EFMD Awards EQUIS Accreditation to Glasgow University Adam Smith BS

EQUIS Accreditaed 02

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

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

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

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

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

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

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

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

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

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

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

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

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

EFMD Awards EPAS Accreditation to Seven New Programmes

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We are happy to announce that the EPAS Accreditation Board has recently awarded the EPAS quality label to six new Institutions.

Seven new programmes from six new institutions have been recently accredited by EPAS:

"The EPAS process has had a great impact on multiple aspects of quality for our Bachelor’s Program in International Business Management. I would like to thank the evaluators for their deep insights. We value the feedback that we received in terms of a continued quality improvement process."
Prof. Dr. Andreas Zaby, Deputy President, Berlin School of Economics and Law, Department of Business and Economics, Germany
"The EPAS accreditation gives us the opportunity to leave our role as a „Hidden Champion“ in the German MBA market and to make a clear statement about the high quality of our programme. It enables us to reach a wider national and international audience that has been not aware of our international MBA and its exceptional focus on building leadership capabilities."
Prof. Christoph Desjardins, Director, Professional School of Business and Technology, University of Applied Sciences Kempten, Germany

"The Guilford Glazer Faculty of Business and Management (GGFBM) of Ben-Gurion University of the Negev (BGU) is proud to be the first Israeli academic institute to have achieved EPAS accreditation. Such recognition of the GGFBM as a quality, globalizing business faculty, through its prestigious Mandel Social Leadership MBA Program, brings acclaim to BGU and to Israel. At the same time, we are grateful to the University for providing the platform, the forethought and planning to have created this extraordinary MBA like no other that spearheads an idyllic degree, as well as more GGFBM degree programs and research which are gaining momentum in international commendation. We are looking forward to becoming well acquainted with our peers in EPAS, sharing knowledge and progress. The GGFBM MBA in Social Leadership exemplifies implementing social change through better management, as the GGFBM embodies this philosophy of a better world through better management."
Prof. Oded Lowengart, Dean, Guilford Glazer Faculty of Business and Management (GGFBM), Ben-Gurion University of the Negev, Israel

“Achieving EPAS is a crucial point for our development, a mark of quality which confirms our possibilities and prospective on the international level. We are proud to be the first institution in Russia outside Moscow and St-Petersburg which is granted such a prestigious accreditation. It is important that EPAS is not one time recognition of quality level. Instead, EPAS is a continuous process of quality improvement in accordance with highest international standards and practice. Therefore, we consider EPAS as a tool of strategic management and development. The process of accreditation itself contributed to team building in GSEM, more precise understanding of the School’s mission and strategy, spreading of common values among staff members, motivation, and aiming at higher results. Effectiveness and excellent organization of EPAS Office assistance have to be noted, as well as highly professional and diligent work of Peer Review Team.”
Dr. Daniil Sandler, Director, Graduate School of Economics and Management, Ural Federal University, Russia

"We are the first in Scotland to join the prestigious EPAS global network, which marks the commitment and achievements of our staff and students. I welcome recognition of our high quality learning and teaching experience that equips our graduates with the skills and knowledge to succeed in the global market. EPAS accreditation is indicative of a wider institutional commitment to use the very highest international benchmarks to evidence the quality of our provision. This provides robust reassurance to our staff, students, academic and business partners that we are a globally-networked university that is embedded within our local community. We are particularly pleased that our success at embedding ethics, responsibility and sustainability across all aspects of life at Glasgow School for Business and Society has been acknowledged. This is an area in which, as a University for the Common Good, we excel."
Prof. Toni Hilton, Dean, Glasgow School for Business and Society, Glasgow Caledonian University, UK

"The EPAS accreditation process has impacted positively on all areas of Coventry University Business School. We are delighted that our BA Business Management achieved accreditation with such positive comments from the PRT team. We look forward to working with colleagues in EFMD to build on this accreditation and to add a number of other courses from departments across the Business School. Thank you to the staff at EFMD for their ongoing support and the PRT team for their positive and constructive feedback."
Prof. Jeff Clowes, Executive Dean, Faculty of Business, Environment & Society, Coventry University, UK

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

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

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

EFMD 2015 Excellence in Practice Gold Award Winners

LastNews EiP Winners 2015EFMD is delighted to announce the 2015 Excellence in Practice Gold Award Winners.

"Once again the EIP Awards have drawn out some outstanding cases that illustrate the value and impact of successful partnerships in Learning & Development. Providing an environment that helps to engage and develop people and enhances skills is an essential component for any company. All of the winning cases clearly show that investing in people is not a luxury; it is a key strategic asset for business success if done well," said Dr. Richard Straub, Director of Corporate Services at EFMD. EFMD wants to provide visibility and support to all professionals in the L&D sector. The Gold and Silver Winners will be awarded during the next EFMD Executive Development Conference which will be hosted by Barcelona School of Management on 14 - 16 October.

The 2015 Gold Award Winners include:

Category: Talent Development

Cisco & LIW
"Leadership Breakthrough Programme"

Category: Executive Development

Royal Mail Group & Saïd Business School, University of Oxford
"Delivering one of the Biggest Industrial Transformations in UK History"

Category: Organisational Development
National Institute for Health Research (NIHR), NHS Trusts & Ashridge Business School
"Faster and Easier Clinical Research: Developing a Thriving National Community of NHS R&D Directors and Managers"

Category: Professional Development
COWI & Mannaz
"Rebuilding Profitability"

We would like to thank all of the applicants as well as the jury members for their successful cooperation and hope to receive more exciting cases next year. We are pleased to take note of the continuously growing quality of applications. As well as the Gold Award winners there were Silver Award winners and also Finalists selected from all of the entries.

The 2015 Silver Award Winners include:

Category: Talent Development

HSBC & Future Considerations
"HSBC Next Generation Development Programme"

Category: Executive Development

St John New Zealand & Melbourne Business School, Mt Eliza Executive EducationEIP silver2015 HR
"Transforming Healthcare through Leadership Development"

Category: Organisational Development
L’Oréal & CEDEP
"Leaders for Change in Emerging Europe: Learning as a Growth Accelerator"

Category: Professional Development
Syngenta & INSEAD
"Global Challenges – Global Solutions: The Syngenta-INSEAD Partnership for Marketing and Sales Excellence"

More information on the full results can be found via 2015 EFMD Excellence in Practice Award Winners.

Please have a look at what the Gold Award Winners said about these achievements:

  • “For us at Mannaz this award has certainly been a huge pat on the back of everyone involved. A true seal of approval for our highly effective learning methods. What’s more for the first time ever it is now possible to measure that these methods also have a lasting commercial impact, as we have been able to document the result of our work on our partner and long-time client, COWI’s bottom-line – a fact, which almost instantly lead some large international clients to approach us. As a matter of fact the first, very exciting assignment has already been signed.”
    Dorthe Rasmussen, Client Director, Mannaz A/S
  • "For the second year in a row, we’ve delivered the best results in our company’s 85 year history. Our customers appraise the skills of project managers as key to succeed and the Project Management Academy has been a game changer for us, and without it, we’d never have achieved the success we’re seeing today. Thus, COWI has a solid base for continuous development of our project managers where we constantly aim at being outstanding and best-in-class compared with our competitors."
    Lars Peter Søbye, CEO, COWI
  • "We are delighted to win this award which reflects the 3-way partnership between the Department of Health, 64 NHS Trusts and Ashridge Business School in which we all invested and took considerable risks. The commitment of participating research leaders has been outstanding. They have made the most of this opportunity to improve clinical research in their organisations - making it faster and easier and contributing to the health and wealth of the nation. The Ashridge team has lived and breathed this work for over 3 years, so to have these achievements recognised is deeply satisfying.”
    Phil Glanfield, Client Director, Ashridge Business School
  • “We are delighted that our work with the leadership teams at the Royal Mail Group has been recognised with a prestigious award from EFMD in the category of executive development. Working in close collaboration with Royal Mail Group, we designed and delivered a programme that has had a tangible impact across the business, its culture, and agility during a time of complex change. Success for the programme hinged on a rich variety of learning methods and participants who were fully engaged with the learning process, and who actively built networks across the organisation to foster a collaborative culture that will continue to lead the group through its transformation."
    Louise Watts, Associate Director, Custom Programmes, Saïd Business School, University of Oxford
  • "We are delighted to be recognised with this award for our Executive Development Programmes. The close partnership and excellent learning opportunities provided by Saïd Business School, University of Oxford have delivered a programme of real value to Royal Mail Group, preparing our senior leaders for the challenges of leading an organisation through significant transformation and supporting our objective to be the best delivery company in the UK and across Europe. The impact on the culture and ways of working at Royal Mail Group are continuing to grow and broaden as we open the Programmes to our senior managers. We are excited to be recognised and look forward to continuing our relationship with Saïd Business School."
    Jane Smith, Head of Learning for Commercial & Professional Functions, Royal Mail Group
  • “LIW and Cisco have been working together for over ten years, identifying and developing leadership strategies and capabilities to deliver Cisco’s business goals. That collaboration extends globally from Engineering to Sales and from executives to frontline leaders. We are delighted that the Leadership Breakthrough program has been recognised for the impact it delivers to the business through challenging high potential leaders to drive innovation and change in Cisco.”
    Pia Lee, CEO, LIW
  • “Cisco is committed to investing in the development of our employees and creating an environment of continuous learning and skill development. Our Leadership Breakthrough program is one way we support the development of our leaders, for today and tomorrow, in our Engineering organization. We are honored to be recognized for this program along with our partner the LIW organization.”
    Christine Bastian, VP, HR Lead for Engineering, Cisco
Next submission deadline:  30 March 2016

For submission guidelines & expression of interest, please visit www.efmd.org/eip

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

2015 EFMD GN Asia Annual Conference

EFMD GN Asia Annual Conference 2015

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

2015 EFMD GN Americas Annual Conference

EFMD GN Americas Annual Conference 2015

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

Emerging Trends in MOOC Delivery of Business Education

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

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

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

Global Index on Change Readiness of Countries and Employees

change readiness kpmgCountries Best Equipped to Face of Unprecedented Change

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

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

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

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

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

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

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

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

Working hours versus private time: Blurred lines

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

Driving ASEAN Entrepreneurship: New Research Report

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

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

Global Leadership: Thought Provoking Inputs

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

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

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

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

Navigating Tomorrow's Digital Landscape: Consumers

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

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

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

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

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

Collaborative Doctoral Education

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

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

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

Developing Personal Resilience for Career Success

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

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

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

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

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

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

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

Value of EQUIS and EPAS Accreditations: Podcasts

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

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

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

- What role does EFMD feel alumni should be playing?

- The cost of accreditation versus its value

- Is EPAS a valid pathway to EQUIS?

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

- What are the challenges of internationalisation?

- How is EFMD approaching the impact of research?

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

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

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

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

Asia Pacific Talent Repelled by Unethical Business Practices

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

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

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

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

Future of Doctorate Programmes

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

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

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

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

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

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

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

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

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

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

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

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

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

You can access the full Report following this link.

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

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

43 New EFMD Members Ratified

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

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

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

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

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

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

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

This fundamental shift in human existence will radically change how we live and work – rivalling the impact of globalisation and technology. This megatrend poses transformational questions to all organisations; because the answers will radically change the relationship with their employees:
  • How will people navigate careers which span over 60 years?
  • Knowledge and expertise are increasingly perishable – so what does this mean for learning interventions and talent management?
  • Which of the current norms will be consigned to history, which will become more prominent… the 5-day working week? Fixed employee contracts? The ‘work-life balance’? Office-based staff? Flexible working? Corporate universities?
This ground-breaking research has emerged from a collaboration between London Business School’s Professor of Economics Andrew Scott and the school’s leading business thinker Professor Lynda Gratton. This event is a unique opportunity to get a sneak preview of its insights before it is published to the world later this year.

This day will be a combination of cutting edge content, team and individual work and an experientialCLIP logo13 LR journey across London – a new type of learning pioneered by London Business School. Participants will begin the day at the School hearing from Professor Andrew Scott. His presentation will be followed by facilitated group work to focus upon the concrete takeaways for your business. They’ll then embark upon a discovery journey across London. This is an innovative, live learning experience in which participants will visit a forward-looking company that is thinking and working with this crucial topic. They will come together as a group at the end of the day to refine their action plan.

This Sharing Best Practice Workshop based on the experience of the EFMD’s CLIP community will also provide an opportunity for networking and socialising on the Thursday evening before the event.

This workshop is free of charge for EFMD member companies and special guests.

For more information, click here or contact Shanshan Ge.

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

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

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

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

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

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

EFMD Awards CLIP Accreditation to Mazars & Repsol

CLIP repsol mazars

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

We are delighted to announce that Mazars University and Repsol have recently received CLIP accreditation and joins the CLIP community which also includes:

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

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

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

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

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

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

Global Management Education: Return On Investment and Employment Outlook

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

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

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

2015 Executive Development Conference: Learn to Transform in Unpredictable Times

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

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

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

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

Integrating Sustainability and Responsibility into Business Education

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

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

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

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

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

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

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

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

Six Generations of Average-Scoring Students Needed to Catch Up

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

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

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

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

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

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

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


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

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

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

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


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

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

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

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

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


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

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

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

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


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

Please also note that preparations are well underway for the:

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

Escalating Skills Shortages and Competition for Talent

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

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

Employer brand

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

The Top Ten Management Tools Globally

Baim mgttools15Released last week, Bain & Company’s 15th Management Tools & Trends findings shows that:
  • Customer Relationship Management is the number one tool by usage
  • Surprisingly, Big Data Analytics, one of the newer tools in the survey that still has relatively low usage, ranks number one in satisfaction, with particularly high ratings in China and India.
  • The tool with the greatest forecast increase in use was Scenario and Contingency Planning (42%), followed by Complexity Reduction (40%).
  • Globally, the trend toward using fewer tools continues.
  • The tools projected to have the biggest gain in usage in 2015 are Scenario and Contingency Planning, Complexity Reduction, and Organizational Time Management.
  • This year’s findings highlight a distinct regional split between North American companies, which strongly prefer traditional tools, and Chinese and Indian companies, which reported greater use of new-school tools like Disruptive Innovation Labs.
  • Comparing the top 10 tools over a 10-year period, Strategic Planning, Benchmarking, Outsourcing, and Mission and Vision Statements consistently remain in the top 10.
A 19-page Bain Brief “Management Tools & Trends 2015” furthermore explores more in depth the following trends:
  • Trend 1: Seeking growth and accelerating innovation in a changing business climate
  • Trend 2: Cost and excessive complexity are a worrying hindrance to growth
  • Trend 3: Investing in the digital transformation trend to fuel growth and innovation, master complexity, and confront risks
  • Trend 4: Understanding customers
From the Bain & Company website, you can also consult the interactive toolTop Ten tools over the years”. It shows the most popular tools cited by executives in the latest survey and how they compare to the most widely used tools of past years.

For the full details, please consult the 68-page full report: Management Tools: An Executive’s Guide. The executive's guide identifies and explains 25 of the most popular management tools based on Bain & Company research.

Prof. Valery Katkalo Named as the New EFMD Vice-President

Valery KatkaloSberbankCU logoOn Sunday the 7th of June, the EFMD Board of Directors unanimously approved the appointment of Prof. Valery Katkalo, Dean of Sberbank Corporate University, to the position of Vice-President for Corporate Services.

Prof. Eric Cornuel the Director General & CEO of EFMD said, “Prof. Katkalo is a leading figure in the management development community and we are delighted that he has accepted to work more closely with EFMD. Valery's international experience and knowledge of both business school and companies will be a great benefit to EFMD as the network becomes more and more globally based and we look to strength the connections between both world’s, which was and still is a founding principle of EFMD.”

"I am delighted to work with EFMD as it continues to build upon its reputation for developing international management education around its academic and business networking, its accreditation and quality actions and its genuine search for ideas in the management field." said Prof. Valery Katkalo, Dean of Sberbank Corporate University.

