation with Stephanie Lambert, Administrator at EFMD - EOCCS
*This article by TestWe orignally appeared on testwe.eu.*

The context

It’s been around six years since the rise of MOOCs. Adapted to habits of today’s students, these resources announce the beginning of a new era for education and eLearning.

The fact of the matter is that there are now a whole lot of them. Platforms hosting these online courses can be excellent like edX, FutureLearn or Coursera but they won’t be able to fully ensure the quality of each course. At least, this is the case for business and management courses. Even for a university proposing MOOCs, it can be a good thing… or a bad one but there just won’t be any way to verify it.

That’s where EOCCS comes into the game.

What is it?

Simply put, EOCCS is a newly launched certification system for online courses and eLearning designed for business schools and corporate development and built by a small team from the European EFMD group (known for having developed the internationally renowned EQUIS accreditation). “We can say EOCCS is like a startup under the larger umbrella of EFMD” says Stephanie Lambert, Administrator of EOCCS team.

There was a vacuum in the quality assurance of online education in business & management and the new label fills it. “It took us a whole year to put together the certification process and our method” says Dr. Lambert, “during this time we received help and precious feedback from several business schools and corporate universities that were also the first to have had their online course certified. We call them pioneers”.

Among these “pioneers” we find HEC Paris, Open University, BI Norway, Grenoble EM, IE Business school, Sberbank Corporate University in Russia and others.

EOCCS process

The process resembles labels like EQUIS or AACSB. There is an enquiry, an application, a form to fill, a self-assessment course report and the gathering of information to prepare for the several review panels that will visit the candidate school and finally, the acquisition or renewal of this certificate. The validity of the certificate lasts 3 years after which you’ll have to renew it. The process is entirely online, responsive and fast.

Just like the other accreditations, EOCCS shows the same engagement towards Assurances of Learning (AoL), qualitative and quantitative feedbacks and applies the same student-centric approach to attain continuous improvement.

But online courses add difficulty to the question of reaching continuous improvement. How do you ensure learning without having your classroom and students around you? How do you make sure that your course is as qualitative as a traditional course? Or how do you make sure your students will have the best learning experience? Will they be able to work together from a distance? These are kind of questions that must be answered by a school to prove their AoL’s and get the certification.

To help institutions get there, there are tools like learning analytics that use big data and data visualization to answer questions and tackle issues. They also help students as well as professors in the creation of the best course possible. By collecting data from feedback or diverse behaviors observed on a platform such as a digital learning manager, one can ensure continuous improvement.

Nevertheless, Stephanie Lambert calls for relativism here, “Learning analytics are definitely a part of the Assurance of Learning, but what’s more important is to ask yourself what data you want to collect”, a thought that matches the definition of Sebastien Fraysse, calling it “the Art of asking the right questions to get the right answers”.

Beliefs and visions

image articleEOCCS believes in the development of changes in higher education and its instruction. Simulations, micro learning and peer-to-peer learning are the new faces of education that this newborn certification thinks will come out more and more.

It wants to be the main support to the online education movement, “not only a stamp of approval” claims Dr. Lambert, “EOCCS wants to create a whole community around online education”.

At TestWe, we’re fans of MOOCs but we also noticed a problem: seeing how they’re not certified, there’s a lack of legitimacy when you talk about your personal or online education on your resume. Could this problem be fixed with EOCCS certifying MOOCs platforms?

“Maybe in the near future, yes” says Stephanie Lambert, “to certify published online university courses prior to them being launched on a platform may work also, as the course you follow will be certified”. Pretty good news!

Online learning is definitely a side of education that will rise higher and higher, with more people taking courses and managing their learning online. Yet it is important to stay true with ourselves and realize the crucial importance of traditional education too. As Stephanie Lambert says “Online learning is a very good complement to traditional education, it has a lot to add to it but it’s not necessarily an alternative”.

EOCCS, good news for business & management students

Overall, students taking courses from EOCCS certified institutions, whether it comes from a MOOCs platform or directly from their school or if it is higher education or corporate, can feel relieved: they’ll learn something that will be officially recognized and relevant professionally.

More importantly this new certification announces the official recognition, in business & management education, of online learning as a relevant source of knowledge that learners must have in their portfolio.

It’s only the beginning and we’re excited to see how EOCCS will grow over time and how they will build the precious community that online learning needs to solve its problems and ensure a better education for all current and soon-to-be managers and business people. 

Interested in the EOCCS label? Want to know more and be a part of the community? You’re right! Start by checking the website http://www.efmdglobal.org/eoccs.

Postdoctoral Researchers Wanted

UOCUOC call open until March 4

*Guest post by UOC*

Would you like to be part of our research group? Open Evidence Research has just been awarded by the Catalan Government with the highest qualification as Consolidated Research Group and we are looking for excellent postdoctoral candidates.

Please have a look at our research lines:

  • Educational Uses of ICTs and their impact on higher education institutions
Analysis of the institutional impact of the technology uses and how this adoption affects teaching and learning processes (educational model), the students’ role and profile, and organizational changes (organizational model).
Professors: Josep M. Duart

  • Estimating the social impact of the Online Higher Education Institutions focusing on university access and higher earnings
Analysis of the contributions of particular online-higher-education institutions allowing students to improve their salaries, achieve job promotion, and shift to “better” jobs as a result of the online courses taken.
Professors: Josep M. Duart

  • Sensitivity Analysis of Model Output
Quantitative methods for global sensitivity analysis and their application to novel settings with a focus on numerical recipes, algorithms and software applications. Development of demonstration material (Jupyter Notebooks) for didactic purposes.
Professors: Andrea Saltelli

  • Behavioural economics
Behavioural economics and more generally behavioural sciences study heuristics (mental shortcuts) and biases providing a more realistic picture of  attitudes, decision making processes, choices and behaviour than the one proposed in the utility maximising view of human nature proposed by neo-classical economics and rational choice theory. Regardless of the label and the origin of different theoretical and empirical streams, broadly defined behavioural scientists have theoretically and empirically shaken the edifice of standard economics and, as a side effect, they are influencing the behavioural turn in policy making.
Professors: Cristiano Codagnone, Francisco Lupiáñez-Villanueva, Frans Folkvord

  • eHealth, Big data and Health analytics
Analyse how ICT, big data and health analytics can contribute to (1) Improve the quality of life of citizens and empower them in managing their own health; (2) Improve access to the health system while promoting equity; (3) Improve the efficiency of the system, facilitating its sustainability
Professors: Francisco Lupiáñez-Villanueva, Pedro González, Ruth Vilar.

  • Technopolitics
“We define technopolitics as a new context, enabled and enhanced by ICTs, where its actors aim at higher levels of freedom, empowerment and governance. Technopolitics reflect a multipurpose application of ICTs that aim at more efficacy and efficiency in democracy, but also at transforming traditional democratic practices, oftentimes to get them back to their original purpose, but with a refined vision and mission focused on political emancipation and decentralization. Furthermore, we understand technopolitics as a multi-scale way to approach politics that is deeply rooted in the community but which connects with the global agora, and directed both to the achievement of finalistic goals as well as of intermediate goals affecting the design of protocols and processes. It encompasses the concurrence of multiple actors, contributing with their actions – big or small – and knowledge in a gift-economy characterized by a highly granular design of tasks and degrees of participation, and in the end it can be perceived as a synchronization construct that operates in and through many layers and spaces, (re)connecting actors and communities through shared procedures and converging goals” (Kurban et al., 2017). This research line aims at deepening the understanding of technopolitics, both from the citizen and the institutional points of view.
Professors: Ismael Peña-López, Francisco Lupiáñez-VillanuevaCristiano Codagnone

UOC has just opened a call for four new Postdoctoral three-year fellowships with deadline for applications on March 4 as per the terms and conditions of the call.

Researchers awarded a doctoral degree – whether at the UOC or elsewhere – before publication of this call for applications may apply. Candidates with a doctoral degree from the UOC must provide proof of having carried out a postdoctoral stay at another university or research centre for a period of at least two years.

Those benefiting from these contracts cannot have been contracted by the UOC in the two years immediately leading up to the publication of this call for applications.

The decision regarding this call will be made public on or after 2 April.

More information here or at This email address is being protected from spambots. You need JavaScript enabled to view it..

Insights from Highered - EFMD Global Career Services

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Highered - EFMD Global Career Services has been offered as an additional EFMD full member benefit for one year now. To gain a better understanding of the students that have registered for the platform a survey was sent to all active student users. The results from the 2018 student survey has provided us with insights to better understand the types of positions, companies, and sectors that are most attractive to the students. The gathered information is being considered in order to best serve the students work opportunities, compliment schools existing career services and compliment company recruitment strategies.

According to the latest Student Survey, already within the first year close to 50% of students from EFMD member schools are using the newly launched platform as a resource to look for jobs. 

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The findings indicate that two out of three of the active users are national students (studying in their home country) and more than 65% of the students when seeking work opportunities look both in the country of study and outside the country of study. Additionally, 27% of the respondents indicated that they have secured a placement through the platform. The platform is designed to support and enhance existing career services initiatives at EFMD school members, to help place international students or local students looking for an international opportunity.

To further support and understand the international student's perspective Highered recently turned to three international students to learn more about why they chose to study aborad and the value that Highered has brought to them as an international student. 

Highered Lets You Fly  - Spanish Student Perspective 
 
Nicole is a Spanish international exchange student at BI Norwegian Business School from Universidad de Navarra. Nicole shares her story and thoughts on why she chose to study abroad.  Where do you look for jobs? “Well, beforehand I would search in Spain because that is where I have my friends and network, and I study there. However, now that I am in Oslo, I have met so many people from so many different countries and places that I literally have never heard before, and now I ask myself why would I not study or work or search for opportunities anywhere in the world?”

Chinese international student perspective
 
International Exchange student at BI Norwegian Business School from Hong Kong Baptist University shares his perspective. Highered is a platform that shows me how many multinational companies are so willing to hire international students. This allows students like me to work overseas, most importantly helps me to achieve my life plans. Highered gives me a global mindset.