The Importance of Management Education and Development

EFMD AR2014You are kindly invited to consult the latest EFMD Annual Report. 2014 highlights include:

  • EQUIS and EPAS Standards include newly developed assessment criteria on Technology Enhanced Learning
  • First EPAS Accreditations in Indonesia and Latvia
  • First EQUIS Accreditation in Egypt
  • EFMD Annual Conference – Record Year!
  • Record attendance to QS Accreditation Seminars and Information Sessions
  • Successful Kick-off - EFMD-Humane Winter School Programme
  • High Appreciation for EFMD Entrepreneurship Conference
  • EFMD Corporate Services Webinars – Bridging the Gap
  • An Engaging Place to Work – New Corporate Special Interest Group
  • Global Focus Edition in Spanish
  • Volume 2 – EFMD 40th Anniversary Book: Securing the Future of Management Education Competitive Destruction or Constructive Innovation
  • Record numbers for Outstanding Doctoral Research Awards
  • EFMD Membership Recorded Increased Growth Outside Europe
Please do check the full 62-page report to find out about:

Quality services:
  • QS Annual Meeting; Roundtable on New Technologies; Stakeholder events
  • EQUIS Special Re-accreditation; Overview of peer review visits and accreditations
  • EPAS overview of activities and newly accredited programmes
Corporate services:
  • Corporate Learning Improvement Process - CLIP; Sharing Best Practice Workshops-SBP; Strategic Learning Review - SLR; Special Interest Group-SIG; Corporate events and webinars
Business schools services:
  • Overview of 2014 events
  • Leadership and Development Programmes: HUMANE Winter School, International Deans’ programme-IDP, Strengthening Leadership and Strategic Management in HE in Ethiopia - NICHE, Joint Research Leadership Programme with EURAM
Research & surveys:
  • Overview 2014 events
  • Corporate Recruiters Survey; Women in European Business Schools; Impact of business schools; Risk management in business schools; Socially responsible research; “See the Future” report
EFMD Awards:
  • Outstanding Doctoral Research Awards; Excellence in Practice Awards; EFMD Case Writing Competition
Development services:
  • EU studies and surveys: Quality assurance for building trust between vocational training and higher education;  Quality review Erasmus Mundus Master courses; Educational activities of the Knowledge and Innovation Communities (KICs)
  • Globally Responsible Leadership Initiative - GRLI
  • Principles for responsible management education - PRME
  • Twelve projects clustered around: ICT for Learning and Teaching, Innovation, Modernisation of Higher Education and Capacity Building, Entrepreneurship Education
  • Global Focus magazine; The sustainable business; EFMD and CarringtonCrisp
  • EFMD new members
  • Governance and the EFMD team
  • Financial statements 2014 and Auditors report
EFMD membership offers the unique opportunity to become part of the leading international network in the field of management development. The wide spread portfolio of networking opportunities allows for an enriching interaction among peers to discuss, share and benchmark their experiences. It provides unlimited access to a global network of management education providers, companies, public sector organisations and consultancies. You may want to know more about the access to information, to services, and to quality improvement tools. At the end of 2014, EFMD counts 840 institutional members. Please feel free to consult the most up to date EFMD List of Members, for you ease it is organised by country.

Eight Programmes Successfully Reaccredited by EPAS

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

The following programmes have been reaccredited by EPAS:

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

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

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

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

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

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

The EPAS process considers a wide range of programme aspects including:
  1. The market positioning of the programme nationally and internationally
  2. The strategic position of the programme within its institution
  3. The design process including assessment of stakeholder requirements – particularly students and employers
  4. The programme objectives and intended learning outcomes
  5. The curriculum content and delivery system
  6. The extent to which the programme has an international focus and a balance between academic and managerial dimensions
  7. The extent to which the programme promotes the principles of responsible management
  8. The depth and rigour of the assessment processes (relative to the degree level of the programme)
  9. The quality of the student body and of the programme’s graduates
  10. The institution’s resources allocated to support the programme
  11. The appropriateness of the faculty that deliver the programme
  12. The quality of the alumni and their career progression
  13. The existence of robust quality assurance process
Prof. David Asch, Associate Director, Quality Services & EPAS Director added: "I would like to warmly congratulate the six Institutions that have successfully gone through the EPAS reaccreditation process. Their achievement illustrates these Institutions’ commitment to the continuous  improvement of the quality of their programmes. The highly demanding EPAS standards ensure that accredited programmes are designed and delivered so that they are both academically rigorous and have practical relevance for students in today’s global environment."

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

How Organisations Can Stop Wasting Their Best Ideas

PA innovation drainAccording to the preview findings of PA Consulting Group’s innovation survey, 46% of senior executives describe their innovation activity as a ‘costly failure’.

This new research, covering 750 senior executives and spanning 15 countries, shows that organisations are losing money and missing out on valuable opportunities. Survey findings reveal five ‘innovation killers’ that senior executives must address to stop their great ideas from leaking through the cracks.

Running in different directions: Over half of respondents inthis survey say they use the term ‘innovation’ to describe different things. Without a unifying view of innovation, how can organisations ensure everybody is moving in the same direction?
Too many rules: Around three in five organisations (58%) say they are unlikely to back high potential but risky innovations. And 19% say their risk-averse culture is the biggest barrier to innovation. Almost half (47%) say they are not striving to be pioneers.
The engine stalls: Organisations are struggling to develop and commercialise their best ideas at pace. Difficulty moving from small to large-scale, and poor implementation of ideas, are among the top three ‘innovation killers’ cited by respondents. In addition, 42% say innovation is something they talk about more than they do.
ROI failure: Only around one in two companies try to predict return on innovation before an innovation project can go ahead. A quarter say difficulty in measuring ROI is among the biggest barriers to innovation in their organisation
The money isn't made available: When asked to identify their biggest ‘innovation killer’, respondents point clearly to lack of budget, people and skills. Insufficient investment is also seen as a top three barrier to innovation.

The PA survey data allow to identify the traits shared by a small group of ‘innovation leaders’. These respondents strongly believe that their leadership is good at encouraging and nurturing innovation and are more than twice as likely to report EBITDA growth at or exceeding 10% over the last 12 months. Behaviours that separate the leaders from the followers:
  • Make innovation a major focus for everyone in the organisation
  • Harness digital technology to improve the speed and efficiency of all innovation activities
  • Put innovation at the heart of culture and mission
  • Strive to be pioneers
  • Learn quickly from mistakes in innovation
Please consult the dedicated PA website to find out about the six areas for achieving an innovation-as-usual mind-set in your organisation.

For further details, you can register now for the full report. It will become available in July 2015 and will cover:
  • Summary of the top innovation killers
  • Detailed data analysis by sector and key findings
  • Detailed data analysis by country and key findings
  • Cross-sector learnings
  • Best practice examples used by innovation leaders
  • PA top recommendation

Business School Is an Investment, Not a Purchase

gmaclogoA graduate management degree is all about future value and benefits. Look no further than recent b-school alumni. Survey results in 2014 show that 79% of business school alumni from the classes of 1959-2013 worldwide say their expectations for the degree’s return on investment were exceeded or met.

Five years of survey data (2009 to 2013) as part of the mba.com Prospective Students Survey, are assembled into an interactive report to help you calibrate your own view with information about the financing mix your peers plan to cover the costs of their education.

GMAC payBS chartExplore the Interactive Report by GMAC to Develop Your Financial Strategy!

Explore the information that is most meaningful to your options. Data can be filtered by:
  • Citizenship
  • Domestic or international study destination
  • Type of graduate management program considered
  • Gender
  • Age group
Here are a few examples of how the funding mix can vary and change over time:
  • Indian citizens considering full-time 2-year MBA programs abroad in 2013 depended heavily on loans but expected support from parents to make up for a loss in grants or scholarships as compared with 2009.
  • European citizens considering full-time 1-year MBAs in 2013 expected less of the cost to be covered by grants/scholarships, and more investment from parents to meet costs than peers in 2009.
  • US citizens considering full-time 2-year MBA programs in the US in 2013 expected to tap personal funds, employers, and parents for more of the cost, relying less on loans than in 2009.

GBSN's Manila Conference to Explore Disruptive Education Models from the Developing World

GBSN ManilaA recent Asian Development Bank report  found that the “quality (and relevance) of education and training appears to be much more of a binding constraint than the quantity of students".

You are kindly invited to join the Global Business School Network for their 10th annual conference in Manila, Philippines this 4-6 November, 2015 to explore 'Disruptive Education Models from the Developing World' that are addressing and overcoming this constraint.

Through engagement of culture, technology, design thinking, community empowerment and collaboration, developing world educators are innovating around the severe resource constraints that have hindered past educational efforts. Representing much more than just MOOCs, these models are disrupting educational traditions and providing effective opportunities for people and markets where they work.

The GBSN conference, hosted by the Asian Institute of Management, will challenge business educators from around the globe to find better ways to deliver business concepts to students and differentiate themselves in their respective markets. The conference is open to all business school deans, faculty and administrators, as well as corporate, government and NGO leaders involved in talent development, education and community investment.

Conference sessions will address issues including:

  • Impact and Influence of Culture in Management Education
  • Expanding Management Education Beyond the Walls of the Classroom Through Technology
  • Cross-Disciplinary Programs: Making a Place for Design, Engineering, Humanities and Science
  • Beyond the MBA: The Role of Business Schools in Strengthening Entrepreneurs
  • Innovations from Industry and How Academia Can Evolve to Meet Changing Needs

Please be sure to register before August 30 to quality for the early registration discount!

For more information visit www.gbsn.org/2015 or email.

Connecting Talent With Opportunity in the Digital Age

McK onlinetalentOnline talent platforms can ease a number of labor-market dysfunctions by more effectively connecting individuals with work opportunities.

In this new research from McKinsey Global Institute (MGI): A labour market that works: Connecting talent with opportunity in the digital age, the current state of employment is examined as well as the impact that digital platforms could have.

Companies can use online talent platforms not only to identify and recruit candidates but also to motivate them and improve their productivity once they start work. MGI calculates that the adoption of these platforms could increase the output of companies by up to 9 percent and reduce the cost of recruiting talent and of human resources generally by as much as 7 percent.

From the McKinsey Global Institute dedicated website you can: Download the 24-page executive summary; Download the 100-page full report; and Access the 12 mins podcast.

Talent is not only a company’s biggest asset but one of its biggest investments as well. Section four of the full report focuses on “Talent management for companies” and details:
  • Overview table of example platforms creating value by improving recruiting, talent management, and long-term planning
  • Chapter on improving human capital management: Finding the right people, Maximizing employee engagement and productivity, Planning strategically to meet future needs for skills and leadership
  • Examples of impacting the bottom line for a variety of organisations: Professional services, Technology, Hospital, Retail, Manufacturing and Bank.
Other highlighted findings include:

Online talent platforms increase the transparency of the demand for skills, enabling young people to make better educational choices. As a result, more effective spending on tertiary education could reduce some of the $89 billion misallocation we find in Brazil, China, Germany, India, Japan, the United Kingdom, and the United States.

In countries around the world, 30 to 45 percent of the working-age population is unemployed, inactive in the workforce, or working only part time. In Brazil, China, Germany, India, Japan, the United Kingdom, and the United States, this adds up to 850 million people.

As online talent platforms grow in scale, they will become faster and more effective clearinghouses that can inject new momentum and transparency into job markets while drawing in new participants. MGI supply-side analysis shows that online talent platforms could add $2.7 trillion, or 2.0 percent, to global GDP by 2025, while increasing employment by 72 million full-time-equivalent positions.

Up to 540 million people could benefit from online talent platforms by 2025. As many as 230 million could find new jobs more quickly, reducing the duration of unemployment, while 200 million who are inactive or employed part time could gain additional hours through freelance platforms. As many as 60 million people could find work that more closely suits their skills or preferences, while an additional 50 million could shift from informal to formal employment.

Countries (such as Greece, Spain, and South Africa) with persistently high unemployment and low participation rates could benefit most. Among advanced economies, the United States stands to realize significant gains because of the relative fluidity of its job market.

Navigating Tomorrow’s Digital Landscape

GT navigatingdidtal"Businesses must view digital technologies as transformational", according to this new Global Trends Briefing. They are the source of new and innovative strategies, business models and capabilities that have the potential to create new markets and redefine traditional ones. Organizations that fight, rather than embrace, digital could be at risk. Think the music industry, think Kodak. Most importantly, think differently.

Please explore the full 8-page report to find out in detail about:

  • Digital transformation is more than an IT strategy
  • Connecting digital investment and business objectives
  • The increasing importance of digital leadership
  • Rising cross-industry competition
The report also explores examples of how businesses are tackling the dimensions of: Consumer/customer, Organization and culture, and the Extended enterprise. It details:
Going digital with the customer/consumer
  • Mobile is not an option
  • Innovating the digital way
  • Programmatic branding
  • The consumerization of B2B
Companies embracing digital transformation
  • Managing the extended enterprise
  • Driving a digital organisation and culture, with EFMD member BBVA featured here.
You may also be interested in the recent EGMD Global Focus magazine: Harnessing the Power of the Digital Economy. Soumitra Dutta explains why business schools must take the lead in creating managers who can harness the power of business and technology to improve the world and how one school is aiming to do just that.

A New Global Platform for Shaping Business Education

Guest post by Kenneth W. Freeman, Allen Questrom Professor & Dean Questrom School of Business, Boston University, USA

Freeman jam logoFor years now, the elephant in the classroom has been the growing gap between industry and academia. Employers believe that universities are not providing graduates the knowledge and skills they need to thrive in the workforce, while universities and business schools risk complacency in their current state. Amid increasing concerns, Boston University Questrom School of Business, in collaboration with EFMD and other global partners, ignited a global conversation on how management education can stay relevant.

Through the Business Education Jam, a massive online brainstorm that united stakeholders from around the world in a unique digital environment, a compelling movement toward a more innovative and collaborative future in management education has launched. An unprecedented event, the digital discussion forums in the Jam brought together researchers, scholars, students, thought leaders, and executives.

This digital discussion is just the beginning of a larger movement the Business Education Jam has created, employing analytics and crowdsourcing to shake up current practices.  IBM has deployed crowdsourcing technologies across the world to engage stakeholders in strategic conversation. McKinsey Solutions deploys software and technology-based analytics and tools that can be embedded at a corporate client to provide continuous engagement outside the typical project-based model. Now, the Business Education Jam has built a broad based open platform – in this case bringing industry and academia from around the world together in a completely open forum.  

Freeman coverInherently inclusive, the Jam was an attempt to discover what the “crowd” thinks about the future of management education and identify themes that are not the common currency in the field. Using crowdsourcing, individuals from nearly 100 countries provided comments, reaction, and ideas. This truly global dialogue began, for the first time, a broader conversation on what business school education will look like for the world, seeking to identify a blueprint for business schools to move forward.  

The reaction to the Jam has been tangible, with focused Jam sessions occurring within major global conferences, new webinars forming in collaboration with the Financial Times, and examples from multiple continents on how Deans have used the Jam as a springboard for discussing strategic options at their own business schools with faculty, staff, and advisory boards. The report on Jam findings, “Reimagining Business Education” is available now and inside the report you will find emerging themes, critical questions, and actionable solutions.

As we prepare to use the Business Education Jam as a catalyst for the new Jam, we will seek to broaden this already global conversation to ensure all points of the world are reached, including emergent economies. Continuing this brainstorm is key to manifesting the future we have collectively envisioned, and the next Jam will continue to be a platform for accelerating change through global crowdsourcing, to represent all areas of industry and business education. The next online global conversation to shape business education is anticipated in early 2016 - monitor bu.edu/jam for details.

Get involved in Jam efforts by visiting bu.edu/jam/signup. You are about to join a global movement on the rise!

“Engaging People to Drive Business Performance” Webinar on 16 June

On Tuesday 16 June, 12:30 pm - 2:00 pm CET, “Engaging People to Drive Business Performance” - the first session in the series of three webinars - will take place.

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

Discover the high impact focus areas which will be discussed during the webinar on the event webpage.

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

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

Tech-Savvy Young People ‘Dislike’ Online Training

CIPD NextGen coverThis new CIPD research report explores how best to develop the next generation to meet business and learner needs: “We explore methods of developing 16-24 years olds in the workplace, and identify what works and why”.

According to this research, young people  showed a preference for bite-sized learning, gaining knowledge from experience and  receiving constructive feedback. Although they admitted to being ‘tech-savvy’, the majority of candidates said they disliked ‘online training’.

Young people bring enthusiasm and drive, innovative thinking and technological understanding to the workforce, the report said. However, young employees need to develop deeper skills in self-awareness, acceptance or criticism and emotional intelligence”, the CIPD researchers say.

This survey was conducted in early 2015 and EFMD is proud that one of the five case study organisations is EFMD member Capgemini.

The 30-page CIPD research report also highlights considerations and recommendations for HR and L&D practictioners. It breaks down in five main sections:
  • What does existing research tell us?  Diversity within each generation can be as different as across generations, Learning and Development for Generation Y and Z, Skill gaps, Learning preferences
  • Building the business case for investing in development: Business imperatives, Building the business case, Considerations for identifying the right roles and business areas
  • Workplace skills: Bringing skills to the workplace, Skill gaps,
  • Development methods: Learning from experience, Learning from others, Formal learning, Other techniques
  • Generational learning preferences: Mixed views on learning technology, Preference for learning from doing, Bite-sized learning, Getting feedback, Applying these insights
You may also be interested in the upcoming EFMD Advisory Seminar: Innovative Ways of Teaching and Learning. The aim of this seminar, to be held in Brussels on 16-17 June 2015, is to share best practices on the ways higher education institutions can innovate with their teaching and learning. This includes various forms of eLearning and student-centered approaches. New types of learning facilities also appear on the landscape.

Please check the full programme to find out about the confirmed inputs from Ashridge Business School,  BI Norwegian Business School and Vlerick Business School.