French international student perspective
 
 
International Exchange student at BI Norwegian Business School from Emlyon shares his perspective. “I needed to try new things, get outside from my comfort zone. Firms are looking for candidates with diverse backgrounds and different experiences.” He built his career path tailored to his needs with just one click.

To learn more from a school perspective or a company perspective contact This email address is being protected from spambots. You need JavaScript enabled to view it.

About Highered – EFMD Global Career Services

Highered – EFMD Global Career Services is the newest membership benefit which all full member schools and member companies have access to. EFMD launched the Highered initiative to schools in February 2017 with the aim to connect companies, schools and students within the network at an unpresented level. Highered provides unique international possibilities for the students and supports EFMD School’s initiatives in placing students while providing a truly global platform for companies to expose their strategic employer branding efforts to attract better and more diverse talent.

Honorary President of EFMD and Former Heineken CEO Offers Lessons in Managing a Family Business

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February 7, 2018. Shanghai – Outside talent tapped to manage family-owned businesses should never forget that the company belongs to the family, which they are there to serve. The trick is to find the balance between keeping owners happy and taking a stand, when needed, to protect the company’s long-term future. That was among the nuggets of advice Gerard van Schaik, former CEO of Heineken, a family business that became a global brand, served up during this evening’s Master Class at CEIBS Shanghai Campus. Van Schaik is also Co-Chairman of the CEIBS Board and Honorary President of EFMD.

“You have to accept that the family’s interest is predominant when there is a majority, and you have to serve it. If you can’t accept that, from time to time, the family may want you to do something you think is very unwise, then don’t work for a family company. You can’t avoid those situations. It’s THEIR company not yours; you should have those words over your bed,” he said. “You may be given total managerial freedom, but you cannot ignore the family interest. At the same time, there are certain moments in your life when you think [a particular course of action not supported by the owners] has to be [taken]. Either take a risk, or resign; but you have to deal with the issue.”

In an anecdote-rich presentation he also gave advice on topics such as when the family firm should look outside for expertise, the skills needed to run a family business, and how family-owned firms should prepare for going global. His responses were practical and he frequently drew on examples from his career at Heineken as well as his time as a non-executive board member at firms including ABN-AMRO, Philips, Sara Lee, DSM, etc.

Ray1CEIBSVan Schaik also weighed in on the challenging issue of succession, especially for firms with global ambitions.  “If it’s an international company, or one that wants to go global, the family member destined to take the helm must have had international exposure,” he said. “They need to be conscious of the world outside, with its different ethics, different political structures.”

Vital elements that would help in these situations and generally in successfully running a family firm, he said, include deep understanding of the family and respect for the business they had built. It was also crucial, he said, to have trust between the owners, outside talent and other stakeholders. “If you’re not completely straight with people, you sign your own death warrant,” van Schaik told the packed lecture hall.

CEIBS Dean Ding Yuan, who moderated the event, echoed van Schaik’s views on the need for owners of family businesses to leave room for non-family member CEOs to do their job. He added that van Schaik’s advice that owners should never bypass their CEO and give orders directly to subordinates was particularly challenging in China where “information asymmetry is power”.

Ray2CEIBSIn a glowing introduction of the evening’s guest speaker before his lecture, Dean Ding also announced the launch of a research fund in honour of van Schaik. Under the research proposal, “Aged to Perfection: Benefits from An Inactive Population” the goal is to attract four projects, over a 12-month period, to examine the timely issue of how aging members of society can still add value. As van Schaik explained in his inimitable style of shooting straight from the hip, the idea is to look at “how to deal with this ever-increasing lake of people that have been made redundant and have nothing to look forward to.”

Van Schaik’s hour-long lecture was followed by a brief but spirited Q&A in which both he and Dean Ding fielded questions from the audience.

Master Class, a high-end brand event, was launched in 2014, when CEIBS was celebrating its 20th anniversary. It aims to invite the most influential corporate leaders and scholars from home and abroad, providing direction, inspiration and entrepreneurial spirit for students and alumni.


The original article appeared on the CEIBS website.

GBSN Teaching Entrepreneurship: Call for Contributions

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GBSN, together with ESCA Ecole de Management and the Summit’s Steering Committee, call for your contribution to this exciting international forum, addressing and exploring innovative models for entrepreneurship education.  

This invitation goes out to faculty members, education practitioners, researchers and stakeholders interested in the impact and influence of business education on the entrepreneurship ecosystem.

Applicants are invited to submit a proposal addressing one of the following five areas:
  1. Topics and emerging issues for entrepreneurs that are important for educators to address
  2.  Innovative pedagogy, teaching tools and program design that educators should consider adopting to be effective in their respective regional or local context
  3. Women entrepreneurship
  4. Social entrepreneurship
  5. Family business
General Information
  • All Proposals should be submitted through GBSN’s online system by February 28th, 2018.
  • Applicants will receive information about the status of their submission from GBSN by March 9th, 2018, at which point additional information and interviews may be requested.
  • GBSN Membership is not required to submit an application; however, special consideration will be given to proposals that include faculty or staff of GBSN Member Schools.
  • Schools and organizations that have not presented at or attended a GBSN conference or summit in the past are strongly encouraged to submit proposals.
  • All Summit speakers are requested to ensure sufficient funds to pay for their flight, their accommodation and their registration fee. GBSN will provide a code for a significant discount on registration.
  • French proposals are welcomed and presentations can be in French or English. GBSN will provide translation.
  • The GBSN Summit does not provide a peer-review process for research or publication. Research, cases or other publications that are submitted should have practical relevance to the selected topic and do not have to be exclusive to this summit.
Please find the detailed information here


Sharing Best Practice Workshop - Learning & Innovation: Catalysing Performance

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Organisational success requires both, operational excellence in what our organisations do today as well as innovation and change in building our future in a dynamic world. Digitalisation is reinforcing the quest for innovation, be it incremental or breakthrough, be it at the customer interface or within organisations and their ecosystem of partners and suppliers. We need shorter response times, more adaptability to change and sometimes more external orientation. The corporate learning function has a paramount role in driving an innovation mindset, in supporting experimentation and exploration, in leveraging inorganic growth as a source of innovation and change, and in connecting the dots across the enterprise for reaching a higher level of its performance.
 
This Sharing Best Practice workshop will focus on “Learning Innovation, Catalysing Performance” and will be hosted by Repsol in Madrid, Spain on 21 evening - 22 March 2018.

In this one-day workshop, Repsol will showcase how their learning function is supporting, in a systematic manner, the development of innovations that supports businesses consistently. We will visit the Repsol R&D center and see two concrete innovation cases. Mazars, Santander, Steelcase and Telkom Indonesia will contribute additional cases, and we will discuss leading global practices to foster innovation. 
 
Participants will:
  • Understand L&D’s power in driving innovation
  • Explore best practice cases from Repsol and other companies
  • Reflect on their own opportunities for learning and innovation to increase sustainable performance
  • Be incited to experiment with new ideas when back in their organisations
Please click here for the programme and registration.

For more information, please contact This email address is being protected from spambots. You need JavaScript enabled to view it..

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.)

HUMANE Professional Pathways Programme for Senior Finance Professionals

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Re-framing financial leadership in a more complex and turbulent world

Hosted by Utrecht University, March 12-13, 2018

With contributions from:


  • Marko Mršnik, Senior Director, S&P Global Ratings
  • María J. Redondo, Founder and Director, ImprovToritos & ImprovLead
  • Bob Rabone, Former CFO, Sheffield University
  • Timothy Murphy, Senior Cyber Security & AI Consultant
As the world has become increasingly complex and turbulent over recent decades, European higher education has fared remarkably well.

But as the combined mega trends of Europe's demographic crisis, the shift eastwards of political and economic power, and the advent of artificial intelligence gather momentum, is this apparent stability sustainable?

Can higher education keep dodging the bullets and retain relatively predictable funding compared with others, based on a business model that has remained largely unchanged for 70 years?

How rapid and disruptive will the resulting changes be? And what are the consequences of these changes for European higher education, for individual institutions and the role of senior finance professionals?

These are just some of the questions which the senior finance professionals pathways programme will address. Click here to view the final programme.

It is designed to be a highly interactive, professional and personal development experience, led by an impressive array of contributors.

Register here to secure your place. This programme would be ideal for a range of senior finance professional including CFOs, FDs, Planning Directors, Chief Accountants, Financial Controllers and senior management and project accountants. As ever, Heads of Administration HUMANE members are also welcome to join the programme.

Register now to secure your place.

GBSN 2018 Experiential Learning Summit in Lima, Peru

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The Global Business School Network, Universidad ESAN and The Latin American Council of School of Administration - CLADEA, invites business school deans, directors and faculty to a highly interactive, international summit on Experiential Learning that provides an in depth examination on how schools use real-world projects to give their students an impactful learning experience. 

The summit will convene colleagues from around the globe with a shared interest in improved management education for the developing world to discover innovative approaches to applying action based learning curricula with an emphasis on the Latin America context, explore opportunities to increase multi-sector engagement in management education within the region, engage with international peers to share experiences, best practices, and lessons learned, and design an experiential learning program that can be applied to your management education curricula.

Registration is now available. 
GBSN Members is $250; Non-Members: $375; Regional Rate: $150

Please, go here for more information. Download the flyer.

Three New Courses Certified by EOCCS Online Course Certification System

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Many congratulations to ESSCA School of Management and Politecnico di Milano School of Management, whose courses have been recently certified by EOCCS Online Course Certification System.

Three courses from these two renowned institutions have been awarded EOCCS Certification:

ESSCA Ecole de Management, France

- MOOC: Creative Box

“EOCCS certification for our MOOC “Creative Box” is not only a recognition of the excellent work of ESSCA’s Institute of Advanced Pedagogy, but an encouragement for further steps,” said Samir Ayoub, Dean of ESSCA School of Management. “We congratulate EFMD for providing this international benchmark, and we appreciated the very straightforward peer-review process, which is perfectly in line with the philosophy of providing expert feedback for further improvement. Most importantly, we are happy to join the emerging, yet already dynamic EOCCS community on the future of online learning. Exchange on best practices and shared expertise will provide precious input into our overall teaching and learning strategy.”

Politecnico di Milano School of Management, IT
Executive MBA Program
- Course: Innovation Management
Flex Executive MBA Program
- Course: Supply Chain & Operations Management

Andrea Sianesi, Dean of MIP Politecnico di Milano Graduate School of Business said about the achievement: “The School of Management of Politecnico di Milano is extremely proud of its EOCCS certification, the first awarded in Italy. We firmly believe that digital technology can totally change the way we approach the education, training and continuous development offered to managers and executives. We were the first to teach an EMBA in digital learning, our Flex EMBA, recognised by AMBA to be among the six most innovative EMBA courses in the world, because students acquire the same skills and make the same personal connections as if they were taking a traditional Master, while they also enjoy the benefits of the most advance technology."

"Online learning is now central to all of our Masters and courses, including those offered to companies. Receiving this EOCCS certification is a further acknowledgment for the School, coming closely on the heels of the Financial Times’s 2017 rankings, which listed the School among the best business schools in Europe for the ninth year in a row, and of the prestigious QR ranking, which placed us 20th in world for our international Master in Business Analytics and Big Data.”


"We would like to warmly congratulate both institutions for the tremendous work they put into the development of their online courses and for the completion of the certification process. EOCCS gives online courses within universities, business schools, corporate learning organisations and public agencies a top international quality benchmark in the online learning landscape, strengthening not only their market positioning but also allowing for critical self-reflection and peer assessment,” added Anne Swanberg, EOCCS Director.

The system is open to any institution delivering online business and/or management-related courses that are stand-alone or constitute part of a certificate or a programme.

With 38 certified courses from 13 institutions, EOCCS has built an international quality benchmark for online courses worldwide. If you would like further information or are interested in your online course taking part, please visit the EOCCS website or contact This email address is being protected from spambots. You need JavaScript enabled to view it.

AlmaU Is in Top-3 Business Schools of Central Asia

AlmaUAlmaty Management University (AlmaU) has strengthened its position of Top business school in world rating agency Eduniversal-2017 (France), taking 3rd place among 68 universities in Central Asia.

The first place was shared between AlmaU and Indian Institute of Management Calcutta. It was announced on solemn rewards ceremony "top-3 business schools" which was held on 10th world Convention in Dubai on 9th of September.

The award was given to the president and founder of Almaty management University Asylbek Kozhakhmetov during the gala dinner. As the ceremony speaker has said: "It was the first time when India business schools have given the pace to others!" It was always them who used to take the first places annually.

In the framework of the contest, there were three best business schools in each of nine geographical zones, which were rewarded by members of the Scientific Committee Eduniversal. The geographic zone of Central Sia consists of 3 schools from Kazakhstan: Kimep, Nazarbayev University. AlmaU, 47 schools from India, 3 schools from Pakistan, 13 schools from Bangladesh, Bhutan, Kyrgyzstan, Maldives, Nepal, Sri Lanka, Uzbekistan. 

The winners were chosen using the poll method, references, and interviews from 1000 deans and the strongest business schools executives who voted in Eduniversal Deans in 2017.

At the panel session of the 10th World Convention Asylbek Kozhakhmetov came out with the report on theme «The start-up model as a key element for programmes». At the end of his speech he invited all the participants to the annual international forum "Entrepreneurship in fast-growing societies", which will be held in Almaty Management University in May.

It must be mentioned that Eduniversal is a global rating agency, which makes an annual rating of business schools and universities in more than 150 countries.

2017 EFMD GN Americas Conference: Concluding Remarks

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Guest Post by Jorge Haddock, University of Massachusetts Boston, Chair of the Conference
New York City, USA – 29November - 1 December 2017

Four themes emerged throughout the conference, (1) the impact of technology in pedagogy and all other aspects of business education, (2) business disruption, most led by technology, (3) the talent gap, and (4) the disconnect between academia and practice.

In the opening keynote, Julio Portalatin, CEO & President, Mercer, USA argued that it’s all about leadership rather than management, leading for success and positioning the company for the future. More jobs will be created than displaced by technology.

He also posited that although business disruption is being led by technology, companies like Amazon realised that it’s not all about technology and that some human interaction is required. That’s why they acquired Whole Foods and will penetrate the pharmaceutical market. In this technology led disruption of business we can foresee 65% of children born today going into a career that doesn’t exist today. We can also expect much of the disruption to continue around AI development.

Given the above, 93% of companies will do something major to incorporate technology and AI in the near future. It is important to recognise generational change especially around technology. For today’s, technology is a given. Hence, it is all about the organisational culture embracing technology, which requires a new work environment.

One major CEO complaint is the inability to match opportunity with talent. Another issue is how academia prepares students for the job market. On the one hand they need to be job ready on the other hand they should have wide critical thinking skills and cognitive flexibility where a more Liberal Arts type education would be more appropriate. Business schools that stay relevant among these changes will prevail. The trend indicates the rise of specialised masters programmes, but the MBA will remain the most valuable degrees. However, it will only remain so given well-rounded MBA programmes that teach students to think critically.

The panelists on Trends in Online Education showcased some of their work at their institutions and discussed the major challenges, opportunities and threats. The major challenges include a sometimes negative market perception, resistant faculty, a lack of innovation culture and pedagogy and definition of the right portfolio. The opportunities and threats include increasing interest in ROI (ROE) Return on Education, demographic shifts, adjacent markets and product subs, the parcellation of the education offering and the integration of AI.

The panelists from the corporate world (Accenture, Allianz and GloCap Search) on Preparing Students for an Unpredictable Future discussed the major challenges that organisations face when integrating talent. Two of the major challenges that organisations face are the skills gap and performance improvement.

The takeaways include:
  • Diversity of thought and experience is key
  • Ideal students are flexible, think on your feet and are good listeners
  • There is an exponential growth of knowledge that is required from students
  • Students need to communicate effectively, develop social skills and EQ
  • Ability to navigate office politics is often lacking among graduates. This includes the necessary patience and time it needs to grow within an organisation
  • Command of technology is important
  • A class on where student experience failure and how to deal with it could be highly valuable
There is a disconnect between academia and practice due to faculty who believe they know what they should be teaching. Business Schools are supposed to provide great thinkers and people with the necessary hard skills to hit the ground running: to what extent are Business Schools responsible, to what extent are companies responsible and to what extent individuals?

Attendees finished the day in the Beyond the Tip of the Iceberg: Networking Session and had the opportunity to engage in an open-format interactive session where they identified and discussed with their peers challenges that they face at their institutions.

The next morning, Dean Soumittra Dutta discussed New York – the Epicenter of Creativity and Transformation. He described Cornell Tech in New York City and its implications on disruption in Higher Ed and economic development: An alternative ecosystem to Silicon Vally that combines business education, computer science and engeneering while being close to Business. The ambitious vision is to transform New York ‘s economy by horizontally affecting existing industries with innovative technological disruption. The incredibly resourced poject showed innovation by an interdisciplinary set-up going so far that faculty hiring decision are done by an interdisciplinary committee, faculty offices were abandoned and impact became a promotion criterion for faculty.

Creating sustainable ecological and financial systems was discussed in the final session titled Unconventional Leadership in a Complex World: social innovation through partnership & creative thinking. Tijuana was one of the most dangerous cities on earth according to homicide statistics and the place where Torolabs works, an art collective that creates change on the microlevel by applying social innovation. Leveling canals, buidling farms, bringing together architects, artists, psychologists, business men, researchers, MBA students and engineers to create a community in the middle of the most dangerous hot spots of Mexico led to a 85% decrease of the crime rate. Participants saw a wonderful example how impactful change is possible.

Questions for reflection to take home:

  • Is social media adequately embraced by academia?
  • What is the importance/impact of machine learning for your school and business in general?
  • What should business schools be doing other than teaching students to get a job?
  • How are you adapting to the different behavior of younger generations (shorter attention spans, listening skills)?
  • Are you comfortable with embracing change? Are you comfortable with the uncomfortable? How to prepare for what's coming next?
  • Are you, your students, your alumni, your institution lifelong learners?
  • Should business schools be managing expectations upon graduation? Who is to blame? Parents, business schools?
  • Do your programmes teach failure?
  • Are you ready for the technological change that affects almost all industries?

EFMD Celebrates New EPAS Accreditations and Re-Accreditations

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We are very happy to announce that the EPAS Accreditation Board has recently awarded EPAS accreditation to one new programme, and that two programmes were successfully re-accredited.

The following programme has been recognised by the EPAS quality label for the first time:

Peter Faber Business School, Australian Catholic University, Australia
- Bachelor of Commerce

“The Peter Faber Business School, Australian Catholic University is honored to become part of the global EPAS family. While the process was demanding, it reinforces to us the value of receiving EPAS accreditation which recognises quality in the field of business and management. We appreciate the observations and recommendations of the accreditation team which will guide further quality improvements to our Bachelor of Commerce as we seek excellence in a quality business education programme. We look forward to a long a rewarding association with EFMD and EPAS,” said Susan Dann, National Head of the Peter Faber Business School.

The two following programmes have been successfully re-accredited:

Chulalongkorn Business School, Chulalongkorn University, Thailand
- Master of Science in Finance (English Programme) 

"We are much honored that the Master of Science in Finance Programme has been granted a 5-year accreditation from EPAS, the highest mark any programme can achieve," commented Pasu Decharin, Dean of the Chulalongkorn Business School. "After the first 3-year accreditation received back in 2015, the MSF Programme has passionately embraced EPAS guidance and recommendations from the previous peer review team and diligently implemented measures and activities that help us to be even better than we were 3 years ago. As we learn about the EPAS recognition of the hard work the MSF Programme has put in and the resulting quality improvements it has achieved, we rejoice and celebrate together and look forward to an even brighter future at Chulalongkorn Business School."

LUT School of Business and Management, Lappeenranta University of Technology, Finland
- MSc in International Marketing Management 

”We are delighted at LUT School of Business and Management to continue to be a member in EPAS family. We value the international recognition and the rigorous accreditation process that has helped us tremendously in our pursuit of excellence and quality in education,” declared Sami Saarenketo, Dean of LUT School of Business and Management.