Learning and Development for Achieving Strategic Business Aims

Henley corpLearningSurvey coverLeadership development at all levels of the organization has never been more important – despite increased time and cost pressures – according to Henley’s Corporate Learning Priorities Survey 2015; with responses of 368 executives in 39 countries. The executive summary highlights include:

Organisational and management challenges in 2015 and beyond:
  • The challenges facing most respondent organisations in the next three years will be the development of organisation-wide leadership capabilities, with the issue of controlling costs equally dominant
  • This organisational landscape translates into the most reported development priorities for senior management being the development of leadership capabilities and, in particular, leading in a volatile, uncertain and complex environment
  • For high potentials, the emphasis is on driving the organisation forward through the development of leadership capabilities alongside commercial acumen and customer engagement.
Learning and development plans and spending:
  • As in 2014, coaching is the dominant learning and development activity planned, with 85% of respondents planning to use this approach. Coaching is also most likely to be identified as the ‘preferred’ learning method for senior executives and for high potentials
  • Constraints on learning and development activities relate to time as well as cost. For example, 42% of respondents thought that the optimal time spent on development for senior management was only up to five days per year, which poses the challenge of how best to support senior executives in their learning as they do their job of leading. Regarding financial considerations, almost as many respondents thought learning and development budgets would fall in 2015 as predicted a rise (21% and 23%, respectively), with the remaining 56% predicting a budget standstill
  • Blended learning (part online, part face-to-face) is a planned activity by over half of respondent organisations during 2015, as is individual online learning. Despite online learning now having entered the mainstream for organisations, the purely online learning option is the least preferred activity type by every group within the organisation from first-line to senior management.
Executive development – the focus on organisational impact:
  • Two-thirds of respondents feel that executive development helps them to achieve their organisation’s operational objectives, but there is no consensus among the majority of respondents on how best to measure the return on this investment
  • The challenge for organisations in 2015, according to both respondent comments and quantitative feedback, is to achieve the required executive development within budget constraints and to be able to measure, understand and demonstrate the impact of that investment. People and talent management objectives are also more likely to be focused on assisting the drive for growth and competitive advantage than in recent years
  • According to the survey results, the challenge for business school partners is to work closely with organisations to help them achieve this understanding, and to ensure that executive development interventions are client-centred with a focus on the ability to impact business performance.
For full details, you can download the 20-page research report for free.

Quality Services Events in the Second Half of 2015

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

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

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

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

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

-    XXL accreditation seminars: Brilliant! Already in! We will guide you through the process. These seminars are targeted at EQUIS and EPAS eligible and accredited Schools. The seminars provide in-depth guidance on how to complete the different steps of the EQUIS or EPAS accreditation process successfully:  how to compile a Self-Assessment Report, how to organise an effective Peer Review Visit and how to manage the post-accreditation phase including the write-up of progress reports (typically, a 2-day seminar)

EDAF logo15 LRStill uncertain about which of the above events is most suitable for you and your School? Please contact the Quality Services Office via equis@efmd.org, epas@efmd.org or equis@efmd.org. We are always happy to assist you!

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

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

Standard accreditation seminars
-    EQUIS and EPAS Accreditation Seminars in Prague on 15-16 October 2015 – hosted by University of Economics, Prague – Faculty of International Relations
-    EQUIS and EPAS Accreditation Seminars in Miami on 12-13 November 2015 – hosted by Manchester Business School – Americas Centre

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

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

Great Times for HR

WFPMA RiseHR coverWhat do HR professionals need to know or do to be effective in today’s and tomorrow’s business  world? Some of the world’s best thinkers tackle this question.”

The Rise of HR Wisdom: from 73 Thought Leaders is an anthology of perspectives highlighting the key themes confronting business and talent professionals in supporting the growing trend of people as a primary driver of an organization’s success.

Authors Dave Ulrich, William A. Schiemann and Libby Sartain conclude that :”Progress will come not only from the  content of HR, which includes the key issues HR professionals must address, but also from processes for how HR professionals go about dealing with  these issues, how HR functions are organized, and how HR practices are redefined”.

The intent of this collection is to help HR professionals seize the new, emerging opportunities occurring in talent development and to navigate the challenges of an ever-changing landscape,” said Prof. Ulrich. EFMD is also proud the see the key contributions of several of its member institutions: China Europe International Business School, IBM, Lancaster University Management School, London Business School, Northeastern University.

The 582-page book has seven main sections:
  • Context to strategy, including: The case for change capability,  HS as orchestra conductor
  • Organization, including: The future of HR is beyond HR, HR as guardian of the future, From war for talent to victory through organisation
  • Talent Supply, including: Strategic Workforce planning, Driving time to value in the human age
  • Talent optimization, including: Selecting and developing tomorrow’s leaders of innovation, Raising the bar en engagement
  • Information & Analytics, including: Business scorecard, Strategy execution, HR’s key role for tomorrow
  • HR governance, including: HR leadership diet, Renaissance HR, Need to know in the future?
  • HR professionals, including: Behavioral characteristics, Leveraging employer branding, Acquiring business knowledge, Marketing and Measurement
WFPMA PWC People analyticsAuthors Ulrich, Schiemann and Sartain conclude with coaching queries to make best use of the information in this book focused around: what do you want?, Whom do you serve?, and How do you build? You can download the 582-page book as a single PDF and for free from WFPMA, World Federation of People Management Associations.
You may also be interested in the latest PWC-Saratoga report: Trends in People Analytics. Overall this 21-page report highlights that Return on workforce investment is declining, High performer turnover trend continues and Diversity stalls. The four main people analytics trends identified here are:
  • Building a people analytics function, data integration and insights are primary objectives
  • Growing dissatisfaction with current approaches to data governance
  • Building targets and benchmarks into analytic tools
  • Taking predictions of flight risk to the next level, shoring up skill sets

IMD World Competitiveness Yearbook 2015 Results

IMD wcy logoThe IMD World Competitiveness Yearbook measures how well 61 countries manage all their resources and competencies to facilitate long-term value creation. The overall ranking released today reflects more than 300 criteria, approximately two-thirds of which are based on statistical indicators and one-third on an exclusive IMD survey of 6,234 international executives. Highlights of the 2015 ranking include:
  • The USA remains at the top of the ranking as a result of its strong business efficiency and financial sector, its innovation drive and the effectiveness of its infrastructure. Hong Kong (2) and Singapore (3) move up overtaking Switzerland, which drops to fourth place. Canada (5), Norway (7), Denmark (8), Sweden (9) and Germany (10) remain in the top 10. Luxembourg moves to the top (6) from 11th place in 2014.
  • Results for Asia are mixed. Malaysia (12 to 14), Japan (21 to 27), Thailand (29 to 30) and Indonesia (37 to 42) move down. Taiwan (13 to 11), Republic of Korea (26 to 25) and the Philippines (42 to 41) slightly rise in the ranking. Most Asian economies in decline have seen a drop in their domestic economies and are impacted by weakening/aging infrastructure.
  • Eastern Europe experiences a mixture of results as well. Poland (36 to 33), the Czech Republic (33 to 29) and Slovenia (55 to 49) move up in the ranking. In the Baltic States, Estonia (30 to 31) and Latvia (35 to 43) rank lower than last year; although, Lithuania gains in the ranking (34 to 28). Elsewhere in the region, current events in Russia (38 to 45) and Ukraine (49 to 60) highlight the negative impact that armed conflict and the accompanying higher market volatility have on competitiveness in an increasingly interconnected international economy.
  • A pattern of decline is observed in Latin America. Chile moves from 31 to 35, Peru from 50 to 54, Argentina from 58 to 59 and Venezuela remains at the bottom of the table. Colombia stays at 51.
  • Among large emerging economies, Brazil (54 to 56) and South Africa (52 to 53) slightly drop, China (23 to 22) and Mexico (41 to 39) experience improvements while India remains at the same spot (44). This trend shows the difficulty in grouping emerging markets in one category, as the issues impacting their competitiveness differ. China's slight increase stems from improvements in education and public expenditure, whereas Brazil suffers from a drop in domestic economy and less optimistic executive opinions.
For further information, you can watch the 5 mins video presentation by Arturo Bris.
IMD wcc logoA question of business efficiency: "The ranking highlights one particular commonality among the best ranking countries. Nine countries from the top 10 are also listed in the top 10 of the business efficiency factor". Business efficiency focuses on the extent to which the national environment encourages enterprises to perform in an innovative, profitable and responsible manner. It is assessed through indicators related to productivity such as the labor market, finance, management practices and the attitudes and values that characterize the business environment.

For more details, you can discover the overall scoreboard on the competitiveness of nations. You can also download individual country profiles, factors and sets of criteria. Data are broken down according to four main factors:
  • Economic performance (84 criteria): Macro-economic evaluation of the domestic economy
  • Government efficiency (71 criteria): Extent to which government policies are conducive to competitiveness
  • Business efficiency (71 criteria): Extent to which the national environment encourages enterprises to perform in an innovative, profitable and responsible manner
  • Infrastructure (116 criteria): Extent to which basic, technological, scientific and human resources meet the needs of business
Moreover, from the IMD World Competitiveness Centre, you can access for free the 5-year evolution of competitiveness,  as well as the Competitiveness and Global Trends Roadmap 2015–2050. The latter maps 13 elements in the areas of macro-environment, inputs, playing field and sustainable value creation.

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

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

The Drucker Forum 2015 touches a key theme of our time: it will look at the technology Tsunami - with Robotics, Big Data, Artificial Intelligence, Cloud Computing, and The Internet of Things - through the lens of humanity. This leads into fundamental questions to be discussed at the Conference:
In a technology-driven economy, is management still about people? Does it need a fundamental makeover? How can digital technology be leveraged do augment human capacity as opposed to automate and replace it? Can we achieve breakthrough innovation across the board creating new opportunity for people?  Based on the new technology infrastructure - is a new economic order in the making? What is the role of the public sector in this secular transformation?
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As the Forum’s strategic partner, we can provide our members with a 10% reduced conference fee, which is making a total of 25% off the standard fee if combined with the Early Bird discount of 15% should you register before July 15. To secure your conference pass at the special rate please register under the following link http://www.druckerforum.org/registration/ and enter the code "EFMD" as prompted in the course of the registration process.

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

For the complete speaker's list please go here.

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

New Global Cooperation on Education, Skills and Jobs Needed

WEF HCIndex coverThe Human Capital Index assesses learning and employment  outcomes across 5 distinct age groups in 124 economies. The Human Capital Report 2015 was published last week by WEF in collaboration with MERCER and concluding comments include:
  • Some countries are significantly more successful than others in translating learning outcomes into employment outcomes across all income groups. Finland and Norway lead the index, Kazakhstan and Ukraine are the top scorers among upper- and lower-middle income economies, respectively. In the low-income economies, Tajikistan and and Uganda lead the group.
  • Current education systems are time-compressed and force narrow career and expertise decisions in early youth.
  • Many of today’s education systems are disconnected from the skills needed to function in today’s labour market.
  • The lines  between academia and the labour market may need to disappear entirely as learning, R&D, knowledge-sharing, retraining and innovation take place simultaneously throughout the work life cycle.
  • Many developed world education systems have made enormous  increases in spending with little return.
  • Business must work with educators and governments to help education systems keep up with the needs of the labour market.
The Human Capital Index 2015 is structured as follows:
  • Under 15 age group: enrolment in education, quality of education, vulnerability
  • 15-24 age group: enrolment in education, education attainment, quality of education, economic participation, skills
  • 25-54 age group: enrolment in education, education attainment, workplace learning, economic participation, skills
  • 55-64 age group: education attainment, economic participation
  • 65 and over age group: education attainment, economic participation
Results by region include, amongst many others:
  • Asia and the Pacific: The best performing countries in the region are Japan (5), New Zealand (9) and Australia (13), while Nepal, Myanmar and Pakistan rank the lowest. China  and Indonesia score in the middle range of the Index while India falls into the lower half of the region.
  • Europe and Central Asia: The region’s best performing countries, including Finland (1), Norway (2) and Switzerland (3), dominate the Index’s overall top 10, whereas the lowest performing countries are Albania, Turkey and Moldova.
  • Latin America and the Caribbean: The best performing countries in the region are Chile (45), Uruguay (47) and Argentina (48).
  • Middle East and North Africa: Three countries - Israel (29), the United Arab Emirates (54) and  Qatar (56) - make it into the upper half of ranked countries in the Human Capital Index.
  • North America: Canada (4) is ranking in the top five overall performers, with the US in 17th overall position.
  • Sub-Saharan Africa: Overall, the regional spread is high, with the following top performers in the region: Mauritius (72), followed by Ghana (82) and Zambia (83).
For full details, you can consult the 319-page report in pdf format.

Projected Demand for Graduate Management Talent Reaches New High

GMAC CRS coverEmployer demand for recent business school graduates continues to show a strong upward trend in 2015, as 84 percent of companies worldwide plan to add new MBAs to their workforce -- up from 74 percent in 2014 and 62 percent five years ago, according to a global survey of employers.
The 2015 Corporate Recruiters Survey, conducted by the Graduate Management Admission Council in partnership with EFMD and the MBA Career Services & Employer Alliance (MBA CSEA), drew responses from 748 employers in 47 countries around the world.

"The MBA, as an area of study valued by employers, is showing more strength than ever with hiring of new graduates projected to rise for the third year in a row," said Sangeet Chowfla, GMAC president and CEO.  Regional highlights from the survey show:
  • Seventy-five percent of Asia-Pacific companies (69 percent in 2014) plan to hire recent MBA graduates.
  • More than half of European-based companies plan to hire MBAs (56 percent of employers, up from 53 percent in 2014) and Master in Management graduates (52 percent, up from 51 percent).
  • A larger share of Latin American companies plan to hire MBA and Master of Finance graduates this year compared to the share that hired them last year. Seventy five percent plan to hire MBAs (up from 69 percent that hired MBAs last year) and 61 percent plan to Master of Finance graduates (up from just 32 percent that hired them last year).
  • More than 9 in 10 (92 percent) companies in the United States plan to hire MBA graduates in 2015 -- up from 80 percent that hired MBAs in 2014. The proportion of U.S. companies with plans to hire specialized business master's candidates in 2015 is 12 to16 percentage points higher than the share of companies that hired them in 2014.
"The data from the latest survey shows a very positive view globally from companies on the value and impact of graduate management education," said Prof. Eric Cornuel, CEO and director general, EFMD. "The next decade will see a massive demographic shift as the 'boomers' leave the workforce and companies clearly see business schools as a key resource in finding new talented graduates."

In addition to these findings, the 2015 report also explores job level placement and recruiter behavior:
  • Globally, the majority of recent business school degree holders, upon graduation, can expect to be placed in a mid-level or entry-level position. Employers in Latin America and Europe expect to place the greatest proportion of recent business graduate hires in senior- and executive-level positions.
  • Employer attitudes towards massive open online courses, or MOOCs, vary regionally. Among employers familiar with MOOCS, those in the U.S. are least likely to consider MOOCs an alternative to graduate management education (8 percent). Companies in Asia-Pacific are the most likely to consider MOOCs an alternative to graduate management education (29 percent).
  • When choosing graduate business candidates to interview, 9 in 10 employers cite a demonstrated track record, strong communication skills, and solid technical or quantitative skills as their top three selection criteria.

For quick reference, you can view the infographic. For the full details, please consult the 32-page research report, for free from the GMAC website.  It details “Hiring Outlook” in terms of Candidate Demand; Regional Hiring Trends; Demand by Industry, Function, and Job Level;  Functional Demand by Job Level and Region; Job Levels; Compensation; International Students and Job Placement; and Student Mobility. The section “Recruiter Behavior” breaks down into: Recruitment Methods; Campus Visits; Student Selection; Work Experience;  Interns and Internships; and MOOCs and Candidate Selection.

University Professors of the Future - New Paths for Academic Talent Development and Management

Humane ACBerlinYou are kindly invited to the HUMANE Annual Conference, taking place on 26-27 June 2015 at Freie Universität Berlin, Germany.

University professors are key players in HE and are crucial for realising research strategies and shaping the profile of HEIs. Europe's Higher Education and Research Sector is witnessing a significant change process triggered by a number of factors: Changes in society like the ageing phenomenon and the immigration issue, as well as the economic downturn lead to a changing view to HE overall and the importance for the future development of societies and their respective economies. Equally important is the impact of the globalised economy leading to harder competition on skills and innovation as well as the digitalisation, which is opening up new ways to deliver education and to work.

These trends challenge both the universities and their professors. Education and Research are being redefined and attitudes as well as actions of important stakeholders are changing with significant consequences in some countries.

How are universities reacting to this? What will the HEI and Research Sector look like in 2040? How does the scientific profession change? What happens with teaching, research, social interaction and leadership?  Human capital and knowledge is what universities are about. How are universities organising and preparing their staff for the future?  Are competitive packages for recruits, diversification of academic skills and careers, new talent management, dual appointments and affiliations, results based salaries and monitoring of success rates the right solutions? What is the role of strengthening of professional leadership and management skills in all this?

In this Annual Conference HUMANE is offering a forum for better understanding and discussing how HEIs address these issues, define their HR strategies and management for the future. And all that with HUMANE's typical diverse European overview. Announced speakers include:
  • Peter-André Alt, President of the FU Berlin (DE)
  • Stefano Paleari, Rector, Università degli Studi di Bergamo (IT)
  • Doris Klee, Vice-Rector for Human Resources Management and Development, RWTH Aachen University (DE)
  • Marion Stolp, Director of Human Resources, University of Groningen (NL)
  • Dicky Tamminga, Management Development Advisor, University of Groningen (NL)
  • Deborah Roseveare, Head of the Skills Beyond School Division, OECD (FR)
  • Simon Laver, Co-Founder and Director, Perrett Laver (UK)
  • Sinead Gibney, Consultant, Perrett Laver (UK)
  • Katrien Maes, Chief Policy Officer, League of European Research Universities (LERU) (BE)
  • Cécile Chicoye,  Directeur Général des Services, Université Toulouse 1 Capitole (FR)
  • Marianna Bom, Chief Financial Officer, Aalto University (FI)
  • Nicola Owen, Chief Administrative Officer, Lancaster University (UK)
  • Alojzy Nowak, Vice-Rector for Research and Liaison, University of Warsaw (PL)
For all further details as well as latest updates, please consult the conference website.  Registering online can be done here.

2015 EFMD Annual Conference

EFMD Annual Conference 2015

The EFMD Annual Conference has been designed for all those interested in management education and development. It brings together EFMD members, companies, educational institutions and other associations, offering various perspectives and discussions on the conference theme.

Learning and Teaching: Universities in the Next Decade

EUA LTeaching coverEUA has just launched the Trends 2015 report, which presents the universities’ perceptions of the changes that have taken place in European higher education over the past five years, particularly in relation to learning and teaching.

Based on survey responses of 451 higher education institutions from 46 countries, the report outlines the changing context in which higher education institutions operate.

The trends 2015 results confirm the pre-eminence of both quality assurance and internationalisation. Key findings include:
  • 92% of institutions state that internationalisation has contributed to improving the quality of learning and teaching, notably through mobility of students and staff and international collaboration.
  • The use of information and communication technology has joined quality assurance and internationalisation as the third top priority of institutions.
  • Institutions are investing in ICT tools, offer blended learning and plan to expand their e-learning offer to increase access and deliver greater flexibility of learning.
Part five of this 133-page report focuses on Universities in the next decade and breaks down into:
  • The importance of learning and teaching, including lifelong access to learning for a diverse student body; Student-centred learning and preparation of graduates for the labour market and society; Development and implementation of effective internationalisation strategies
  • Organisational strctures and human resources, including technology as a driver; staff development is pivotal;
  • The growth of marketisation in higher education: blurring the lines between public and pricate?
  • A common European agenda
Parts one to three respectively focus on: The changed context; Dynamic European and national policy agendas; and Institutional strategies and the changing student population. Part four on Learning and teaching in Europe has sections on:
  • Impact of internationalisation on learning
  • Impact and implications of e-learning    
  • Changing conceptions of teaching: learning outcomes, links between teaching and research, promoting employability
  • Staff policies: recruiting, evaluating academic staff, developing teaching skills, diverging patterns
  • Enhancing the learning environment
  • Supporting the progression of students: ensuring student success and engagement, surveying students
  • Summary of key trends
For further information, please consult the full EUA research report: Trends 2015: Learning and Teaching in Europen universities.

Recap of the 2015 EFMD Doctoral Programmes Conference in Vilnius

Guest blog post by Wilfred Mijnhardt, Policy Director at the Rotterdam School of Management, Erasmus University

Doctoral confThis week, EFMD brought together the international Doctoral Education community at the ISM University of Management and Economics in Vilnius. This 3-day conference was attended by a group of 40 directors of doctoral education, support professionals, faculty members and PhD candidates from EFMD member schools. The focus of the 4th EFMD Doctoral Programmes Conference was targeted at 'exploring the Doctoral Journey'.

One of the main conclusions of the conference is that business schools have to accommodate a variety of doctoral journeys like full-time and part-time PhD trajectories and DBA projects. Doctoral programmes need to be flexible to be able to customise the learning and research of candidates.

The conference started with an overview of the big picture and current international developments that are relevant for doctoral programmes. Topical issues were discussed with sensitivity for the multiple perspectives on doctoral journeys. Some sessions were dedicated to the individual candidate's perspective and the supervisor’s perspective. Other sessions were targeted at the programme level perspective and even the programmes portfolio/school level. The complexity of the doctoral journey was actively discussed among participants.

A special session was dedicated to the principles and guidelines for quality assurance in doctoral programmes, which are currently being updated by EFMD and EQUAL in collaboration with EIASM and EDAMBA. These guidelines and principles help member schools to raise the quality and professional ethics of the doctoral programmes to an international level.

A final session was dedicated to the dual impact of doctoral programmes on the careers of faculty and managerial practice. Especially the way in which business schools prepare their candidates for future careers in academia and/practice was shared and discussed.

Overall the conference was a very relevant and interactive event, enabling the participants to share actively their practices and challenges.

Next year this conference will be hosted by Rotterdam School of Management, Erasmus University on 11 - 13 May 2016.

Are We All Wrong About Gen Z?

GlobalTrends GenZ coverBusinesses have barely figured out how to market to and manage Generation Y. Now, they are confronted with a new generation of young people, Generation Z (typically defined as being born between 1995 and 2009), that are entering the consumer world and, imminently, the workplace.

In a survey conducted in Spring 2015 with 312 young people between the ages of 11 and 18 years across the world Strategy Dynamics Global SA went out to find out whether the popular stories about the world’s first fully digital generation really make sense. It turns out that perhaps the fiction needs a dose of reality.

Digital may be in their DNA – but talk to them
Of course Gen Z love their electronic devices and are not really happy to share them. Only 20% of Gen Z would do so, although 83% would gladly share their books and 72% are happy to share toys/games.

And don’t use email
Email is the least preferred communication method by a long way. Telcos and social media firms also need to recognize that while they may think their respective platforms are very different, Gen Z does not really differentiate between instant messaging and texting.

Does Gen Z really want to clean up the mess from earlier generations? Well, not really
It is not that they don’t care; they do care about the world they live in but they are not too keen on doing anything about it, at least not yet. For example, only 34% of Gen Z think it is important to work for a company that is environmentally conscious.

Work for a multinational? Perhaps, if it has great people, but we’d rather work for ourselves
Getting a good job is top of mind among Gen Z’s hopes (79%) and fears (71%). This may reflect why a majority of them also see doing well in school as a high priority. But for organizations to succeed in attracting them, it will be important to value, excite and educate Gen Z by offering the opportunity to work with great people in a great workplace – 82% demand this – while over 70% want to be recognized, valued and respected, and to have opportunities to learn and progress in their careers.

Jobs may be important, but so are health and healthy relationships
It’s a generation that is built on relationships, networks and constant communication, both virtual and physical. Making good friends is a hope for many (73%), while the health of their family is a big worry for 65% of Gen Z.

For more details, please consult the highlights of the survey results. You can also access for free the presentation summarizing the survey results.

e-Leadership Call for Action with EFMD Position Statement

e leadership callE-leadership skills enable people to lead staff towards identifying and designing new business models and making best use of ICT and delivering value to their organisations. Concrete pan-European guidelines for e-leadership curricula development have been produced.

They include the definition of e-leadership skill sets in curriculum profiles enabling advanced teaching content using the latest research. They are based on industry requirements and best practices. The application of the guidelines has been successfully demonstrated. Ten regional cluster events have been organised in 2014 mobilising over 1200 experts across Europe. Many stakeholders have contributed to this initiative and suggest the creation of national coalitions to help scaling up efforts.

Senior representatives from governments, industry, NGOs and academia across Europe call for further action to increase Europe's digital talent pool and the number of e-leadership skilled individuals. They have drawn up this call for action to promote e-leadership in Europe.

For all details, please consult the 12-page report.

"The EFMD priority is to assist business schools and higher education institutions to transform their education processes and to assist them in adopting innovative teaching and learning approaches", said Nadine Burquel, Director EFMD Business School Services.  "We very much welcome the initiative to promote eLeadership in Europe."

You are also kindly invited to the first European conference on skills for digital and key enabling technologies which will take place on 1-2 June 2015 in Brussels.

This event aims to become an interactive platform for exchanging opinions and co-creating solutions on the skills issues in key enabling technologies (KETs) and ICT and to bring together the representatives of all key stakeholder groups. The conference is organised in the context of two initiatives of the European Commission, namely KETs skills and e-leadership initiatives.

New Global Study Results: Managing Work-Life Becomes More Difficult

EY logoThis according to newly released research by EY.  The online survey of close to 9,700 full-time workers at companies of varying sizes (and across generations) was conducted in Brazil, China, Germany, India, Japan, Mexico UK, and US.  Top findings include:

1. Managing work-life is getting harder
  • The top reason one-third of full-time employees globally say it has gotten more difficult to manage work/family in the last five years is that “my salary has not increased much, but my expenses have,” which was about tied with “my responsibilities at work have increased.” The other top 5 reasons include increased responsibility at home, working longer hours and having children.
  • 46% of managers, globally, are working more than 40 hour weeks and four in 10 say their hours have increased over the past five years.
  • Globally, younger generations are seeing their hours increase more in the last five years at a time when many are moving into management and starting families.
  • Of managers, full-time working parents (41%) have seen their hours increase more in the last five years than non-parents (37%).
  • Illustrating the tension of dual-priorities for younger generations, about half of millennials and Gen X cited increased responsibilities at work as a leading cause.
  • Countries where parents found it most difficult to manage work-life versus non-parents were Germany, the UK, India and the US.
2. Top reasons to quit
  • The top five reasons  for full-time workers to quit jobs are: minimal wage growth, lack of opportunity to advance, excessive overtime hours, a work environment that does not encourage teamwork and a boss that doesn’t allow you to work flexibly.
  • Other leading factors in the top 10 include a “flexibility stigma”, lack of workplace flexibility altogether, including an option to telecommute, and too much overnight travel.
  • Parents are more likely than non-parents to mention a lack of opportunity to advance as a reason to quit, demonstrating continued career ambition after having children.
EY cover work life3. What do workers around the world want in a job?
  • After competitive pay and benefits, the top five things employees say are very important in a potential job are: “being able to work flexibly and still be on track for promotion”, “working with colleagues, including my boss, who support my efforts to work flexibly.” Other flex perks full-time employees seek are: the ability to work flexibly informally when needed, receiving paid parental leave and not working excessive overtime.
  • Millennials, globally, are more likely than other generations to say it is important to receive paid parental leave onsite or subsidized child care and telecommuting 1-2 days a week.
  • Two-thirds of full-time employees would prefer being able to relocate closer to family over reducing overnight business travel, receiving onsite or subsidized childcare, an ability shut off emails and calls when needed, and telecommuting.
4. Economy’s impact on marriage, work, education and family planning
  • More than one in five employees encouraged their spouse or partner to return to work and a quarter encouraged their spouse/partner not to quit or reduce hours to better manage work-life.
  • Approximately 23% of workers decided not to have more children and one in five delayed having more kids.
  • Marriages were also impacted. The economy sparked nearly one in six full time workers to get divorced or separated and almost a sixth to delay getting a divorce.
  • About one in five full-time workers were forced to discontinue or delay higher education or said their ability to help pay for their children’s education was reduced.
Please visit the dedicated EY website for all the details as well as charts on: Managing work/family/personal responsibilities by generation and by country; The top five reasons why millennials quit by country; The most important flexibility issues for parents and for non-parents; and a detailed US spotlight.

Organisational Change: Four Behavioural Models and Ten Universal Drivers

OD IMDpageIn this newly published book, Changing Employee Behavior: A Practical Guide for Managers, four of the most prominent psychological models are examined to  explain how behavior change works.

Author Shlomo Ben-Hur explains: “All four models have something different and useful to tell and are a bit like sunglasses, each providing a different tint or perspective on how the world looks. No single one is best, but a thorough understanding of these different perspectives can help managers choose deliberately and effectively among the assortment of options for changing employee behavior.

Behaviorism: This model of behavior change is quite simple: when we do something that produces a positive outcome, such as a reward, we are more likely to do it again, whereas if something produces a negative outcome, such as a punishment, we are less likely to do it again. Over time, these habits are internalized to produce lasting changes in behavior.

Cognitive Psychology: The focus of this approach is on helping people recognize when their thinking is negative or unhelpful for them. Alternatively, when seeking to promote new behaviors, the focus is first on motivating people by helping them to think about the benefits of the behaviors. Approaches such as therapy and coaching as well as development programs focused on issues such as self-confidence, attitudes, and development planning are all based on a cognitive psychology approach.

Systemic Psychotherapy: A systemic approach focuses attention on factors in an employee's current situation which might cause them to act in a certain way. The emphasis of systemic psychotherapy is not on changing the individual or the environment but on changing the relationship and interaction between the two.

Behavioral Economics: Behavioral economists pay particular attention to choice architecture – presenting information and options in a certain way that 'nudges' people to make the best choices for themselves.

OD bookcoverShlomoFor more information, please check this new IMD book. Shlomo Ben-Hur http://www.imd.org/about/facultystaff/ben-hur.cfm is Professor of Leadership, Talent Management and Corporate Learning at IMD, where he directs the Organizational Learning in Action (OLA) program.
You may also be interested in: Using Fact, not Feeling, to Deliver Change. Here it is suggested that while managing organizational change is inherently complex, the approach should boil down to two simple questions:  How can an organization tell if a change program is on track? And, if not, what steps are needed to get there? The authors Warren Parry and Randy Wandmacher have studied these two points by examining 250 major organizational change programs, collecting data from more than 850,000 employees from all levels of the organization.

As part of this process, researchers sifted through thousands of variables that influence organizational change outcomes and distilled them to a list of 10 drivers that can be seen as universally critical.
  • Systems and processes
  • Skills and staffing
  • Vision and direction
  • Communication
  • Business leadership
  • Team leadership
  • Teamwork
  • Accountability
  • Passion and drive
  • Fear and frustration
For more information, please read the full article from Talent Management Magazine.

Learning and Development: New Annual Survey Report

CIPD LDsurvey coverThis new CIPD research report sets out the findings of the annual Learning and Development (L&D) survey. It covers the responses of 541 L&D professionals representing a workforce of several hundred thousands. Insights include that L&D needs to actively promote its value as well as address capability gaps. Key findings include:

The role and purpose of the learning and development function
  • Learning and development is usually incorporated within the HR
  • L&D is broadly aligned with business
  • Lack of clarity is a common barrier to alignment
Trends in learning and development
  • In-house methods remain most common
  • Learning technologies are more common in larger organisations
  • Coaching and mentoring are common
  • Most L&D content is developed from scratch
  • Many offer training to non-employee
  • Closer integration of L&D activity and business strategy is anticipated

Learning technologies
  • Three-quarters of organisations use learning technologies
  • Many lack confidence in their ability to use learning technologies
Leadership development
  • Most plan to conduct leadership development activities in the next 12 months
  • People management practices support effective leadership
Talent management
  • Little change in the prevalence of talent management activities
  • Views on which talent management activities are most effective have changed little over the last few years
The development of L&D professionals
  • Most organisations encourage and enable the development of L&D capability to some extent
  • Business and commercial awareness and the ability to work collaboratively are key to success in L&D
  • A quarter integrate findings from social/behavioural neuroscience into practice
Assessing the impact of learning and development activity
  • One in seven do not evaluate the majority of their L&D initiatives
  • Learner and manager reflection and feedback are most commonly used to assess the effectiveness of L&D interventions
  • Three in ten quantify the impact of L&D on productivity
  • Evaluations are mostly used to update the L&D intervention and review the delivery method
  • Other business priorities is the most common barrier to evaluating L&D
Economic situation and training spend
  • Changes to L&D resources are related to organisations’ general economic circumstances re investment in learning
  • L&D headcount increasing in the private sector
  • More investment in learning
  • Mixed views regarding the future of L&D funding

For more details, please consult the 44-page report, it has sections on:
The role and purpose of learning and development, including: variation in size, improving indnvidual and organisational performance, more barriers to alignment in larger organisations, common barriers

Trends in L&D practices and methods, including: continued shift towards integration with business stratety

Learning technologies, including: face-to-face delivery is dominant, mobile will have greatest impact

Leadership development, including: equipping line managerts to improve performance is key focus, 

Talent management, including: focus on developing high-potentials and future leaders

The development of L&D professionals, including: how to facilitate the development, integrating knowledge from other areas

Assessing the impact of L&D activity, including: a range of metrics to quantify impact, most encountered barriers

Economic situation and L&D resources, including: considerable variation in budgets, private sector employees receive more training hours

2015 EFMD Higher Education Research Conference in Oxford

research2015 banner
We are glad to announce that the best papers have been selected to be presented at the 2015 EFMD Higher Education Research Conference (HERC2015). The conference is hosted by Said Business School, University of Oxford and takes place on 3-4 June 2015 in Oxford.