David Asch, Director of Quality Services & EPAS Director, commented: “We are delighted to welcome the Peter Faber Business School into the EPAS community and to celebrate the re-accreditation of two excellent programmes. The EPAS accreditation from EFMD is one of the most demanding yet effective ways to certify the quality of a programme in the field of business and management. We would like to warmly congratulate all three schools for the tremendous work they put into the development of their programmes and for the completion of the accreditation process.”

EPAS was launched in 2005 and in 12 years has had a considerable impact on the quality of business school programmes all over the world. There are currently 108 programmes from 81 institutions across 38 countries accredited by EPAS. For more information on EPAS visit www.efmd.org/epas

Season's Greetings 2018

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Triple Helix: Managing Regional Innovation Ecosystem - Webinar

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Webinar: 12th December 2017, 6 pm CET Time


Objective of the Webinar

This webinar aims to bring two distinctive perspectives from an academic and a policy and practitioner perspective. Both speakers will address issues related to the emergence, development, structuring and management of regional innovation ecosystems (mostly now in a context of smart specialisation), including strategies and challenges for policy and governance. Since we are in a Triple Helix backdrop, the interactions around universities, industry (in the broader possible sense) and government (all types) will be also in focus.

Target audience

Traditional Triple Helix members – predominantly academics and innovation consultants, specialising in innovation systems, knowledge transfer, university-industry collaboration, science parks and incubators, and other topics related to the Triple Helix model.

Talk 1: Regional innovation systems, new approaches to mapping potential and fostering co-operation - by Alasdair Reid

Regional innovation systems theory and policy has evolved considerably over the last 20 years since first emerging in the mid-1990s as a new strand of thinking. The capacity to map and analyse the capabilities, networks and outputs of RIS has grown and novel approaches to capturing and mapping data (quantitative and qualitative) are being experimented to support regional smart specialisation partnerships to develop strategies. In parallel, the policy instruments and policy delivery mechanisms are evolving to reflect much more open, complex and diverse types of co-operation that can occur within and across regional innovation systems. This presentation will provide insights from recent and on-going research carried out both the mapping of regional innovation ecosystems (including the context of the smart specialisation process) as well as outlining new policy approaches that can help strengthen regional innovation systems.

Talk 2: Reverse thinking regarding the place of SMEs in a regional eco-innovation system - by Christian Saublens

Today, most policy makers start to look how the regional assets are able to enhance innovation. This seems to have a limited effect. Shouldn’t they start to analyze what regional enterprises need to innovate and be competitive in order to redesign the support services? For a lot of reasons SME, representatives have difficulties to understand the intervention logics of public and academic stakeholders. This has for consequence i.a. a mismatch between the offer of public support and the entrepreneurs’ expectations. Should the actors of the innovation ecosystem better consider the enterprises’ needs, the type of innovation matching the 5 critical functions of the enterprise and the interactions between the enterprise with its customers as well as with public and semi-public actors.

The Presentation will focus on the following issues:

  • Policy support system of an innovation eco-system,
  • Innovation eco-system of an enterprise,
  • What type of innovation for each of the enterprise core assets?
  • How can policy makers detect and respond to the enterprises’ needs?
  • What can enterprises expect from the high education stakeholders?
For all practical information, please visit the event's webpage.

The Business of Impact: Does Anyone Use Management Research?

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Business schools have been criticised for decades for lacking relevance in their teaching and research. And for good reason in some cases. However new research shows that the disconnect is hardly their fault alone, and Simon Linacre argues that now is the time for business schools to lead the way for all social science research in recognising co-creation and cyclical approaches.

 
In their now seminal piece in Harvard Business Review in 2005, Bennis and O'Toole seemed to touch a real nerve in their assertion that business schools had lost their way, and lacked the 'courage' of other professional schools in medicine and law to define the standards that would benefit their professional students. When the article was published, I had been with Emerald Publishing for just over a year, but its effect seemed seismic. As a publisher with over 100 business and management journals at the time, we took it very seriously, and reflected on what it might mean for business schools, many of whom were our customers. How should we develop our journals to meet the new demands that might come our way?

In truth, the article did not seem to change anything at first. However, in the last dozen years the business school industry has seen gradual, but nevertheless major, changes. Enhancements to accreditation processes, government demands such as impact case studies in the UK's Research Excellence Framework and initiatives like EFMD GN and FNEGE's Business School Impact System (BSIS) have all made business schools more relevant, but without changing the some of the major drivers in play that disincentivise academics from building greater impact from their research and teaching.
 
CoverFrustration at this lack of movement and aware of the role played by publishers in this stasis, Emerald commissioned some original research in 2017 from Research Consulting, which was published in November in a white paper titled 'The business of impact: does anyone use management research?'. Emerald did this to firstly prove that the relevance gap was there, and secondly to get some clues about what could be done about it. That there is a gap is quite clear - for example, a whopping 97% of academics feel their research has some sort of relevance outside academia, but only a third feel incentivised enough to actually engage with practitioners. What came through loud and clear is that while there is ample opportunity on both sides to engage, the structures in place actively prevent this happening.
 
So, can anything be done? There are many ideas starting to take shape in the white paper, and there is a good deal of excitement and resolve at Emerald to start working on these in the coming months and years. To take just one idea, changing the dynamics of how research is conducted, rewarded and indeed published with co-creation as the new model is a paradigm shift that would close the gap quickly. This won't be easy, but making research more relevant may mean switching from a linear model of knowledge transfer to a more cyclical one of 'knowledge mobilisation'. In other words, relevant business and management research should develop from an acute awareness and recognition of the real world context, which is more likely to be built through co-creation. 

Put simply, the more researchers see the problems affecting professionals, the more their research questions will be relevant for practice. Do this, and the seismic shift started by Bennis and O'Toole may yet shake us all from our beds.

Simon Linacre is Head of Business, Management & Economics Journals at Emerald Publishing

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5th Deans and Directors Conference - NBEAC - Creating Impact With CPEC

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About NBEAC


NBEACNational Business Education Accreditation Council (NBEAC), was established by Higher Education Commission (HEC) in 2007 to assure quality in business education degree programs. NBEAC is a national level accrediting authority to organise and carry out comprehensive program of accreditation.

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

Purpose

NBEAC’s Deans and Directors Conference annually brings together more than 100 deans and directors of business schools for strategic level discussions. This year’s theme is “Business Education: Creating Impact with CPEC”. The conference will focus on the balance required between global paradigms versus the need to customise business education in Pakistan according to the local needs. Both businesses and business schools in Pakistan – small or large, urban or rural – face competition for products and services created by the spread of information technology and globalisation. However, the context, culture and heritage demands a certain degree of indigenisation in management practices and in business education. The conference program is designed to increase the effectiveness of business education in Pakistan, through debate on the mentioned issues and through related refinements in the accreditation process.

Objectives

  • To evaluate the extent to which business education in Pakistan is preparing graduates to contribute to the local and global economic activities.
  • To identify unique themes and specialisations for business education in Pakistan, keeping local needs and global trends in perspective.
  • To discuss the balance between indigenous vs. international curriculum content for effective business education in the country.
  • To share the experiences of education leaders from Pakistan and other countries, of creating a balance between indigenisation and globalisation of business education in their countries.
  • To identify ways in which accreditation can be used as a framework for addressing the challenges associated with convergence and divergence.
For more information on the programme please go here or download the conference brochure here.

Free Webinars - 2017 Excellence in Practice Awards

The EFMD Excellence in Practice Awards (EiP) recognise outstanding and impactful Learning & Development partnerships in the domains of Leadership, Professional, Talent and Organisation Development. To learn more about the winning cases from 2017, we invite you to join our free webinars.

EiP Winners Gold2017 webpage
EiP Winners Silver2017 webpage

Cisco Global Technical Leader Programme
Cisco & LIW

Tuesday 21 November 2017 (3:00pm CET)
Webinar Registration

Creating a Culture of Innovation
Telenor & INSEAD

Monday 27 November 2017 (1:00pm CET)
Webinar Registration

Nokia Adaptable Leader Programme - Turning VUCA to Advantage
Nokia & Complex Adaptive Leadership & Abilitie

Monday 4 December 2017 (1:00pm CET)
Webinar Registration

Enabling Positive Futures at Old Mutual Wealth
Old Mutual Wealth & Accelerance
Tuesday 5 December 2017 (3:00pm CET)
Webinar Registration

Tackling a Crisis
Diabetes UK & Novo Nordisk & Ashridge Executive Education
Friday 8 December 2017 (12:00pm CET)
Webinar Registration

Filling the Senior Leadership Pipeline at Mars, Inc.

Mars & Center for Creative Leadership (CCL)
Thursday 18 January 2018 (4:00pm CET)
Webinar Registration

Developing Leaders of Growth Companies
ANZ & University of South Australia Business School
Tuesday 23 January 2018 (9:00am CET)
Webinar Registration

Are you interested in taking part in the 2018 EFMD Excellence in Practice Awards?
Feel free to join the Information Session webinars on 11 December, 9 January and 1 February.
For further information, please visit www.efmd.org/eip or contact This email address is being protected from spambots. You need JavaScript enabled to view it..

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Innovation in Leadership - Take part in this new Special Interest Group (SIG)

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Join Nokia, Baloise, Bayer, Siemens and SwissRe, alongside our sponsor and subject matter expert Hult International Business School, for an intensive learning journey in the framework of EFMD Special Interest Group on “Innovation in Leadership."

Good leaders matter, and good leadership can transform an organisation. Given the challenges we all face in the VUCA environment, we need leaders that can build resilience coupled with agility. We also need leaders who can prepare for an uncertain future whilst dealing with immediate challenges of disruption and competition that can emerge from largely unknown sources.

By joining this SIG, you will get a chance to experiment with new techniques, philosophies and technologies and share as well as debate the results of that experimentation. The SIG will therefore be intensely practical and will look at emerging research and pre-implementation experimentation.

Do not miss the chance to be part of the leadership innovation drive in a diverse group of leading companies and learning disruptors. Explore cross-functional strategies, capitalising on open sharing with your peers!

Hult
This group is sponsored by Hult International Business School (including Ashridge).

We expect the SIG to have a duration of around 9 months. This will depend on the agreed work schedule and deliverables. It would involve at least one immersive field trip. The first virtual session will take place either on 28 November 2017 9AM CET or 1 December 2017 9AM CET.