Since 2012, EFMD is engaging in a community-building effort to encourage research on business schools and their role in higher education. The Annual EFMD Higher Education Research Conference is designed as an anchor event of this initiative. It serves as a platform to facilitate the cross-fertilization of research by scholars from management, higher education as well as other fields. The forthcoming conference in Oxford will be the 4th such conference. Previous events have been hosted by The Lorange Institute in Switzerland (2012), Paris-Dauphine University in France (2013), and Stockholm Business School, Stockholm University in Sweden (2014).

See the preliminary programme on: www.efmd.org/herc2015 and register via our conference registration platform.

Three distinguished speakers will deliver keynote addresses during the conference:

  • Mats ALVESSON, Professor of Management, Lund University School of Economics and Management, Sweden
  • Alis OANCEA, Associate Professor in the Philosophy of Education, University of Oxford, UK
  • Jeffrey PFEFFER, Thomas D Dee II Professor of Organizational Behaviour at the Graduate School of Business, Stanford University, USA
We look forward to seeing you in Oxford!

Calling Leaders in Globally Responsible Management Education and Business

Attendees of EFMD's 2015 Annual Conference are invited to register for the start-up meeting of the Globally Responsible Leadership Initiative's upcoming Innovation Cohort.

GRLI logoSince 2004 the GRLI has served as the leading incubator for innovation and new practice in business schools and for collaboration with business in the space of ethics, responsibility, and sustainability. Management educators, leadership developers and organizational leaders that wish to innovate and transform their own organizations and offerings and impact the broader management education ecosystem are invited to help set the agenda for next frontier of GRLI’s work by participating in the GRLI Innovation Cohort “Conversation Starter” meetings on 7 June (Brussels) or 21 June (New York).

The GRLI’s unique formula of relational innovation towards collaborative action helped catalyse the founding of PRME, the 50+20 Agenda and Sustainability Literacy Test as well as new learning approaches and technologies such as Whole Person Learning and the Collaboratory methodology. At the core of GRLI’s work is the highly experimental and catalytic Innovation Cohort – a co-learning opportunity where a worldwide network of peers prototype and pilot globally responsible business and management programs, approaches and initiatives. Inspired by the 50+20 vision, GRLI Innovation Cohorts aim to catalyze the education of globally responsible leaders, enable business to become the best for the world, and engage proactively in systemic and societal transformation.

The pioneering Innovation Cohort engaged 18 individuals (including Deans, Directors, Entrepreneurs and Business Leaders) from 15 organizations over the course of 10 months during 2013 / 2014 and yielded three ongoing impact initiatives. As a participant-driven cohort the group jointly determined, based on collective interest and energy, which emergent issues and topics to emphasize during working sessions and virtual meetings. This model also provides a mechanism for organisations to become involved in the GRLI on a project basis and for existing partners and members to ground their involvement in specific initiatives.

In order to form the next cohort and set the outline agenda for their learning journey two “Conversation Starter” meetings are being held during June. The first meeting takes place on 7 June at the same venue as the EFMD 2015 Annual Conference in Brussels. The second meeting takes place on 21 June in New York and is linked to GRLI’s 2015 AGM (22 June) and the Global Forum for Responsible Management Education (23-24 June).

Prospective participants apply by developing project proposals which outline their likely contribution to the Cohort’s learning as well their intended action learning outcome. During the Conversation Starter meetings in June the next Innovation Cohort’s agenda and dates will be finalized. The provisional dates for the four modules which make up the full Innovation Cohort program are:

•    12-14 October 2015 (Barcelona, Spain)
•    End November 2015 (venue to be confirmed)
•    February 2016 (venue to be confirmed)
•    May 2016 (venue to be confirmed)

Please note that space is limited for the Conversation Starter sessions and that registration is essential. For more information please see the GRLI website (link:http://www.grli.org/projects/innovation-cohorts/) and contact John North to register before 30 May for either the Brussels or New York “Conversation Starter” meetings.

Higher Education Efficiency: University Mergers

HE uni mergersThis new DEFINE report provides a Europe-wide analysis of trends in merger and concentration processes. The 61-page report has three main parts:

Part one: Mapping Mergers in Europe, including:
  • Typologies of merger and concentration processes: similarity in size, profile homogeneity, integration depth, system restructuring
  • Mapping university mergers in Europe: 92 are recorded in this study
  • Rationale and aims behind merger and concentration processes: increased quality, realisation of economic gains, system consolidation, strengthening institutional position,  geographical drivers
Part two: Delivering efficiencies, including: Creating value, Assessing costs and gains, The challenge of evaluation: comprehensive evaluations, benchmarking, staff experience.

Part three: Managing the process, including: Governance, Planning and management, Communication, Involving students.

The authors of the report conclude with 15 recommendations: for all details, please download the 61-page report from the EUA library. Additionally, cases on 11 universities are featured:
  • The federative choice of Ramon Llull University
  • Clustering process in Flanders
  • Drivers of the Aalto University merger
  • Leuphana University Lüneburg
  • The University of Lisbon
  • Resourcing the Aalto University merger
  • Assessing gains of the Linnaeus University merger
  • The University of Strasbourg
  • “Integration” challenges at Ghent University
  • Internal communication management during the Aalto University merger
  • The cultural dimension of the Dublin City University merger
HE eurydiceYou may also be interested in:Modernisation of Higher Education: Access, Retention and Employability. This recently published Eurydice report builds on data from 36 education systems in Europe. It has dedicated sections to:
  • Challenges for access and widening participation: Set clear policies, Monitor the impact of policy, Use data in policy making, Provide incentives to higher education institutions, Develop alternative entry routes, Develop recognition of prior learning, Develop part-time studies, Develop guidance services to prospective students.
  • Challenges for student retention: Develop national policies, objectives and action, Provide incentives to higher education institutions to improve performance.
  • Challenges for employability and transition to the labour market: Involve employers, Increase training and work placements, Ensure high quality career guidance, Monitor graduates’ labour market entry, Evaluate performance.

Tomorrow's Workforce Development: Three New Reports

Workforce KPMG HRbigdataEvidence-based HR
The time is now for C-level and HR leaders to embrace evidence-based HR or risk losing ground reveals a new global report entitled "Evidence-Based HR: The Bridge Between your People and Delivering Business Strategy".

Commissioned by KPMG, the Economist Intelligence Unit conducted a global survey of 375 executives in September 2014 with the academic support of EFMD members: University of Bath, University of Lancaster Management School,  and Stanford University.  Key findings include:
•    Nearly one in three (30 percent) non-HR executives do not agree that the HR function plays a sufficiently strong role in meeting the organization’s strategic objectives.
•    49 percent of non-HR executives agree that HR leaders are able to clearly demonstrate tangible correlations between people management initiatives and business outcomes.
•    55 percent of respondents remain skeptical about the potential of big data and advanced analytics to make a real difference to the HR function.
•    Corporate culture is cited as the single largest obstacle to the use of evidence in people management, followed by lack of skills and resources and the quality of the data.

For further detail, please download the 32-page report.

Workforce HS sculptingSculpting tomorrow’s ‘borderless leaders
Companies can benefit from more diverse  senior management with a broader range of cultural experiences and cognitive skills. Developing such leaders will be a competitive necessity in an increasingly complex world. This report  from Heidrick & Struggles refers to the attributes of  VUCA (volatile, uncertain, complex and ambiguous) leaders:
•    Learn to let go of traditional definitions of success
•    Keep one’s ego in check
•    Maintain a keen desire to keep learning
•    Seek viewpoints from across the organisation
•    Become comfortable with ambiguity and uncertainty

Author Giovanni Lamarca advises US consumer goods companies to look to three areas as a starting point:
•    Expose promising candidates to global environments early and often.
•    Encourage experimentation early in one’s career while mistakes can be remedied.
•    Cast a wider net to include a more diverse set of candidates.

For more details, please consult the 12-page report.
Practical tips for leading millennials
Here are six things,  suggested by IMD Professor Martha Maznevski, that today's leaders need to know to really harness the power of millennials.

1] They learn through experience. They grew up playing a lot of video games without using instructions. They expect a leader to play the role that the walls and cliffs do in a game. Leaders should be aware of this and help point out the potential pitfalls of certain courses of action, both before and after.

2] Their lives are non-linear. This generation has never seen the world as a safe and coherent place. They will have non-linear career trajectories and they know it.  For leaders this means that Gen Y is prepared for complexity.

3] They ARE loyal. But to principles and not to people.  You should focus more on developing and communicating the principles and purpose behind your organization's work, no matter whether it is a company, an NGO or a government agency.

4] Assumptions about privacy, boundaries and roles are fluid and permeable. While leaders should watch out for unintended consequences, they should also encourage younger employees' creativity to think beyond of the established way of doing things.

5] Power is distributed and control requires permission. Make sure your millennial employees understand why your organization and team are doing what they are doing. Also, don't neglect leadership development. Keep investing in your leadership capabilities so you can motivate your millennial employees.

6] They are not good at boring but necessary work. Leaders need to make sure that entry level talent know that having a deep understanding the different aspects of an industry will help them in more senior roles later on.

Please go here for further details.

EFMD Awards CLIP Accreditation to Repsol

CLIP repsol

The Corporate Learning Improvement Process (CLIP) is a unique accreditation run by EFMD that focuses on identifying the key factors that determine quality in the design and functioning of corporate universities and learning organisations.
We are delighted to announce that Repsol has recently received CLIP accreditation and joins the CLIP community which also includes:

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

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

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

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

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

Reimagining Business Education: A World of Ideas

BEJam logoHello, Jam participants!
Thank you again for contributing your ideas and insights during the Business Education Jam. We are pleased to announce that the results are in!

During the 60 hours of conversation, common themes and actionable solutions emerged. Using IBM’s analytics, we have highlighted the most significant Jam findings in a new report, "Reimagining Business Education: A World of Ideas."

Separated into two parts, the report includes infographics, important questions to consider, thought-provoking quotes, and best practices for moving forward.

BEJam quotePart 1: Critical Questions
Here, you will find an exploration of eight key themes that appeared again and again during the discussion. Check out ideas, opinions, and reflections on the current state of business education and how it can stay relevant. The key themes are:
  • Enhancing value for students, for employers, for the world
  • Producing relevant research, including: business schools are not the only players
  • Embracing technology, including: added competition, faculty must evolve too
  • Revamping rankings
  • Collaborating with industry, including essential management skills
  • Supporting millennials
  • Fostering ethics, including: schools must make it real
  • Developing entrepreneurs, including: innovation can be taught
Part 2: The Roadmap
The roadmap is our blueprint for the future, offering next steps, ideas in action, and best practices to implement as we forge ahead. It is split into three sections:
  • Business Schools of the Future, focusing on: value, real-world relevance, differentiation
  • Business Students of Today and Tomorrow, focusing on: 21st century competencies, millennials
  • Our Next Leaders, focusing on: ethics, entrepreneurship & innovation, leadership
We hope you will read, share, and reflect on these findings as we work together to revolutionize the future of business education. Visit bu.edu/jam to learn about upcoming events, including webinars and conferences.
If you or your organization would like to get involved let us know. To request a print copy of the report, leave us your contact info and we will drop one in the mail. Mailing address is:
Business Education Jam, Boston University Questrom School of Business, 595 Commonwealth Avenue, Boston, MA 02215, USA.
We are on to the next phase of the Jam and we can’t to see where it takes us.
The Jam Team

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

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

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

Schools using CVTrust include:

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

Effective Leadership in International Organisations

WEF leadership intorgThis study (and recently published report) aims to inspire greater attention to leadership in international organizations, instigate learning across them and draw attention to good practice.

The “Effective Leadership Project” covers: Global governance in the 21st century, Constrained leadership, Measuring of and responsibility for effective leadership structures, and Methods for assessing organisations. Project leadership was with Blavatnik School of Government, University of Oxford.

The WEF report highlights some of the best practice that facilitate good leadership. Emerging good practices include:
  • Selecting and Re-Electing Leadership on Merit
  • Managing Performance
  • Setting and Evaluating Ethical Standards
  • Developing and Retaining Talent
  • Setting Strategic Priorities
  • Engaging with a Wide Range of Stakeholders
  • Evaluating Independently and Effectively
The 86-page report  also details the leadership practices in the following international organisations:
  • African Development Bank Group
  • Asian Development Bank
  • European Bank for Reconstruction and Development
  • Inter-American Development Bank
  • International Monetary Fund
  • International Organization for Migration
  • United Nations Development Programme
  • United Nations High Commissioner for Refugees
  • World Bank Group
  • World Health Organization
  • World Trade Organization
The general profile for each organisation includes: governance, income, number of staff, history of leadership and current trajectory. Then the detailed indicators are reported in eight sections:
  • Leadership selection process
  • Performance expectations
  • Performance management programme
  • Leadership re-election
  • Authority and mechanisms tyo shift strategic priorities
  • Attract, retain and develop talent
  • Engaging with diverse stakeholders
  • Internal-external evaluations

Impact, Passion & Creativity in Learning

AC Bxl bannerAre you passionate about management education? Would you like to increase the impact of your programmes by introducing more creativity and new learning styles? If your answer is yes, sign-up now for EFMD’s 2015 Annual Conference.

From 7-9 June 2015 we bring together the vibrant EFMD community to discuss Impact, Passion & Creativity in Learning. You will be able to learn both from discovering best practice examples and by joining our interactive discussion groups.

We are particularly proud to announce that Charles Handy, Social Philosopher, former professor at London Business School and author of «Gods of Management» and «Myself and Other More Important Matters» has agreed to give the closing speech for this conference.

Tara Swart, CEO, The Unlimited Mind, Executive Leadership Coach, Medical Doctor & Neuroscientist, US and Steven Poelmans, Strategy, Leadership and People Department, Programme Manager and Director of the Coaching Competency Centre, EADA, ES will take a cross-disciplinary approach and explore the connections between Neuroscience and Leadership.

Curious? We invite you to discover  the full conference programme and to register before 8 May to benefit from an advantageous fee.

We look forward to seeing you in Brussels!

You may want to find out more in detail about:
  • Clouds of Change”: Charles Handy, like Peter Drucker, has always sought to identify the ‘clouds of change’ threatening society. He identifies one such possible threat – the dysfunctional behaviour of our large corporations.
  • Neuroscience for Leadership: Harnessing the Brain Gain Advantage: Leadership can be learned: new evidence from neuroscience clearly points to ways that leaders can significantly improve how they engage with and motivate others, allowing them and their organizations to continue discovering their potential. This book (co-authored by Tara Swart) provides leaders and managers with a guide to practical, effective actions, based on neuroscience, explained in an accessible way. It focuses on the competencies and capabilities that leaders and managers need, to think creatively, take good decisions, improve their performance and resilience, deal with complexity, incentivize, and innovate, rather than focusing on brain regions or even functional pathways within the brain. This book comes from three authors who combine knowledge and experience in applied neuroscience, psychiatry, organizational psychology, learning and leadership coaching at a world class level.
  • NeuroTraining Lab: Introduction video with Steven Poelmans.

Open Access to Research: Checklist for Implementation in Universities

EUA logoEUA just launched the ‘Open Access checklist for universities: A practical guide on implementation’, a concise document to support universities in developing institutional policies on Open Access to research publications.

The Open Access checklist  is addressed to higher education and research institutions that are developing, or planning to develop, a policy on Open Access to research publications.

It is intended as a general guide in the development of institutional policies on Open Access and can be useful for different stakeholders, including the leadership, administration, librarians and researchers.  

EUA’s survey on Open Access was conducted in the last quarter of 2014 and 106 universities from 30 European countries participated.

  • Concerns over copyright infringement were identified by almost 80% of universities as the most frequent barrier regarding self-archiving publications in a repository
  • Awareness of the scientific publishers’ policies on Open Access was assessed as “excellent” or “very good” for librarians by 67.9% of respondents, for the institutional leadership by 25.5% of respondents and for researchers by 9.4% of respondents.
EUA Openaccess coverThe 24-page report has two main chapters. The first chapter provides key information on Open Access, such as benefits, challenges and ways of implementing Open Access. The second chapter describes a set of topics that institutions should consider when developing and implementing their policies on Open Access.

This chapter is divided in three parts:
  • Strategic aspects, including: defining policy, providing waivers, deciding on routes, identifying compliance, implementing an institutional policy
  • Practical aspects, including: where, what and when to deposit, copyright and licensing, article-processing charges
  • Economic aspects, including: costs involved in creating and managing institutional repositories, costs involved in encouraging researchers, economic impact of Open Access.
If you are interested in knowing more:
ROMEO  provides a searchable database of publishers’ copyright and self-archiving policies for pre-prints and post-prints.
ROAR (Registry of Open Access Repositories) tracks the growth of existing Open Access Archives.
ROARMAP (The Registry of Open Access Repositories Mandatory Archiving Policies) tracks the growth of institutional self-archiving policies.

You may also be interested in OpenScout in which EFMD is one of the partner organisations. OpenScout stands for "Skill based scouting of open user-generated and community-improved content for management education and training". OpenScout is a project co-funded by the European Commission within the eContentplus Programme. Please visit the project website for the latest updates on OpenScout.

Research Capacity in Business Schools: Recap of the EFMD/EURAM RLP

Guest blog post by Prof. Peter McKiernan, Strathclyde University, who was the facilitator of the EURAM/EFMD Research Leadership Programme – Cycle 5.

RLP group photo1Building research capacity in Europe is an essential component of a healthy business school sector. Schools took a lot of criticism after the global financial crisis for outmoded curricula, unengaged agendas and global mimicry. A minor revolution followed as Schools and accrediting bodies made changes to the way that business was done. In fact some schools even took the ‘business’ out of business schools, to focus more on a broader social science education.

Part of this revolution was the advent of a programme for Directors of Research, co-hosted by the EURAM and the EFMD. Increased demands were placed on management researchers to improve research outputs, so as to position their Schools better in ratings and rankings tables or to satisfy public bodies for resource allocation. The UK had led the way, having been the most audited profession of academics for over 3 decades. But, the pressure built across Europe to share the best remedies.

The programme is in its 5th successful cycle and has helped educate over 70 Directors of research from over 60 universities across Europe. Discussions on the future of management education, the creation of research dashboards, the management of under-performing staff and the growing peril of plagiarism have been rich and beneficial.

The current participants have the ability to practice their learning immediately. Past students have returned and told us of their successes. These alumni meet the current scholars at the end of each cycle, to welcome them into their broad network and to commit to another day of shared experiences.

It seems the future of research across Europe is in good hands!

Top-Performing Learning Leads to Significant Business Benefits

CIPD LD coverThis new CIPD research report explores the extent to which Learning and Development (L&D) is changing and draws on benchmarking data from 600 L&D leaders in the "Towards Maturity" benchmark study. Four key areas are explored to challenge the thinking of the L&D profession:

Alignment and resources
  • The significant pace of change in the external environment is requiring stronger alignment between L&D activity and business and learner needs.
  • Organisations need to maximise the resources they have to enhance effectiveness.
  • Limited resources are not necessarily a barrier and can actually help to drive innovation and greater business alignment.
  • L&D can operate successfully, whether the function reports to the business or HR, as long as there are clear connections between the different functions and agreement on L&D’s purpose.
CIPD LD logosEvolution of roles
  • L&D roles are evolving, but not always at the pace needed.
  • There are signs that roles are becoming increasingly multifaceted, with this set to continue in future, necessitating a blend of skills and capabilities.
  • In this context agility and versatility are essential, as L&D professionals need to play multiple roles.
  • A key shift is a move away from learning delivery to performance consultancy, underpinned by the need for L&D to be aligned to the business and deliver tangible organisational and individual impact.
  • There is also increasingly a need for L&D to support social learning.
L&D capability
  • In order to maximise resources and evolve roles to best meet business needs, L&D must address key skill gaps.
  • These primarily include business and commercial understanding, facilitation of social learning and technological capability, alongside skills that enable robust diagnosis and the development or curation of the right solutions.
  • Forward-thinking L&D teams are realising that in order to impact the business, they must first invest in their own capability.
  • Methods used to develop skills range from formal development programmes to mentoring and informal knowledge-sharing.
Driving change
  • L&D needs to continue to evolve and adapt in response to key drivers of change in the external environment.
  • Actively scanning the horizon to anticipate change should therefore be a key priority for L&D professionals.
  • But understanding how wider changes may influence L&D requires greater analytical capability to use and interpret evidence and data.
  • Insight gathered can be used to help make decisions about L&D resources, the focus of roles and which skills are developed. It can also be used as a tool to engage others in L&D change.
For more details, also on the Towards Maturity Model, please consult the 50-page report. This most interesting report also has six case studies on: Barnardo’s  (UK largest childern’s charity); Mattel (global kids’ company); McDonald’s (global food service retailer); UK Ministry of Defence;  PwC (network of professional services firms); and UK University Hospital Southampton NHS Foundation Trust.

clipYou may also be interested in the EFMD CLIP - Corporate Learning Improvement Process. The leading Corporate Learning Organisations that have been accredited and maintained their Quality Label are:

How Students Choose a Business School

GMAC prospective coverThis GMAC survey -- of nearly 12,000 registrants to GMAC's mba.com website and conducted throughout 2014 -- provides valuable insight into the business school decision-making process for MBA and specialized business master's degree candidates.

Highlights from the GMAC 2015 Prospective Students Survey include:
  • The MBA remains the degree most often considered by prospective students. MBA programs are exclusively considered by half (52 percent) of prospective students, globally.
  • Gauging the interest of prospective students across more than 25 MBA and specialized business master's program options, 26 percent of today's candidates are considering both degree types.
  • Sixty-five percent of prospective students pursue graduate management education to increase the job opportunities that are available to them.
  • Segmenting prospective students by career goals reveals three groups: career enhancers (34 percent of respondents), career switchers (38 percent), and aspiring entrepreneurs (28 percent).
  • The Millennial generation (those born from 1980 to 1998) dominates the distribution of today's prospective business school students and represented 88 percent of all survey respondents.
  • Schools have three-months, on average, to engage Millennials from when they take the GMAT exam and when they submit their first application to business school.
  • Although the U.S. remains the top preferred study destination for prospective students around the world (66 percent of respondents), destinations such as Hong Kong (up 2.4 percentage points since 2010), Canada and Germany (up one percentage point each) have seen the greatest increase as preferred study destinations in the past five years.
  • Financial issues remain the most prominent reservation among all prospective students; 48 percent of candidates say attending business school requires more money than they have available and 44 percent are hesitant about taking on a large financial debt. Both of these figures have declined, however, since 2010.
For further information, please download the 30-page research report.  It has –amongst others- dedicated sections to:
  • The challenge for business schools: how to enhance value for students
  • Differentiating candidate segments
  • International study preferences
  • School selection criteria: key factors in brand-level decisions
  • Marketing channels and information sources that prospective students use
  • Financial issues expressed by potential students
  • Generational differences in decision time line, learning environment and business school culture
As a business school professional, you are also invited to explore the Graduate Management Admission Search Service® (GMASS®) database: 30+ data categories, including GMAT pre-test candidates early in their decision making.

The Interactive Data Report  that accompanies the above report allows schools to examine the generational findings in greater depth and by many demographic filters. The Interactive Report is available to all schools that use the GMAT exam as part of their admissions process.

The Global Peter Drucker Challenge 2015 is Now Open

Drucker challenge logoYou are kindly invited to participate in the 2015 edition of the Drucker Challenge.

The Global Peter Drucker Challenge is a contest for students and professionals from the ages of 18 to 35. Organized by the Peter Drucker Society Europe, the contest aims at raising awareness of the works and humanistic values of Peter Drucker among young people – the new generation poised to build on a management philosophy that puts the human being at its center.  Deadline for submission is 1 July 2015, the jury is chaired by Deepa Prahalad.

In 2015 you are invited to think out of the box and to submit an essay covering the topic "Managing Oneself in the Digital Age". The theme will challenge you to take a look inside yourself to place out the strength that no one else possesses.

The contest is open to two categories: students and professionals ages 18 to 35.

The topic is "Managing Oneself in the Digital Age - The Human Side of Technology".

The form is an essay (1500 to 3000 words)- to be submitted by July 15.

The prizes include free access to the Drucker Forum for places 1 - 15 in each category and much more.

The Drucker Challenge Team is also at your disposal for any further information and assistance.
You may also be interested to look at the 2014 Global Peter Drucker Challenge “Lost in Digital Wonderland? Finding a Path in the Global Knowledge Society". Essays in the "Students" category are available for download as well as the essays in the “Professionals” category. Moreover, you may want to watch the BBC interview by Peter Day.
Drucker challenge quoteAs a retrospective, also materials of the previous years are available:
2013: Innovation-Inspiration: Lessons for Innovators fro the Arts & Sciences
2012:  Reinventing Work, Reinventing Organisation
2011: Management: What it is Good For? Management with a Human Face

2010: Continuity and Change – Balancing Innovation and Time-Tested Practices
The Global Peter Drucker Forum is an annual conference aimed at advancing the development of management thinking and practice in order to respond to the changing requirements in our societies.

The 7th Global Peter Drucker Forum will take place in Vienna, Austria, on 5-6 November 2015. Topic: "Claiming our Humanity – Managing in the Digital Age"
Please go here for the full programme and latest updates.

Global Workforce: Proactive Leaders Essential to Culture of Quality

Forbes quality coverThe studyCulture of Quality: Accelerating Growth and Performance in the Enterprise” shares actionable insight from organizations such as Samsung, Boeing and Tata into how a quality-driven culture can accelerate business performance, lead to a competitive advantage and affect the bottom line. Partnering with ASQ, Forbes Insights conducted this global survey of 2,291 executives and managers in mid 2014.

Top challenges in adapting quality programs to meet the needs of a global workforce include:
  • Lack of uniform quality standards, cited by 35 percent of all respondents
  • Lack of specialised training (32 percent)
The research currently shows a disconnect between how CEOs and quality improvement professionals view their organizations’ pursuit of quality.

To build a sustainable and successful culture of quality, according to this report, CEOs need to:
  • Develop People and Teams: Invest in quality talent, tools and processes; reward and recognize excellence in quality.
  • Always Be Accountable: Communicate openly and frequently about quality; and own quality issues through to their resolution.
  • Have a Will to Win: Set audacious quality and continual improvement goals; and partner to deliver market-defining quality.
  • Exhibit a Passion for Customers: Advocate for your customers at every opportunity and make them a priority when considering tradeoffs.
  • Demonstrate a High Level of Capability & Innovation: Demand quality excellence through the business lifecycle; empower others, encourage quality innovation and challenge the status quo.
For further information, you can consult the 8-page slide-deck or after registration, you can also download the full 40-page report: Forbes Insights: Culture of Quality: Accelerating Growth and Performance in the Enterprise.

SLR coverOther guests were also interested in the EFMD Strategic Learning Review. The strategic review is a flexible service designed for all organisations that are faced with the challenge of strategic workforce development. It is appropriate both for large organisations (corporations and non-commercial organisations, NPOs, government and semi-government agencies) and for smaller companies.

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

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

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

For further information on the EFMD Strategic Learning Review, please check out the dedicated website, you can also download the 23-page SLR brochure.

Earth Day Green Build Event

Green event

EFMD has joined with IGBC, Chambers of Commerce, and US Commercial Services to recognize Earth Day! The Sustainable Business is the official book of this event. Download your free copy!

2015 Global Forum for Responsible Management Education

2015RME global forumYou are kindly invited to the 2015 Global Forum for Responsible Management Education, 6th PRME Assembly; taking place on 23-25 June 2015 at  Fosun Group US Headquarters, 1 Chase Plaza (near Wall Street), New York City.

The Global Forum will provide a collaborative, forward looking, and action oriented space to:
  • Identify major global trends for 2015-2030, including the role of business and management education in responding to the proposed Sustainable Development Goals (SDGs).
  • Engage in interactive discussion, share good practices, and connect with peers and stakeholders of PRME’s network of networks to generate solutions and opportunities at personal, institutional, and community-wide levels.
  • Shape a roadmap for how higher education, and in particular management/business schools and departments, can leverage engagement through PRME to be leaders.
Who:  leaders of responsible management education and business, including deans, university presidents, professors, business school accreditation bodies and regional associations, students, participants of Global Compact Local Networks and the LEAD group of companies, as well as representatives from the UN, government, civil society, and corporate sustainability thought leaders.

The programme will include:
  • Keynote address and panel discussions by forward looking thought leaders
  • “Collaboratories” (interactive, solution oriented, multi-stakeholder discussion)
  • Focus Meetings with PRME networks (Chapters, Champions, Working Groups) and Global Compact companies (Local Networks, LEAD, and issue workstreams)
  • “White Time” for pre-planned and impromptu collaboration among participants
  • Networking opportunities
For the latest updates and registration, please go here.
Moreover, on 21–22 June 2015, the GRLI community’s annual gathering for 2015 will be hosted by The New School in New York City. Please go here for the detailed agenda and for registering online.

Teach Managers and Engage Executives to be Effective Development Coaches

BrandonHall perfMgtIn Brandon Hall Group’s latest Performance Management Study, the majority of organizations reported that improving overall business performance is a critical outcome of their performance management (PM).  The top findings include:
  • Performance management strategies are prevalent, but largely ineffective.
  • There is too little focus on the employee, and too much focus on the performance management process.
  • There is a significant lack of executive engagement in performance management.
  • In-the-moment feedback – as opposed to formal reviews -- improves performance.
  • Few managers are skilled development coaches.
  • Most organizations enable performance management with technology.
  • Performance management data is still not fully integrated with other talent data.
  • Executives and senior leaders get more performance planning attention than individual contributors and hourly workers.
  • Pay-for-performance remains the typical PM approach.
  • Pay and performance discussions should be separate
  • Forced distribution -- the evaluation method whereby managers are required to distribute performance ratings in a pre-specified ranking -- is on the way out.
  • The future of performance management promises more strengths-based development and in-the moment feedback.
  • Performance management budgets are expected to remain flat.
  • Organizations that believe they have stronger performance management tend to have collaborative cultures.
  • Strong performance management yields better business results.
Author Laci Loew identifies ten leading practices of effective performance management:
  • Create the PM strategy in alignment with the business strategy, ensuring cascaded goals.
  • Institutionalize PM as an ongoing process -- not an annual event with a beginning and an end.
  • Focus on developing employees’ strengths, not evaluating their weaknesses, and eliminate the forced distribution system.
  • Decouple performance conversations from compensation conversations.
  • Engage peers and subordinates in providing performance feedback.
  • Review and revise employees’ goals regularly to ensure alignment with changing business priorities.
  • Hold managers accountable for acting as coaches to develop employees’ strengths.
  • Catch employees performing well (or not so well) and provide immediate feedback, and do so regularly.
  • Define and execute on targeted individual development plans (IDPs) enabled with performance support tools.
  • Define a select few metrics to measure the business impact of performance management and monitor those metrics regularly for continuous improvement and to create a culture of high-performance.
Please do consult the 33-page report for the detailed survey outcomes including critical organizational actions, five-phased leading practice performance management approach.

2016 Philippe de Woot Award for the Best Master Thesis on CSR

pdwa logoEFMD is pleased to support the 2016 inter-university Philippe de Woot Award.

The inter-university Philippe de Woot Award aims to promote Corporate Social Responsibility (CSR) by awarding, every two years, at least one prize to one or several Master theses which constitute(s) original contribution to the understanding and thinking about Corporate Social Responsibility.

We would like to invite you to submit your Master thesis to the 2016 edition of the Award. The subject of your thesis should be about corporate social responsibility, sustainable enterprises or sustainable innovation.

The award is for any student graduated from a University or Business School at the Masters level and whose Master's thesis is about corporate social responsibility or sustainable enterprises. Candidates must have completed their thesis during their academic year in 2013-2014 or 2014-2015.

English, French, Dutch, German and Spanish are accepted as languages of submission.

The award-winner will receive a prize of € 3,000. €1,500 will be directly given to the student and the remaining €1,500 will be offered to an environmental or a social project to be chosen by the student.

Deadline for submission is 15 November 2015.

For more information about the Award, rules and regulation, please click here.

To ensure the recognition of this Prize and a large diffusion of CSR, the awarding ceremony will take place in spring 2016 during a conference animated by reputed speakers from different backgrounds on the theme of CSR. In addition, communication in the media and international networks will be ensured.

Vertical Leadership Development: 15 Approaches for Practitioners

CCL verticalLDIn this white paper from the Center for Creative Leadership, CCL, author Nick Petrie identifies the three "primary" conditions supporting vertical leadership development and provides tools and approaches that practitioners can use to create those conditions. Horizontal Development is focused on more information, skills and competencies whilst Vertical Development is about more complex and sophisticated ways of thinking. In Vertical Development Part I, the "what and why" of vertical development is covered. Please go here  for this earlier 16-page report, also from CCL.

The "primary" conditions supporting vertical leadership development are:
  • Heat Experiences (the what)
  • Colliding Perspectives (the who)
  • Elevated Sensemaking (the how)
"The absence of one or more of the conditions often leads to anemic development for the leaders and significant challenges in making the development stick back in the workplace". Author Petrie suggests to assess the balance of leadership programs, by taking the CCL Vertical Leadership Development Audit.