More information on the SIG background, objectives and deliverables as well as the application form can be found on the SIG webpage.

If any further question, do not hesitate to contact Shanshan Ge at This email address is being protected from spambots. You need JavaScript enabled to view it..

AUC School of Business Launches Business Forward

2The new knowledge portal will provide insights and analysis on business and economic trends in Egypt and the Arab region.

Forward-thinking business content has a new name: As part of its continuous efforts to blend world-class education with meaningful business and economic analysis, the AUC School of Business launched the dynamic Business Forward content platform on November 6.

Capitalising on its unique position within the School, Business Forward sets out to disseminate knowledge by taking an in-depth look into trends and developments and how they impact local and regional economies. It does so through a variety of content that relies on interviews, features and opinion pieces, while also utilising visual storytelling through videos and infographs.

“Business Forward is fortunate to have prominent members of the business community – who are also members of the Dean’s Strategic Advisory Board – on its editorial board,” says Sherine Meshad, associate director of communications and marketing at the School of Business.

“Dalia Wahba, Neveen El Tahri and Tarek Tawfik have their hands on the pulse of business in Egypt, while Aliaa Bassiouny, Ayman Ismail, Kevin O’Connell and Ghada Howaidy are all deeply engrossed in cutting-edge business research developments.”

Scrolling through the online platform, readers will find that content is packaged and linked together in a way that naturally leads from one piece of informative content to the next. Want to learn about the vision and strategy for the New Administrative Capital? Right this way, please. Want to take stock of the post-devaluation effects on the Egyptian economy? Thoughts are unlikely to fluctuate on that one. Want to understand the business models behind the booming fitness and fashion industries? Read through the featured “Passion Projects”.

“Through a diverse set of content, we are setting out to reflect on how trends and developments in different industries and sectors impact the overall economy,” says Amira Salah-Ahmed, managing editor of Business Forward.

“The content featured in our launch package, for example, looks at how economies are built around things like fashion and fitness, while also painting a comprehensive picture for readers of the latest trends in financial technology, as well as giving an overview of urban development by examining the vision for the New Administrative Capital.”

Business Forward complements such engaging topics with notable events, activities and research happenings at the AUC School of Business. The platform will also create a space for dynamic discussion through its opinion section, featuring articles from guest contributors, prominent professors and business leaders.

“Business Forward stems from the commitment of the AUC School of Business to connect the business world with that of academia,” says Interim Dean and Associate Professor at the School, Nizar Becheikh.

“It aims not only at disseminating the wealth of knowledge created by the School and its different research centres in layman language, but also at providing analytical and thought-provoking intake on current issues.”

Digital times might very well be changing the way information is consumed, but the pursuit of knowledge remains the same. To this end, Business Forward is focusing its efforts on delving into the timely and relevant issues impacting business and economy locally and regionally, all while presenting this information to readers in an easily accessible and engaging way.


2017 EFMD GN Asia Annual Conference: Concluding Remarks

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Guest Post by Peter Little, Chair of the Conference
Bali, Indonesia - 27 October 2017

Throughout the conference six themes emerged, namely: technology, data analytics, internationalisation, impact, accreditation, and leadership. 

Technology

First, technology in one form or another underpinned each session. We saw how Microsoft is now reaching into quantum computing with staggering power to process information - this technology trend offers positive opportunities for business schools to create operational efficiencies, increase our knowledge of our students' learning journeys and enrich the student experience.

Professor den Hollander, AO, Vice-Chancellor of Deakin University, showed us how she has used technology, including Artificial Intelligence, to completely re-conceptualize her university. She provided a deep insight into how universities and business schools may well look in the future. And let us not forget that Deakin University has achieved the highest student satisfaction rating in Victoria for five years in a row. The students, digital natives, clearly enjoy the rich experience provided by her digital strategy. 

We also saw how the Open University Business School has successfully built a global business using online learning. Technology is central to Open University's business model, student experience and learning outcomes. Similarly, Pertamina’s corporate university is largely founded on E-learning and, as Dr Karantina Marhaeni demonstrated, it enables the company to provide modular learning to all level of employees in far-flung locations with positive outcomes for learning and workplace performance.

Lawrence Smith took us to the edge of technology enabled learning: micro modular learning – the ultimate in just in time, just enough and just for me learning. This is learning for busy professionals, even refreshing their knowledge on their way to meetings. It also offers a methodology for large companies wanting to provide continuing professional education for employees whose skills and knowledge needs are constantly evolving. All with powerful outcomes. Micro learning also offers a massively growing market for continuing professional education. An important related issue as outlined by Professor Rajendra Srivastava, Dean of the Indian School of Business, is the need to help students "learn to learn". Should this be a graduate outcome, setting students up for life-long learning especially through the use of technology?

Data analytics

Data analytics was also a recurring theme. Clearly, technology enables us to capture in a timely way, data about our markets; our students – their performance, their experience, their sentiments about the business school and university. Data analytics, as we saw, enables us to measure learning outcomes (helpful for accreditation purposes); and we were shown how analytics enable us to better understand academic performance and to view research performance in new ways.

Dr. Alison Lloyd, Director, Institutional Research and Planning, The Hong Kong Polytechnic University, demonstrated the extensive data analytics programme of her University which underpins its drive for academic and operational excellence. Likewise, Jason Lawrence, Market Development Director, East Asia, GMAC highlighted the critical importance of data gathering and its analysis as the keys to helping MBA students and MBA programmes to find each other in a congested international market place.

Internationalisation

Internationalisation was another recurring theme emphasising that internationalisation is an indispensable aspect of business school success today. We saw that internationalisation of management education is part of the public policy of ASEAN and an important strategy for Indonesia as demonstrated by the work of Indonesia's NUFFIC and Share - amongst others facilitating international student exchange.

Internationalisation is also central to the Open University business school business model, to GMAC and, importantly, to the accreditation programmes offered by EFMD. EQUIS accreditation, in particular, upholds internationalisation as a core principle and aspiration.

Technology and data analytics, as we also saw many times throughout the conference, aid the internationalisation process. They also assist with generating impact and identity in the international market place.

We also considered the question whether internationalisation is simple. In answer to this question the discussion showed that internationalisation may be simple or extremely complex depending upon a School's level of aspiration. Thus, we saw it is relatively easy for us all to reach out to others for collaboration, exchange and research if we have the mind and will to do so and to continue to do so. On the other hand, building global programmes is a more complex long-term, and resource intensive journey. Nevertheless, it was clear from our discussions that in order to properly serve our students, our faculty and the business world we should be taking the international journey – it is and will be part of our continuing journey of success as business schools.

Impact

We were fortunate to hear an excellent presentation from Dr. Yuan Ding, Dean, CEIBS, China on how his Business School was created to generate impact on management education in China but now has a global impact. He emphasized how important it is for leaders to think specifically about impact and how they can create it and measure it in the School’s various activities - a new measure of leader performance? Also, he emphasized the value of rewarding faculty who create impact for business managers, leaders, and industry.

Both Dr. Yuan Ding and Professor Srivastava referred to their aspiration to close the gap between theory and practice as a mounting challenge but one which is designed to create impact upon and relevance to the corporate community.

Accreditation

While this conference was not focused upon accreditation, it was still a recurring theme. Firstly, speakers referred to it as a framework for Business School leaders helping to raise their schools to best practice international standards; helping with quality; continuous improvement; and internationalisation.

We also heard how the BSIS process helped CEIBS to measure its impact. We saw accreditation helping corporate programmes, online programmes, entire Business Schools to drive success. EQUIS, EPAS, CLIP, EOCCS, and BSIS were all mentioned.

Leadership

Not surprisingly, leadership emerged as the key to us achieving success in a highly competitive, constantly changing global world of business. Disruption, we heard, is an ever present threat and opportunity. Whether we can harness the opportunities which our speakers identified from their own journeys will depend upon the minds of business school leaders.

As Dean Williams, Faculty Chair, Global Change Agent Programme, Kennedy School, Harvard University, said, we need leaders who can bring the human dimension to the technological age. They will be adaptive, boundary-spanning leaders - mobilizing people to face reality. And, please don't forget the emerging reality which Professor den Hollander shared with us - the digitised university. It is here - a new reality!

Thus, the context and environment for business schools has changed and is changing - it is no longer like it was in 1997 or 2007. This poses serious questions for us as leaders. As Professor Srivastava so aptly stated: we should as leaders dream the future - imagine outcomes - and be learning from the future.

To go further - Some points for reflection

  • How do you rate your digital journey?
  • How do you rate your data analytics capacity?
  • Are you investing sufficiently in cutting edge technology which will enrich the student experience and running of your School?
  • Are you active in TEL/online learning?
  • Have you considered micro/modular learning?
  • Do you see your School as being on a journey of transition or transformation using imagination, creativity, and wisdom?
  • Are you measuring impact – what is the true impact of your Business School?
  • What are the new dimensions of internationalisation open to you – how deeply is internationalisation embedded in the psyche and leadership of your School – what can you leverage to be distinctively international?
  • What is on your leadership agenda for technology?
  • What is your leadership narrative? What positive messages do you communicate to your students, your faculty, your corporate customers about the future success of your Business School?
  • Does your narrative project any urgency about adapting to the future – not just clinging to and projecting history and the status quo? Remember, narrative matters
Have a look a the photo album of the conference here

EQUIS Success Story: University of Stellenbosch Business School

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EQUIS 20th Anniversary - Blog Series

Do internationally formulated accreditation standards apply to schools in the African context? Piet Naudé, Director of the University of Stellenbosch Business School (USB), evaluates his experience. 

When I arrived at the University of Stellenbosch Business School (USB) in 2014, I had at that point not had experience of specific international business school accreditation processes. My experience was limited to external national accreditation of professions like Engineering, Architecture and Industrial Psychology.

I was somewhat hesitant about the upcoming EQUIS process as I assumed it could lead to a situation where internationally formulated standards are simply applied blindly to schools in an African context. This could have a homogenising effect on schools that attempt to respond to their context in a mission-specific way. And it could reinforce the hidden idea that a Western “centre” determines what happens on an African “periphery”. 
 
I was, however, pleasantly surprised at both the spirit and the actual work done with us by a very professional review team. The team consisted of experienced business school colleagues with a good grasp of the realities and constraints under which we operate. They were well prepared and gave detailed attention to our self-reflecting report, creating a base for meaningful questions and interactions. 

The peer review team, furthermore, acted in a spirit of true academic and collegial peers by pointing out the many strong points at USB, urging us to exactly strive for contextual impact and relevance. This was hugely encouraging as at that point USB had been without a full time Dean for 18 months, and the colleagues worked under huge stress.

The peer review team also assisted us in identifying important areas for improvement. The value of external reviews is that one is able to see aspects of yourself that under the pressure of operational requirements, slips your eye and your mind. The team also created opportunity for us to determine improvement areas ourselves, with clear targets set over the subsequent years.   
 
The accreditation process therefore confirmed our resolve to be a contextually based African Business School that plays an international and global role by adhering to the broad quality standards set for schools around the world.
 
The full five year re-accreditation empowered us to increase our strengths and to ensure that over time we also addressed some of the short-comings. This is the whole idea: Continuous quality improvements for giving better service to our students, alumni, business partners and civil society.    
 
EQUIS had really helped us to confirm our vision to be an African School of global repute.
 
Piet Naudé
USB Director 

Discover other EQUIS Success Stories: 

Recruiting, Managing and Developing Doctoral Talent

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Guest post by Mark Smith, Dean of Faculty, Grenoble Ecole de Management, France

In the late 1990s the consultancy giant McKinsey coined the term the “war for talent” to describe the rising competition for talented employees at the time. While there has not been exactly been a war between business schools, there is an on-going series of battles for top talent among both emerging and experienced academics. There is in fact another series of minor battles also occurring, the annual battles for the best doctoral students. The EFMD and Grenoble Ecole de Management recently organised a conference for the community of programme directors, heads of doctoral schools and other professionals working in doctoral education in order to consider the challenges business schools face in recruiting, managing and developing doctoral talent. This short article was inspired by the speakers, participants and organisers of the EFMD Doctoral Programmes Conference in Grenoble, for which I thank them.

Why Compete for Doctoral Talent?
Doctoral programs are resource-intensive activities that are unlikely to become a source of revenue, and in fact demand considerable investment and commitment from schools. Yet, at another level, such programmes are a key activity for developing business school reputation both among stakeholders and, increasingly, for rankings. Further, among academics, doctoral work is intrinsically rewarding and a rich doctoral programme can be considered an additional lever for recruiting and retaining experienced academics.

The doctoral researchers themselves may also be a lever for business school development. The best doctoral students can provide a boost for publications, data collection and increased capacity in pedagogic and research activities. With engaged research projects among stakeholders, doctoral students can also open up new networks, creating new connections for business schools with emerging and established networks.

Attracting Doctoral Talent
Attracting talent in this competitive, hi-tech age is, however, not so easy. In addition to within-sector competition, business schools are also competing for the brightest minds against other large organisations with attractive graduate programs and more generous terms and conditions – competition for a diminishing pool of traditional talent. Schools may need to go beyond their borders and also meet the challenges of generation and technological gaps.

A coordinated social media strategy can offer new opportunities to connect with potential talent but it requires engagement from faculty who may be reluctant to contribute. Experts point out that schools need use their faculty in order to both exploit their networks and provide content (research results) to attract talent who tend to rely on new forms of media for their information and to form opinions on schools’ reputations. In this way, social media may allow schools to develop and expand their ‘communities’ from which doctoral students may emerge while exposing potential talent to the richness of their academic environments.

Managing Doctoral Talent
The development of talent is an inherent part of the good doctoral programme. The combination of courses, working with experienced researchers and developing one's own research project provide many opportunities. However, talent development is much more than the relatively narrow research skills required to become faculty. Future employers seek graduates with a range of skills, the potential to have impact and future leadership skills. Doctoral programmes thus need to integrate training plans that go beyond research methods to conduct their own research and to publish in high-ranking journals.

Programme directors in doctoral schools are key drivers for developing doctoral talent but it is at the level of supervisor where real action may be required. Just as human resource managers rely on line managers to put organisational policies into place, programme directors need to rely on supervisors in the development of doctoral talent. Such policies include respect and understanding for the diversity of doctoral students by gender, ethnicity and nationality as talent increasingly comes from a wider range of backgrounds. New methods of training and development such as serious games may provide possibilities for training supervisors and others working with doctoral students.

Developing Doctoral Talent
A revised perspective on talent at the doctoral level also opens up opportunities beyond those traditionally provided by the academic career track. Business school networks should be able to provide greater opportunities for doctoral graduates in a variety of sectors and therefore expand their own impact – addressing that perennial problem of business school relevance and impact. Doctoral students can be reconceptualised as a means to promote relevance through networks and projects engaging with a full range of stakeholders and also providing opportunities for doctoral graduates of the future. Here co-funded academic-industrial doctoral programmes provide a framework for engagement at both the institutional and individual level.

Doctoral graduates from business schools are not necessarily destined for the academic career track and their futures as business leaders, entrepreneurs or policy experts require business schools to equip them with the relevant skills, career pathways and networks. Indeed the EFMD conference heard evidence showing that academics who can integrate their experiences from other sectors can have an important impact upon business school development. Business school academics engage with the “real world” but do not necessarily value the skills required to do so – doctoral students need these skills and need to appreciate their value.

Innovation and the Future of Doctoral Talent
In order to respond to these shifting demands for talent, doctoral programmes need to innovate and adapt. Yet doctoral studies have not necessarily been at the forefront of innovations and resistance to new forms of doctorate remains. There is a tension between demands for fit-for-purpose doctoral programmes and legitimate concerns that innovations may lead to lower standards or a lack of recognition. It is up to accrediting organisations, business schools and programme directors to provide relevant programmes that develop the required competences for doctoral graduates without
diminishing the elite position of the doctorate in the educational hierarchy. In order to develop their relevance and retain their standards, developments in doctoral qualifications require the confidence of communities both inside and outside academia.

The community of professionals working with doctoral programmes should be rightly proud that their graduates learn perhaps the most valuable of all skills – they learn how to think. The next step is that graduates leave equipped and inspired to enter all sectors and organisations in order to demonstrate the potential value and impact for society at large of a doctorate in business and management. A graduate holding a doctoral degree has a passport to do anything they wish and the role of business schools and their doctoral programmes should be to open the eyes of their graduates to the potential opportunities and provide the skills and competencies for their talent to have an impact.

EQUIS Success Story: School of Management, Xiamen University

Xiamen
EQUIS 20th Anniversary - Blog Series


Prof. Jianming Ye, Dean of the School of Management, Xiamen University (SMXMU), explains how the institution went from a three-year EQUIS accreditation to a five-year accreditation and how EQUIS standards helped SMXMU excel in international rankings.

Xiamen University (XMU) was founded in 1921 by Tan KahKee, the “Henry Ford of Asia”. As a harbor at the starting point of the ancient Maritime Silk Route, Xiamen had for centuries been known for its entrepreneurs, so Mr. Tan started XMU with a school of business, majors in accounting and banking and a call to “promote awareness of world cultures.” 

The School of Management, XMU (SMXMU), now one of China’s oldest and best business schools, was designated as one of the five national key disciplines in business administration and the Ministry of Education (MOE) ranks the School’s accounting as #1 in China. SMXMU has one of the first authorized MBA and EMBA programs in China, both of which are now Top 10 in China; the EMBA is famed as one of China’s “Five Golden Flowers.”

SMXMU was awarded 3-year EQUIS accreditation in 2013. In response to the Peer Review Team’s advice and under EQUIS standards, SMXMU conducted a comprehensive assessment of external environment and internal resources to further clarify its development strategy. Moreover, it has optimized the decision-making processes for teaching, research, internationalization and alumni and corporate connection in order to ensure a sustainable ecological system.

For example, SMXMU has spared no efforts to conduct improvement measures to improve its international recognition outside of East and South East Asia.

In 2013, SMXMU became one of 20 founding members of the Alliance of Chinese and European Business Schools (ACE), which was officially inaugurated in France on 31 May 2013 with EFMD as the patron.

In 2014, SMXMU joined as the Asian partner of the global leading OneMBA program. Despite initial difficulties, the School successfully implemented the OneMBA program with EQUIS standards as its guidance. As of 2016, 322 OneMBA students from 28 countries have studied in SMXMU.

Along the years, SMXMU has promoted internationalization in student exchanges, faculty recruitment and research. It also excelled in such international rankings as:

  • 2014, Forbes ranked SMXMU’s full-time MBA 7th, part-time MBA 8th and EMBA program 8th in “China’s Best Business Schools of 2014”;
  • 2014, Financial Times (FT) ranked the School’s open and customized EDP programs 46th and 53rd globally;
  • 2014, Manager rated SMXMU 1st in “Student Satisfaction” for 10 consecutive years;
  • 2015 and 2016, FT ranked SMXMU OneMBA program 34th and 29th in the world, respectively.
In 2016, SMXMU successfully obtained five-year EQUIS re-accreditation and is proud to be one of the 167 institutions around the world—the “1% of leading business schools”—holding the EQUIS quality label.

On the occasion of EQUIS’ 20th anniversary, SMXMU would like to convey its sincere congratulations to EQUIS and EFMD for their great achievements, as well as express many thanks to EQUIS for helping the School consolidate advantages, overcome shortcomings and make progress on future initiatives.

Discover other EQUIS Success Stories: 

EQUIS Success Story: Nottingham University Business School

Nottingham

EQUIS 20th Anniversary - Blog Series

In 2016, Nottingham University Business School welcomed an EQUIS peer review team for the third time, having previously been accredited for two spells of three years. Alistair Bruce, the School's Dean, discusses the customised nature of the process. 

Our School is distinctive in having three international locations, the original UK operation and parallel activity at the University’s Malaysia and China campuses, established in 2000 and 2005 respectively. This presents challenges in explaining the common principles underpinning operations in each location alongside local differences in the specifics of operation, the idiosyncrasies of financial reporting, local regulatory frameworks and requirements, and the different stages of evolution at each campus, which are reflected in observable, though narrowing, performance differentials, for example in terms of research outputs.