This new 26-page White Paper has a detailed section on 15 tools and approaches for vertical development:
Heat experiences
  • Create “heat-seeking” leaders
  • Create a culture of developmental risk taking
  • Give assignments to the least qualified person
  • Manufacture heart in the classroom
  • Uncover your immunity to change

Colliding perspectives

  • Spend a day at your customers
  • Replace bad action learning with peer coaching
  • Step into another worldview: deep listening
  • Hold two opposing ideas in your mind: polarity thinking
  • Develop a systems perspective: the organisational workshop

Elevated sensemaking

  • Learn from the gurus: use stage maps
  • Coach with a vertical lens
  • Pair high potentials with  late-stage mentors
  • Vertical development for the executive team
  • Teach mindfulness and meditation

For further details, please consult the 26-page CCL white paper: The how-to of vertical leadership development – part 2: 30 experts, 3 condition and 15 approaches.

GF newsiteYou may also be interested in ‘leadership development' related articles from the most recent EFMD Global Focus magazine:

Why complete leaders are unfinished
Mindfulness – The antidote to macho leadership?
How small group coaching Can accelerate leadership development

Thinking differently: eight principles for preparing for the future

Call for Papers: The Role of Higher Education in Development in Ethiopia

ethiopia 2logosYou are kindly invited to this international conference on 24-25 July 2015 in Addis Ababa, Ethiopia.

The purpose of the conference will be to explore the role of higher education in development with a focus on Ethiopia with the aim of improving higher education, research and community service.

Papers dealing with the following aspects (but not exclusively) are welcome:
  • Leadership and Management capacity development of Higher Education Institutions
  • Entrepreneurship development; Entrepreneurial universities
  • Community Outreach and University – industry linkages
  • Equity issues in HE institutions
  • Quality and Relevance
  • Role of private sector in higher education
  • Relevant Research Program Development
Papers from Ethiopian academics, as well as from junior faculty and doctoral researchers are particularly encouraged.

Submission deadline is 31 May 2015. Please click for the full call for papers. For more information, please do contact Mr. Ayalew Teklehaymanot, ESC.
By organizing the conference, the organizers have the intention to contribute to an increased number and quality of Ethiopian research publications, to an increase of experience among Ethiopian university faculty/staff in organizing international conferences, and to national and international networking.

The Federal Democratic Republic of Ethiopia (FDRE) has embarked on a bold and ambitious drive to increase access to higher education, ensure that it is relevant to the social and economic development needs of the country, and establish and maintain high levels of quality in its provision. The government’s effort to bridge the gaps in capacity has significantly been supported by development partners for the past 10 years – amongst others EFMD-ESMU.

You may therefore also be interested in NICHE: Strengthening leadership and strategic management in higher education in Ethiopia. The NICHE project is a multi-annual capacity-building programme geared towards strengthening the higher education sector in Ethiopia. It is funded by NUFFIC and through the Higher Education Strategy Center (HESC) in Addis Ababa, 13 new public universities are provided with training programmes, for instance, EFMD programmes were on HRM, governance, leadership and management.

ethiopia commexchangeAlso of interest to you may be the EFMD Annual Case Writing Competition. A recent wining case  in the “Inclusive Business Models” category was: “Planting the seeds of change: The Ethiopia Commodity Exchange”. This case illustrates the challenging journey of Dr. Eleni Gabre-Madhin and her team to realize her dream of establishing a transparent and efficient commodity exchange in Ethiopia. The authors describe the integrative approach that provided market institutions to grade quality and set standard, to warehouse and issue warehouse receipts, relay market information to all the relevant actors, coordinate trading, as well as to ensure reliable payment, delivery, and contract enforcement.

Please feel free to watch Eleni Gabre-Madhin in a 20 minutes TED Talk: Building a commodities market in Ethiopia. Eleni Gabre-Madhin outlines her ambitious vision to found the first commodities market in Ethiopia. Her plan would create wealth, minimize risk for farmers and turn the world's largest recipient of food aid into a regional food basket.

Innovations in Business Education: EFMD Highlights 2015 First Quarter

Please read on for the nine headlines:

SheffieldUMS logoBusiness schools can follow many different development paths in their quest of achieving excellence.
In this article, Ulrich Hommel (EFMD) explores the phenomenon that diversity as we know is dying a slow and inescapable death. He examines the evidence and analyses the possible mpact on accreditation systems.

The Socially Responsible Business School: corporate compromise or competitive advantage?
David Oglethorpe, Dean of Sheffield University Management School, argues here that business schools need to embrace social responsibility more enthusiastically than they have done so far.

EGATE logoEGATE, the advisory service for EFMD accreditation systems
EGATE is a fee-based advisory service offered optionally at different stages of the EQUIS and EPAS accreditiation process. If requested, EFMD Global Network will identify and develop an experienced advisor to assist the school for a flexible number of days, at a fixed daily fee rate. EGATE Pilot Phase Starts Now!

Three insights to help strategise the next management education. In this guest blog post, Johan Roos, Dean of Jönköping International Business School, reflects on the future of business schools, evoking the parable of the 3 blind men and the elephant.

EFMD CEO, Eric Cornuel: Quality is key for online education
, in the Financial Times. The past few years have seen an exponential increase in the number of Moocs (massive open online courses). In Europe, for example, it is estimated that the number nearly tripled in the two years to 2015 (from 276 to 770). Of these, about 120 are business Moocs.

The good practices in joint programmes
A coherent overview of all major work done in the field with suggestions applicable at bachelor, master and doctoral level. The blog post explores: legal framework, joint programme development and management, quality assurance, as well as recognition.

Cornell Johnson logoNew MBA programme at the intersection of business and technology, to develop leaders for the digital economy. In May 2015, the first students will graduate from the Johnson Cornell Tech MBA programme. Dean Soumitra Dutta explains.
The responsible management education ecosystem
Report from the EFMD Deans breakfast at the Barcelona Global Responsibility event focuses on ensuring that we collectively future-proof management education to better serve the common good.

EFMD Quality Improvement System: The 2015 EQUIS guides
EQUIS focuses on all the activities within a business school that aims to meet international standards of quality. Its approach to quality assessment is rooted in respect for diversity of institutional and cultural contexts. The updated 2015 EQUIS guides are now available, as well as the listing of 2015 updates t:.
  • EQUIS Standards and Criteria 2015
  • EQUIS Process Manual 2015
  • EQUIS Process Manual Annexes 2015

The Latest On Responsible Leadership

GRLI mag12The latest issue of Global Responsibility Magazine  is now available for you. The March 2015 GRLI Partner Magazine includes amongst others:

GRLI’s ongoing inquiry into Global Responsibility: John North provides a six month snapshot.

“The Flourish Prizes” for Business as an Agent of World Benefit Set for June Launch:  Claire Sommer describes the new “Flourish Prizes” — a Nobel-level prizes initiative to recognize business innovations that benefit humanity.

Seven Principles to Shape the Workplace of Tomorrow: Audrey Birt, Nick Ellerby and Cathy Neligan introduce a recent report about the principles shaping the workplace of tomorrow.

Encouraging research that makes a difference to the relationship between organisations, society and the environment: Carol Adams argues we need to address biases that exist in the current journal ranking systems.

Reflections on the signifier of responsible in responsible leadership: Ben van der Merwe asks what "responsible" means in the context of Responsible Leadership and provides some perspectives on the philosophy of responsibility.

The 3rd International Conference on Responsible Leadership: Derick de Jongh reports back on the 3rd International Conference on Responsible Leadership held in November 2014.

In the"Getting to know you" section of the new magazinbe you will find:
  • A profile on Isabel Rimanoczy - convener of the LEAP! initiative
  • A profile on Ted Rogers School of Management, Ryerson University
  • A short Q&A with the recently appointed GRLI Managing Director, John North
You may also be interested in:

Thinking the 21st Century: Ideas for the new political economy, by Malcolm McIntosh.

The Collaboratory: A co-creative stakeholder engagement process for solving complex problems, by Katrin Muff.
Rethinking the Enterprise: Competitiveness, Technology and Society, by Philippe de Woot.
Management education for t-he world: A vision for business schools serving people and planet: available both in English and in Basic Mandarin.

The sustainability literacy test: The first international tool to assess and verify the sustainability literacy of your students.

Transnational Higher Education: Insights on Joint Programmes and Student Mobility

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

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

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

2015 EFMD GN Americas Annual Conference - Registration Open Now

EFMDGN ac2015 banner 900px

It is our pleasure to inform you that you can now register online for the 2015 EFMD GN Americas Annual Conference hosted by the Faculté des Sciences de l'Administration at Université Laval in Québec City, Canada, on 19-21 October.

The 2015 conference theme is: The Power of Collaboration

In an increasingly connected global environment collaboration may very well be more important than ever. It provides a platform for creativity and innovation – it brings together allies worldwide to meet shared goals and acts as a catalyst for the facilitation of a multidimensional understanding of whatever you seek to achieve through your partnerships.

Some of the topics we will discuss are:

  • The influence of Business Schools on their local communities
  • How the effects of collaboration extend beyond the conclusion of a project
  • How schools and institutions collaborate in order to meet the needs of the corporate and academic worlds
Click here to view the programme. If you register before 20 June 2015, you will save on your registration fee by being able to take advantage of our early bird rate. We look forward to seeing you in Québec this fall!

If you have any questions concerning the event, please contact Zulay Perez.

CEIBS to host the International Teachers Programme© (ITP)

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

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

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

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

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

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

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

Building a Distinctive Business School Brand: #EFMDextrel recap by Barbara Coward

Coward selfGuest blog post by Ms Barbara Coward, Vice-President of Innovation and Development at Converge Consulting

If you had to name the most valuable brand in the world, what would you guess?

Here’s a hint. Are you looking for the answer on your iPhone, iPad, or MacBook Air?

Yup, you’ve got it.

But what are the most valuable brands on a national level?

According to Brand Finance, here are some examples from around the world:
Coward logo4Coward logo2Coward logo3Coward logo1Coward logo6

When it comes to the most valuable brands in their respective countries, participants at the 2015 EFMD Conference for International & External Relations, PR, Marketing, Communication and Alumni Professionals might have a slight difference of opinion.

Coward image1After all, the external relations/marketing directors and deans at leading business schools in Australia, Canada, Czech Republic, Denmark, France, Germany, Greece, Hong Kong, Latvia, Netherlands, Norway, Poland, Portugal, South Africa, Spain, Switzerland, Sweden, United Kingdom, and the United States are understandably biased.

Like their corporate peers, they are dedicated to building a distinctive brand that differentiates their products (or in this case, programs) in a competitive marketplace – and with a lot less resources than Shell, Nestle, Vodafone – and certainly Apple.

So the million-dollar (or Euro) question becomes how can you do that in increasingly crowded marketplace?

Coward image2Hence, the gathering of peers in the beautiful city of Vancouver, British Columbia at the Beedie School of Business at Simon Fraser University to tackle a topic addressed in nearly every business school curriculum, but not as often as it could be for the industry at large.

There were numerous plenary sessions and workshops as part of “Understanding, Identifying and Building a Distinctive Business School Brand”.

Listing all the lessons learned in this blog would be like trying to cover all of the 1,001 acres of Stanley Park in 10 minutes (and yes, I did attempt that thanks to a very kind taxi driver who also doubled as a photographer for some scenic shots).

So here’s a recap of some highlights:

Welcome and Opening Remarks

Allison Lloyd, Associate Dean, The Hong Polytechnic University of Hong Kong

  • Branding need to be strong, authentic, and connect emotionally
  • Business schools with strong brands will attract the best students
  • Successful brands need to speak to all stakeholders
Plenary – Local Input

Blaize Horner Reich, Dean, Simon Fraser University, Beedie School of Business
Daniel Shapiro, Former Dean, Simon Fraser University, Beedie School of Business

Coward image3Beedie is a pioneer in innovative programs.

  • Launched 1st EMBA in Canada and 2nd in North America in 1968
  • Created an EMBA in Aboriginal Business and Leadership
  • Introduced the first Management of Technology MBA in Canada 15 years ago
  • Most universities in Canada are public so business schools are administered by the provinces and tuition fees are set by the ministries in each area
  • As a result, public institutions don’t have control setting tuition. BC is capped at 2% a year for the past decade.
Beedie differentiates on three themes:

  • Entrepreneurship Innovation & Technology
  • Globalization & Emerging Markets
  • Society Environment and Governance
“We chose them because we do them well, not because it is trendy.” – Daniel Shapiro

The city of Vancouver as an asset to the business school:

  • One of the top 5 places to live in the world so highly professional people gravitate to cities like Vancouver.
  • Home to high tech, high impact companies. Telus, one of the largest Canadian communication companies, is building massive complex down the street focused on innovation. Sony just moved entire digital animation to Vancouver. Lots of start-ups and Vancouver is ranked as one of the top 9 places in the world to be a tech entrepreneur. (See Ranking -- And Understanding -- The World's Top Startup Hubs [Video])
  • Gateway to Asia. A large amount of trade and investment flowing in both directions. It takes two days less for container ships to get to Vancouver from Shanghai than to Long Beach.
  • Climate – rain forest with an emphasis on sustainability. Greenpeace was founded in Vancouver. In addition, BC is home to 198 First Nation or Aboriginal Communities – almost all forestry, mining and energy projects are on their land and they have rights to negotiate the sustainable use of natural resources.
  • Canada is a mining power in the world. 58% of junior mining companies in the world are from Canada and the majority of them are in Vancouver – over 1,000 are within 5 blocks of the downtown Graduate School location.
Plenary – Story Branding: How to Create a Storytelling Culture

Megan Sheldon, Brand Mythologist, Narrative Communications

  • Branding is what you feel first – that initial impression
  • Think about your initial impact
  • Look at your business school from a distance
  • Everyone who comes to your business school has their own story
  • It’s not about what sells. It’s about what connects
  • Why needs to be at the center of your purpose, cause or belief
  • People don’t connect with what you do, they connect with why you do it
  • Share your “why”
  • Think about your business school as fitting in one of these archetypes:
Magician (Apple); Outlaw (Harley Davidson); Jester (Pepsi); Lover (Hallmark); Everyman (IKEA); Caregiver (Campbell Soup); Ruler (Mercedes Benz); Creator (Lego); Innocent (Disney); Sage (Google); Explorer (JEEP); Hero (Nike)

Plenary – Framing and Making Strategic Choices for Your Brand

Coward image4Julian Stubbs, Brand Strategist and Co-Founder, Up There, Everywhere

  • Great brands own propositions. What is your value proposition?
  • Too many brands say too much
  • Think of the one word or phrase that you own for your business school
  • Find your own positioning, understand the competition
  • Use inbound marketing and content marketing
  • Take a position and own it
  • “Me too” doesn’t cut it
  • Brandtags.com is a great resource

The Science of Influence and Persuasion

Dil Sidhu, Chief External Officer, Manchester Business SchoolCoward image5

  • Can’t persuade all of the people all of the time.
  • The most powerful gifts are:
* significant   * personal   * unexpected
  • Leverage reciprocity to influence and persuade. Do something for the other person first. (This video explains the concept in a compelling and cheeky way!)
  • Focus on scarcity. You stand to gain more attention to demonstrate what you lose vs. what you gain. It’s in our DNA.
  • Mention a weakness that you can back up with a huge strength for authenticity.
  • Show consensus. People like to do what everyone else is doing.
  • Don’t always go with the most successful and prestigious testimonials. Showing the likes of Richard Branson on your business school website doesn’t cut it. People want to relate to others who are similar. They want a testimonial from “someone like me”.
  • People like to do business with people they like. Give compliments. Remember small thank yous. Send greeting cards. Read the story of how Joe Girard became the top salesman in the world.
Plenary: Leveraging Local Identity and Attributes for Global Success

Ali Dastmaulchian, Professor of Organization Studies and International Business, University of Victoria, Peter B. Guftavson, School of Business

Think about branding in connection with reasons for choosing an MBA
  • Reputation
  • Content of Programs
  • Location
Giorgia Miotto, Director of External Relations and Communication, EADA Business School Barcelona

  • Incorporated Barcelona in our business school logo to promote location
  • We talk about quality of education then location of Barcelona. Identify what is unique.
  • We showcase lifestyle and how easy it is to live in Barcelona in our blogs
  • We "promote" Barcelona as a place where participants can find the best environment to develop innovative business ideas and projects
  • Leverage blogs and social media for inbound marketing
Adrienne Nazon, Executive Director of Marketing, University of Chicago Booth School of Business

- Identify your brand narrative.
- Address and consider expanding the aspects of your brand that reflect your individual brand story. Consider unique combinations in establishing brand differentiators.
  • CultureCoward image8
  • Philosophy
  • Knowledge – What do you offer?
  • Experience
  • Outcomes
  • Is it unique? Is it easily repeatable?
  • How do you take your brand outside your home campus?
  • Consider the impact of your name in markets outside your home market. The marketing strategy could change depending on the strength/intuitive nature of the name. For example, we couldn’t be just Booth. We have to be Chicago Booth for branding outside home campus.
  • Goal is to increase influence around the world in addition to attracting the very best students
  • Borrow from equity of parent brand where the parent brand has greater market equity than the sub-brand
  • Always tie ourselves to the University of Chicago brand to influence the broader market outside Chicago because they have greater awareness than we do
  • #1 reason candidates select the business school is career outcome and impact. This is according to our primary research.
  • Need to select alumni in local markets to tell their stories. This is a localization strategy that could help relevance for a market outside of your home market.
How Do You Use Alumni to Enhance Your Brand?