Preparation for the visit was, for the first time, managed by our new Accreditation Standards Committee (ASC). This body, chaired by the Dean and linking all campuses via videoconference, aims to professionalise our support for accreditation. It involves regular meetings of those responsible for leading the School’s accreditation, as well as discipline, programme and functional (e.g. research) leads and is supported by a dedicated Accreditation Manager. The ASC manages the scheduling of work, strengthens buy-in to the process and embeds accreditation and continuous improvement at the heart of the School’s work.

The PRT’s visit was by some distance the most productive and enjoyable we have experienced. The tone was set by an experienced and sensitive Chair who was able to stimulate a rich and open set of conversations with a range of groups by encouraging mutual trust, frank self-reflection, celebration of achievements and honest identification of challenges. There was a genuine sense of developmental engagement, that the PRT was working with us, rather than merely testing our performance against the standards. This offered an interesting contrast to our earlier PRT visits and appeared to signal a nuanced and welcome change of approach.

The positive feeling was echoed across the range of groups, our academic and administrative staff, students, alumni, corporate partners and advisory boards, which met with the PRT. In my view, the richness of the experience was largely a function of the team’s deep knowledge and experience of the business school world and context. For example, they understood the particular need for business schools within larger institutions to retain a distinctive identity and a degree of strategic autonomy and agility in order to sustain and enhance competitive profile and position. Several very positive suggestions emerged during discussions and in the recommendations, particularly in relation to further development of an authentic international operation. The team also recognised the value of the School’s strong community culture, which underpins its structures and processes in delivering its mission.

The outcome of the visit was our first five year accreditation, an enormously important validation of the collective efforts of our core team and of all of our stakeholders.

The positive nature of the experience inspired me to make myself available as a PRT member and I’m already looking forward to my second assignment in this capacity. It’s a role which I’d highly recommend!

Alistair Bruce, 
Dean of Nottingham University Business School

Saint Mary’s Sobey School of Business Unveils Economic Impact to the Region Thanks to BSIS

BSISSuccessStory

Business leaders, entrepreneurs, government leaders and academics gathered in Halifax today to celebrate Saint Mary’s University Sobey School of Business and its significant impact on the local economy, as it unveiled the results from the Business School Impact System (BSIS) report. The Sobey School of Business is the first school in North America to take part in BSIS, a process that was developed by EFMD Global Network and FNEGE. The BSIS is designed to assess regional economic, intellectual, cultural and social impact using both quantitative and qualitative indicators.

The purpose of the study was to display its economic impact to the maritime region through its scholarship and its graduates living, working and starting businesses in the Atlantic Provinces. Some of the standout annual impacts include:

  • 329 million dollars contributed annually to the Nova Scotia economy;
  • 250 international students take their first job in this region;
  • 45% of our 800 graduates stay in the region to work;
  • Regular relevant research related directly to Atlantic Canada on topics such as innovation, leadership, ethics, sustainable fisheries, boosting our wine industry, immigrants in the labour force, women in government and more;
  • Students in Enactus launched 34 businesses, created 156 jobs and saved taxpayers one million dollars.
“We know that through collective impact we can accelerate change and create a better world for those who come after us,” said Patricia Bradshaw, Dean of the Sobey School of Business. “We are proud to release our benchmark impact with purpose report. We commit to continuing to measure and grow our contributions to regional prosperity. These results demonstrate that we make a significant contribution to the economy of Nova Scotia and to the social and intellectual fabric of the region. We hope to inspire others to join us in creating shared value and to tracking impact.”


To download the full Executive Summary of the Creating Impact with Purpose report, please go here

About the Business School Impact System
The Business School Impact System (BSIS) scheme is designed to determine the extent of a school’s impact upon its local environment – the city or region in which it is located. The scheme was initially designed by FNEGE (the French National Foundation for Management Education) and is already well established in the French higher education arena.

The BSIS process has been adapted for an international audience and is now offered in a joint venture between EFMD Global Network and FNEGE as a service to EFMD members in any part of the world.

To learn more about BSIS, please visit the BSIS website here.

Three New Schools Join the EQUIS Business School Accreditation Family

EFMD Blog header EQUIS all
EFMD would like to warmly congratulate Insper Instituto de Ensino e Pesquisa, Faculty of Business Administration at the University of Economics Prague and the Indian School of Business which have just been awarded EQUIS accreditation.

This takes the number of accredited schools to 170 across 42 countries.

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

“ISB is proud to join the select group of schools that have received the prestigious EQUIS accreditation. It is an endorsement of our the quality of our programmes, particularly internationalisation, corporate connections, and ethics. The accreditation recognises that our processes for quality control in all aspects of the running of our school meet rigorous international standards of excellence," said Rajendra Srivastava, the Dean of ISB. "We are confident that the EQUIS accreditation will enhance our school's appeal to potential international applicants, especially in Europe,”

Marcos Lisboa, the Dean of Insper commented the school's achievement: "Achieving the EQUIS accreditation has been part of Insper’s strategic objectives for long and it is supported by a twofold consistent rationale. First, it was a way of fostering improvements at Insper, having international accreditation standards as benchmark. This is by far  the main value of accreditation, which has been already achieved. Second, the EQUIS accreditation is a powerful way of introducing the School to international partners and communicating to the domestic market, including students and organisations, not only the school’s quality standards but also its commitment to continuous improvement."

“To get ranked among the top business schools has been a long and demanding journey. Obtaining accreditation is for us however not only a great success, but also a great commitment,” added Ivan Nový, the Dean of the Faculty of Business Administration at the University of Economics Prague.

Martin Schader, the EQUIS Director, added: "We are delighted to welcome three new schools into the community of EQUIS accredited schools. The EQUIS community includes now 170 institutions from 42 countries worldwide. EQUIS accreditation ensures a rigorous quality improvement process, benchmarking the School against a set of international standards in terms of governance, programmes, students, faculty, research, and foremost, internationalisation, ethics, responsibility and sustainability, as well as corporate engagement. There are currently no substitutes for such an in-depth assessment of quality.”

The list of reaccredited schools is available here.

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

EQUIS Success Story: Tongji SEM

Tongji SEM
EQUIS 20th Anniversary - Blog Series


International Accreditation Boosts Tongji SEM’s Ranking of Master in Management 

In recent years, international accreditation has not only significantly improved teaching and research ability of the School of Economics and Management, Tongji University (Tongji SEM), but also effectively enhanced the international rankings and brand influence of the school.

In April 2016, after successfully obtaining the five-year EQUIS re-accreditation, Tongji SEM consecutively earned AACSB accreditation and AMBA re-accreditation, becoming one of the only four business schools in mainland China holding the three most prestigious global accreditations. 
Attaining these accreditations has helped to enhance the school’s recognition and qualified it for improved rankings by authoritative international ranking bodies.

In 2014, after obtaining EQUIS accreditation, Tongji SEM was ranked number 65 for the first time by Financial Times. This ranking body requires either EQUIS or AACSB accreditation. In 2014, Tongji SEM was one of the only two business schools in greater Chinese ranked by Financial Times.

In 2015, taking accreditation as a catalyst, the teaching and research quality of the School was improved substantially. In the meantime, the employment and salary levels of the graduates of Tongji SEM increased remarkably, while the amount of international publications was raised by 20 percent year-on-year. In that year, SEM was ranked 52nd worldwide. In 2016, with persistent efforts, the Master in Management programme of the school edged into world’s Top 50 by the Financial Times ranking. 

EQUIS is one of the world's top two authoritative and influential accreditations for business schools. 2017 witnesses the 20th anniversary of EQUIS, which pays special attention to the continuous improvement of the teaching and research quality and the internationalization and corporate connections of business schools.

So far, there are only 167 schools and universities from 41 countries around the world having obtained EQUIS accreditation, accounting for only 1 percent of the world's 15,000 business schools.

Discover other EQUIS Success Stories: 

EQUIS Success Story: SKEMA Business School

SDMIMD
EQUIS 20th Anniversary - Blog Series

Prof. Alice Guilhon, dean of SKEMA Business School, explains how the EQUIS Accreditation has helped in the merger of two well-established French schools and implement the necessary actions plans.

SKEMA Business School was created in 2009 by a merger between two well-established French schools: ESC Lille whose history dated back almost 121 years, and CERAM the school that for 47 years had been located in Europe’s biggest science park, Sophia-Antipolis.

The merger’s objectives were twofold:

Respond to the globalisation of markets and the economy by training talents able to work on all continents;
Respond to the digitalisation of the economy by putting knowledge and information management at the heart of its research and teaching programmes, emphasising creativity and entrepreneurship, multiculturalism and international management.

This merger thus had nothing to do with a desire to reduce costs, economise resources or rationalise our territorial implantation. It was rather a strategic project aiming to create a new type of school with the following characteristicsthe school should be multisite with its own campuses in several countries and locations, all involved in the local economy; its students were to acquire a global vision of the world with innovation as the leitmotif for learning.

When the new brand was launched in 2009, only the EFMD supported it – mostly, academic killjoys predicted our certain demise. Eight years later, many of us have seen others imitate us, either by pursuing mergers or by adopting a multisite strategy

SKEMA’s first strategic plan from 2010 to 2015 focused on making the merger a success and establishing our international development. Our accreditation by EQUIS was a precious guide to our success in achieving this first plan. Apart from an “instrumental” view of accreditation, we concentrated on the EQUIS guidelines to succeed in our merger and implement the necessary action plans. Amongst these were the SKEMA balance score card – a real tool for tracking our activity that includes key processes each of which refers to the strategic indicators defined by EQUIS, namely, status, quality of students and programmes, international activity, corporate relations and executive education, ethics and corporate social responsibility. An array of 22 strategic indicators and hundreds of operational indicators are tracked each year by SKEMA’s departments and managers. Since 2009, we have been implementing a culture of excellence, quality and continuous improvement that has enabled the school to focus on its strategic objectives.

Often the cultural differences inherent to mergers give rise to serious conflicts and psychosocial problems. Our approach focused our collaborators on developing the school, being client centred and having an efficient organisation. This meant that no time was wasted listening to a discourse lamenting the good old days, or “it was better before” etc. In this way, in November 2009 we announced the name SKEMA and in June 2010 we opened our campus in the United states!

I would like to take this opportunity to address my heartfelt thanks to EQUIS and EFMD, not only for supporting SKEMA, but also for having given us the tools and capabilities to succeed so efficiently in this extraordinary strategic project!

Yours sincerely

Alice GUILHON
Dean 

Discover other EQUIS Success Stories: 

New Study Identifies How Students Use School Websites to Decide Where to Study

Generation web

The cost of a degree programme and its ranking position are the two most sought after pieces of information for students when looking at a business school website, reveals the ninth edition of the GenerationWeb study by CarringtonCrisp, supported by EFMD.

More than 600 undergraduate and postgraduate students from 57 nationalities took part in the study which found that course fees (chosen by 82%) and rankings (78%) were the most important elements on a business school website.

Conversely, the information that prospective students are least concerned with is alumni profiles, with only 18% citing it as important content on a business school website.

Andrew Crisp, author of the study comments: “The business school market gets more competitive every year and prospective students want to know first what a course will cost them and second, how prestigious it is compared to rival schools. The low position for alumni profiles is surprising, but may be an indication that students are sceptical of alumni profiles neatly marketed to them, preferring to get views on the strength of a school directly from friends and peers on social media.”

The study’s other key findings include:

  • The number of students who search for business school videos on YouTube and other video sharing platforms has increased again to 42%. Amongst undergraduate and postgraduate students, 59% watch videos on business school websites.
  • The trend for searching for business school information on social networking sites has continued with 48% responding that they use these channels. Five years ago, fewer than a fifth of respondents used these channels when considering where to study.
  • Facebook is the most used platform (92%) of those who use social media to get business school information followed by LinkedIn (71%), WhatsApp (71%), Instagram (62%), Google+ (43%) and Twitter (38%).
Regardless of the channel being used, interesting and engaging content is vital. Andrew Crisp concludes: “With thousands of business schools in the world, differentiation can be a challenge. The problem with many business schools’ ads, is that they say little that is different to competitors. Prospective students want hard evidence of why a school is different and right for them, but presented as a story, not a hard sell.”

Please visit BusinessSchool.guru and CarringtonCrisp websites to learn more or contact This email address is being protected from spambots. You need JavaScript enabled to view it. for press (+44 (0)7789 698630).

GenerationWeb

The research was carried out in April and May 2016 amongst 609 undergraduate and postgraduate students (65% female / 35% male – 57 nationalities). Since 2007, the study has reviewed almost 200 business school websites. In the current study, 37 business school websites were reviewed. 

CarringtonCrisp

CarringtonCrisp is a specialist higher education consultancy, providing market research, strategy consulting and creative services across higher education globally. The company was established in 2003 and has worked with more than 130 institutions in over 30 countries. 

Almost 2 Billion Euros: This is the Annual Impact of Eight Business Schools on the Economy of their Region

BSIS Ad
A recent Business School Impact System (BSIS) report shows that eight Business Schools have an annual impact of 1,9 billion Euros on the Auvergne-Rhône-Alpes region.

The aim of this impact assessment exercise was to determine the extent and nature of impact in case of the following schools:

  • emlyon business school
  • Grenoble Ecole de Management
  • Grenoble IAE
  • Groupe ESC Clermont
  • IAE Auvergne
  • iaelyon School of Management
  • IAE de Saint Etienne
  • IAE Savoie Mont Blanc
Some key findings include:
  • 1,9 billion euros annual financial impact
  • Almost 700 researchers-faculty members, with high internationalisation
  • Around 32 000 students into the Schools’ degree programmes
These results confirm that Business Schools have not only a direct financial impact through the budget, but also an indirect impact through the money students, employees and professors spend in the region.

This was the first time in France that management education institutions worked as partners to measure their impact. The Schools now hope that the positive results will enable them to help the region develop further its policies in the higher education, research and innovation areas.

“We are thrilled to have participated in a collective project within the Auverge-Rhône-Alpes region. For us, it is not only the first collective process of its kind in France, it is also our school’s first BSIS experience. We are now working on a second impact measurement process upon the Clermont-Vichy-Auvergne metropole,” says Françoise Roudier, Director General, ESC Clermont Group.
 
About BSIS
The Business School Impact System (BSIS) scheme is designed to determine the extent of a school’s impact upon its local environment – the city or region in which it is located. The scheme was initially designed by FNEGE (the French National Foundation for Management Education) and is already well established in the French higher education arena.

The BSIS process has been adapted for an international audience and is now offered in a joint venture between EFMD Global Network and FNEGE as a service to EFMD members in any part of the world.

To learn more about BSIS, please visit the BSIS website here.

Drucker Forum Live Stream: Special Offer for EFMD Members

Drucker16We are pleased to invite you to participate virtually in the 8th Global Peter Drucker Forum that will be broadcasted worldwide live on 17 and 18 November.

As a longstanding partner of this leading management conference we can provide our members with a special discount of 50% from the standard rate of €240.
As discounted live stream tickets are limited and available on a first come, first serve basis, please register as soon as possible.
To take advantage of the reduced fee enter the group code 'member-2016' here.

The 2016 conference theme "The Entrepreneurial Society" will be discussed by world class thinkers and practitioners, such as Clayton Christensen, Harvard Business School, Sara Armbruster, VP, Steelcase, Tim Brown, CEO, IDEO, Mariana Mazzucato, Sussex University, Alexander Osterwalder, Entrepreneur and business model innovator, Herminia Ibarra, INSEAD, Rajeev Vasudeva, CEO, Egon Zehnder, Gary Hamel, London Business School, Roger Martin, Martin Prosperity Institute, and Curtis Carlson, Founder and CEO, The Practice of Innovation, former CEO of SRI.

Please see the full conference program here.

EDC Paris, UWE Bristol and RMIT Accredited by EPAS

EFMD Homepage header EPAS accreditation UWE RMIT EDC
We are happy to announce that the EPAS Accreditation Board has recently awarded EPAS accreditation to three new programmes from business schools from Australia, France and the United Kingdom.

The following programmes have been recognised by the EPAS quality label:

Master of Business Administration (Executive) – Melbourne campus and online
at Graduate School of Business and Law, College of Business, RMIT University, Australia
"The Graduate School of Business and Law at RMIT University, Melbourne Australia, is delighted to achieve EPAS accreditation for our MBA (Executive) programme. EPAS accreditation challenged the school to examine in detail the design and delivery of our programme, programme outcomes and quality assurance processes. Undertaking EPAS enabled us to reflect deeply on the underlying philosophy of our programme, to ensure we have an Executive MBA that encompasses traditional disciplines, whilst exposing students to innovative and disruptive business practices,"
said Mark Farrell, Head of Graduate School of Business and Law at RMIT University. "With a curriculum underpinned with Design Thinking, we are producing graduates capable of developing a range of solutions to tackle complex problems. We recognise that EPAS is the beginning of the journey and that we need to constantly improve if we are to remain competitive. If you are a business school that has not yet taken the step towards EQUIS accreditation and are unsure if you are ready, I would strongly recommend that you consider EPAS in the first instance. The result will be a much improved programme, and a deeper understanding of the benefits of rigorous external accreditation."

Master in Management (Grande Ecole Programme)
at EDC Paris Business School, France
“EDC Paris Business School initiated the EPAS accreditation process 4 years ago since we are convinced that an international environment is compulsory to progress. Today, we are honored to receive EPAS accreditation and delighted to take part in the community of EFMD accredited institutions,"
commented Jean-Marcel Jammet, Managing Director & Dean, EDC Paris Business School. "The accreditation process has been a great opportunity to rethink our internal processes and offer better services to our students. We are fully aware that efforts and progress still have to be pursued but we can count onto the EFMD to help us to fulfill our missions. We are grateful for their help and support during the entire process of accreditation and would like to thank the peer review team and the accreditation board for their valuable comments and support”.

BA (Hons) International Business
at Bristol Business School, Faculty of Business and Law, University of the West of England, UK
"I am absolutely thrilled to have secured EPAS accreditation for our BA International Business Course. The accreditation is an important commendation of the quality of the programme and it reflects our commitment to internationalisation, corporate engagement and continuous improvement. It also endorses the strong vision that we have within our Business School," said Donna Whitehead, Pro-Vice Chancellor and Executive Dean at Faculty of Business and Law, UWE.

We are also very happy to announce that the EPAS Accreditation Board has also reaccredited the Master in Insurance and Risk Management programme at MIB Trieste School of Management, Italy.
“We are proud of maintaining the prestigious EPAS accreditation, rewarding the increasing level of internationalisation of MIRM editions and strengthening MIB Trieste School of Management partnerships with the European insurance market leaders,” commented Vladimir Nanut, Dean of MIB Trieste School of Management.

David Asch, Associate Director of Quality Services & EPAS Director, commented: “We are delighted to welcome three new institutions to the community of EPAS accredited programmes. The programme accreditation from EFMD is one of the most demanding yet effective ways to certify the quality of a programme in the field of business and management. We would like to also warmly congratulate MIB Trieste for their reaccreditation. All four schools made tremendous progress in terms of the development of their programmes and should be commended for their strive for excellence.”

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 2016, 104 accredited programmes from 76 institutions across 35 countries have been awarded EPAS accreditation. For more information on EPAS visit www.efmd.org/epas

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

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

Impacts

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

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

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

Sixth International Business School Shanghai Conference in October 2016

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

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

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

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

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

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

For more information please visit the event's website.

Registration is available here.

EFMD Global Network and HigherEd Launch the First Global Internship Portal

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

How can your school benefit from the portal?

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

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

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

What's in there for students?

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

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

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

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

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

 

 

EFMD Awards EPAS Accreditation to Four New Programmes

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

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

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

Estonian Business School, Estonia
International BBA Programme 

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

Faculty of Business, Oxford Brookes University, UK
MBA Programme

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


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

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

The list of re-accredited programmes is available here.

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

Eight Programmes Successfully Reaccredited by EPAS

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

The following programmes have been reaccredited by EPAS:

ICHEC Brussels Management School, Belgium
Master in Business Management

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

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

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

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

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

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

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

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

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

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

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

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

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

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