Daniel Cohen, CEO, Graduway

  • Building school brands depends heavily on engaging your alumni.
  • 5 key components to have an engaged alumni network
Coward image91. Trusted - needs to feel trusted and leveraging the branding of your institution
2. Connected - needs to be really easy for your alumni to use by being integrated with social networks and available on web and mobile platforms.
3. Exclusive - needs to provide an exclusive value offering to alumni that they cannot get elsewhere - that exclusive value proposition is both professional and social.
4. User friendly - the user experience needs to be cutting edge
5. Involved - needs to provide a network where alumni themselves take ownership for providing the content.
6. Any school serious about their brand needs to think seriously about how to engage their alumni better.

Barbara Coward, VP of Innovation and Development, Converge Consulting

  • Alumni are one of the top 5 resources that prospective students use to research b-schools
  • Majority of b-school alumni say their graduate management education boosted their earnings and purchasing power (2015 GMAC Alumni Perspectives Report)
  • 9 in 10 alumni would recommend their business program to others (2015 GMAC Alumni Perspectives Report)
  • Leverage this “good will” and “proof points” to enhance your brand through inbound marketing (blogs, social media, videos) to boost engagement
  • By telling a great story, you can change the way others (prospective students and alumni) behave with your brand

Alison Lloyd, Associate Dean, The Hong Kong Polytechnic University Hong Kong

  • Identify how you stand out from the crowd
  • Build a brand that appeals to both students and alumni
  • Brands can be fortified through stories
  • Craft your distinctive brand story to forge emotional connections that allow prospects to increase comprehension of the brand
  • Brands connect on an emotional level when done right
  • Stories needs to engage internally and externally
  • Brand authenticity - needs to come from heart
  • Brands need to emanate through all different touch points
  • Craft through brand ambassadors offline and online
  • What other comments/suggestions do you have to share about building a distinctive business school brand? (Or feel free to comment on your favorite places in Vancouver for my next trip there!)
EFMD hope to see you again in Edinburgh at next year’s conference that will be hosted by University of Edinburgh Business School, from the 13 to 15 April 2016.

EQUIS Re-accredited Eight Leading Business Schools

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

•    Coppead Graduate School of Business, Federal University of Rio de Janeiro, BrazilEQUIS logo13 LR
•    School of Management, Zhejiang University, China
•    EDHEC Business School, France
•    Faculty of Management, Economics & Social Sciences, University of Cologne, Germany
•    Indian Institute of Management, Ahmedabad (IIMA), India
•    Yonsei University School of Business, Republic of Korea
•    Cranfield School of Management, United Kingdom
•    IESA - Instituto de Estudios Superiores de Administración, Venezuela

"The Coppead Graduate School of Business – UFRJ - was granted its first EQUIS accreditation in 2006 and re-accredited in 2009, 2012 and 2015. We thank the PRT for their recommendations and fair appraisal of the School, as our goal is continuous improvement to meet all EQUIS standards. Being part of the EQUIS system is key to foster our global insertion and internationalisation strategy in terms of research, teaching, faculty and both corporate and academic partners."
Prof. Vicente Ferreira, Dean, Coppead Graduate School of Business

"We’re so happy to have the 5 year EQUIS reaccreditation for the acknowledgement of SOM-ZJU’s progressing under the quality guidance of EFMD. That’s the milestone and new starting point for the march forward of my school in the global eco-system of business education. The helpfulness, supportiveness, and constructive suggestions from the serious work of PRT are very highly appreciated. We’re so much grateful to all the PRT members, board members and EFMD for your very much valuable contributions not just for my school, but also the Chinese business education development."
Prof. Xiaobo Wu, Dean, School of Management, Zhejiang University

"Our EQUIS re-accreditation is a recognition by our peers of 20 years of international excellence at EDHEC. Above all, however, it consecrates EDHEC for business strategy which has made having an impact on businesses, economy and society our core concern."
Mr. Olivier Oger, Dean, EDHEC Business School

“We are pleased about the awarding body’s positive decision. The reaccreditation confirms the successful development of our school.”
Prof. Dr. Werner Mellis, Dean, Faculty of Management, Economics & Social Sciences, University of Cologne

"We are delighted to be accredited by EQUIS. We are proud to be the only management school in India to receive accreditation for five years, the maximum length of time for which EQUIS accredits an institution. This is the third time IIMA has been accredited by EQUIS. The accreditation process this time, as before, was very helpful. It led us to reflect on IIMA’s strategy and direction. We were also fortunate to get a thoughtful critique from our peer reviewers, who contributed valuable outsiders’ perspective on our current position, opportunities, and challenges. Overall, the review process was an excellent learning experience."
Prof. Ashish Nanda, Director, Indian Institute of Management, Ahmedabad (IIMA)

“Yonsei University School of Business is delighted to have been re-accredited, and it is especially gratifying to receive this recognition as we mark our School’s centennial in 2015. As we embark on our second 100 years, we do so with the goal of making important contributions to the world of business and business education in Asia and beyond. We are confident that EQUIS re-accreditation will continue to guide us in setting the right goals and direction for our next century.”
Prof. DongHoon Kim, Dean, Yonsei University School of Business

"Cranfield School of Management is pleased and proud to have been re-accredited by EFMD for a further 5 years.  The peer-review aspect of this certification process is a thoughtful and highly credible source of information as well as validation for us and we are grateful for the feedback and the positive result."
Prof. Maury Peiperl, Director & Pro-Vice-Chancellor, Cranfield School of Management

“Achieving EQUIS re-accreditation is the proof that it is possible to continuously improve, even amidst the most adverse circumstances, if you can count on the effort and dedication of a strong team, such as IESA´s stakeholders. For our school EQUIS accreditation is the compass that points the way to academic excellence. The course to follow is not easy, but the journey is more bearable if in a good company. We express our sincere thanks to the members of the PRT and the authorities and staff of EFMD for their support to IESA's institutional development.”
Mr. Gustavo Roosen, President, IESA - Instituto de Estudios Superiores de Administración

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

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

Call for Contributions: Responsible Management Education Research

You are kindly invited to the second Responsible Management Education Research Conference that will be held on 7-8 September 2015 in Cairo, Egypt.

The Gerhart Center for Philanthropy and Civic Engagement at School of Business at the American University in Cairo and the Principles for Responsible Management Education (PRME) Regional Chapter MENA (Middle East and North Africa) are now launching this call for contributions.

The conference main theme is “inclusive businesses”. Inclusive business is a dynamic and growing field of business practice that is changing the development solution matrix for institutions, and actors working towards poverty alleviation, equitable development and inclusive growth. Suggested topics for submission under the overarching theme of inclusive businesses include:
  • RMEresearch confGood practices and innovations in inclusive businesses towards socio-economic empowerment, inclusion and poverty alleviation.
  • Participatory approaches to value chain development.
  • Startups in the supply chains of regional and multinational companies.
  • Building competitive advantage and the social impact of inclusive businesses.
  • Impact investing concepts and applicability to emerging economies.
  • Donor, foundation, civil society organization and government partnerships with businesses to promote inclusive businesses.
  • The role of inclusive businesses in local economic development and the creation of trading and industrial clusters.
  • Promoting and advancing inclusive businesses in management education.
  • The role of government, and policy in creating an enabling environment for inclusive businesses.
  • The role of philanthropy and volunteerism in supporting the formation and expansion of inclusive businesses.
  • Others, as proposed by PRME groups and/or other topic proponents.
The conference program includes four main formats as ways to contribute:
Applied research papers whose purpose is to advance our understanding of the practical application of inclusive business models in both business and education, and/or process related or contextual related challenges. Case studies, field research and evaluation frameworks are encouraged.
Interactive panel discussions are panels, interviews or debates that bring together practitioners from the field and educators to openly introduce and discuss proven strategies and innovations, as well as challenges and opportunities in integrating inclusive business concepts.
Round table discussions are means to further explore and/or expand the issues and bring in additional individual and organizational/institutional insights, experiences and lessons learned.
Conference poster sessions that will cover work-in-progress and showcasing projects on inclusive businesses. Undergraduate students are encouraged to apply.

Submission deadlines are as follows:
  • 15 April 2015 for submitting PRME group organized conference session and panel proposals
  • 23 April 2015 notification of PRME group organized conference session and panel acceptance
  • 15 May 2015 deadline for submitting research inputs (abstracts, working papers, work in progress)
  • 31 May 2015 notification of acceptance of research inputs
  • 15 August 2015 deadline for final papers, presentations and videos
Please do visit the dedicated conference website for the full information and for latest updates and you can also contact the conference secretariat.

EQUIS & EPAS Accreditation Seminars in Amsterdam - Registration Open

EQUIS EPAS Seminars amsterdam2015 bannerThe online registration is now open for the EQUIS and EPAS Accreditation Seminars that will take place in Amsterdam on 28-29 May 2015 at Amsterdam Business School in the Netherlands.

Accreditation from EFMD is one of the best and most complete ways to certify the quality of a business school as accreditation involves an extensive self-assessment, the visit of an international review team and finally a very experienced jury evaluating the assessment and findings of the review team to determine whether the School should be granted accreditation. There are currently no substitutes for such an in-depth assessment of quality.

The Seminars are a unique opportunity for institutions considering applying for EQUIS or EPAS accreditation, those holding active eligibility or accredited Schools to get a better understanding about the systems.

They are relevant for Deans and Directors, Associate Deans, Directors of major programmes, Directors of External Relations and Accreditation Officers. EQUIS and EPAS Peer Reviewers are also encouraged to attend in order to receive an update on recent process developments within the EFMD accreditations.

If you have any question regarding the accreditation process, standards & criteria, join us in Amsterdam. Attending the Seminars also represents a great opportunity to interact with other representatives of the EQUIS and EPAS networks.    

To view the complete programme and all other practical information, please visit our event webpage.

Join us in the Netherlands to find out more about EFMD accreditation and the benefits the accreditation process can bring to your School.

If you have any questions about the event, please do not hesitate to contact Aurélie Harmand.

Opportunity for Member Schools to Host EFMD Event

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

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

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

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

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

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

Towards a Global University: Change and Challenge

Humane CardiffYou are kindly invited to the next HUMANE Study Trip on 12-15 May 2015, to Cardiff University in Wales, UK.

The  University’s  ambitions  to  be  consistently  among  the  top  100  universities  in  the  world, while, as importantly, being an international university that is of benefit to Wales, forms the theme of this study trip.

  • The University operates in two languages –Welsh and English and has more than 6,000 staff and a total income in 2013/14 of £456 million.
  • Cardiff is a member of the UK’s Russell Group of research intensive universities. The University is divided into three Colleges – Arts, Humanities and Social Sciences, Physical Sciences and Engineering and Biomedical and Life Sciences, which includes a large and successful medical school In the Research Excellence Framework (REF) 2014 Cardiff was ranked 5th out of universities in the UK for the quality of its research.
  • The University believes that its global community, reputation and partnerships are at the centre of its identity.
  • Cardiff is the 12th largest university in the UK in terms of student numbers, with around 29,000 students, over 7,000 of whom are postgraduates and nearly 6,000 of whom are international students.
The strategy and objectives of Cardiff University will be presented in the context of being in the capital city of a devolved nation of the UK.  Group sessions and group work will focus on:
  • The strategy of Cardiff University to become a world-leading university that fulfils its obligations to Cardiff, Wales and the world
  • How this strategy is best realised and the likely indicators of success
  • The role of Professional Services (administration) in achieving the University’s ambition
  • The role of the Cardiff Innovation System in delivering the global and local vision

For the full and detailed programme, please go here. Registrations are now open, please go here to register on-line.  The event flyer is available here. For more details on HUMANE, please go here.

Enhancing Skills for Competitiveness, Growth and Jobs

You are kindly invited to the first European conference on skills for digital and key enabling technologies which will take place on 1-2 June 2015 in Brussels.

This event aims to become an interactive platform for exchanging opinions and co-creating solutions on the skills issues in key enabling technologies (KETs) and ICT and to bring together the representatives of all key stakeholder groups. The conference is organised in the context of two initiatives of the European Commission, namely KETs skills and e-leadership initiatives.

The KETs skills initiative, launched in January 2014, focuses on the needs of employers with regard to KETs skills and the ways to best satisfy those needs. The initiative builds on the European strategy for KETs - and the work of the High Level Group on KETs and their recommendations on skills.

e leadershipThe e-Leadership initiative, in turn, started in 2013 and focused on the leadership needs of decision-makers and professional leaders at larger enterprises in the digital economy. A complementary initiative on 'e-leadership skills for SMEs' was then launched in 2014, in which EFMD is also a partner. It targets SMEs and start-ups.

The conference builds on the synergies between the two initiatives, and brings the worlds of KETs and ICT together by addressing the most relevant skills-related challenges. It is organised by the European Commission (DG Growth in cooperation with DG Research, DG Connect and DG Employment), to discuss with experts from governments, academia, associations and industry on the latest developments on these topics, with the support of PricewaterhouseCoopers Advisory N.V. and empirica GmbH. It is also part of the "e-Skills for Jobs" 2015 campaign which has been launched on 13 March 2015 in Riga under the EU Latvian Presidency and with the adoption of the Riga Declaration on e-skills.

"The EFMD priority is to assist business schools and higher education institutions to transform their education processes and to assist them in adopting innovative teaching and learning approaches", said Nadine Burquel, Director EFMD Business School Services.  "We very much welcome the initiative to promote eLeadership in Europe."

Participation at the conference is free of charge but on invitation only. You need to pre-register to the event before receiving an official confirmation of your registration. Regular information, news and updates will be provided to you prior to the event.

For further information and to pre-register, please go to the website of the conference.

Demystifying the Market for Executive Talent in Asia: Seven Things to Know

Demystifying talent asiaThis survey of more than 1,000 Asian executives was done by Russell Reynolds Associates in partnership with CEB, the Corporate Executive Board, with the aim to help firms advance their abilities to find and retain leaders in Asia. In these survey findings “Asia” includes Mainland China, Hong Kong, India, Singapore, Indonesia, Japan, Malaysia, Philippines, South Korea, Taiwan, and Vietnam.  Key findings include:

1. Leaders in Asia pose a higher attrition risk and demand higher switching premiums. Compared to leaders outside of Asia, leaders in this region are significantly more likely to leave their current organizations and are considerably more receptive to recruiters from other organizations. Likewise, their expectation for switching premiums is considerably higher than leaders outside of Asia.

2. Western multinational companies (WMNCs) struggle to forge strong bonds with leaders in their Asian operations. Tensions between headquarters (HQ) and the regional leaders are a leading cause of dissatisfaction and intent to leave among Asian-based executives in many WMNCs.

3. Engaging each individual prospective leader in Asia is different, but the differences are predictable. There seems to be no one-size-fits-all employment value proposition (EVP) for engaging prospective leaders in Asia, but there are predictable regional-, country-, and other segment-level trends in leader EVP preferences.

4. Local and expatriate leaders in Asia want different things in their ideal EVP. Local leaders place greater emphasis on recognition and future career opportunities; expatriates are more sensitive to location and market position.

5. Gender matters when engaging prospective leaders in Asia. Female leaders in Asia scrutinize manager and coworker quality and cohesion, stability, and the degree of job–interests alignment, whereas their male counterparts are attracted to more empowering roles in organizations with a strong market position.

6. Leaders require a different value proposition than the broader employee population. Leaders in Asia prioritize senior leadership reputation, the degree of empowerment and impact, the organization’s market position, and ethics at a significantly higher level than mid- and junior-level employees. Junior employees place much greater weight on total rewards and work–life balance as they evaluate new roles.

7. Leaders in Asia are receptive to moving internationally as well as cross-functionally. More leaders in Asia prefer a new international assignment over a within-country move, but only for the right opportunity. Executives in certain functions (e.g., Supply Chain and Operations) are more willing to switch functions than others.

For further details, please download the 44-page report. It has dedicated sections to:
  • Understanding the Realities of the Market for Executive Talent in Asia, including: High demand for executive talent in Asia; Retaining executive talent in Asia; Cost of attracting Asia-based executives
  • Understanding Executive Employment Preferences in Asia, including: Expected employment offer; Variations across regions within Asia and beyond; Variations across demographic segments
  • Understanding Executive Mobility in Asia, including: Willingness of Asia-based executives to move within and between countries; Likelihood of moving across job functions; Variations of mobility preferences across regions and functions.

EFMD Awards EQUIS Accreditation to Adolfo Ibañez, BIT and JIBS

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

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

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

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

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

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

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

The benefits of accreditation include:

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

Barometer of Managers’ Views on Working Life

Roffey MgtAgendaThis report presents the findings of Roffey Park’s 2015 Management Agenda Survey. It is based on 1400 responses of managers in the UK.  The 69-page report breaks down in five chapters and highlights include:

Business context and people challenges
  • Whilst developing appropriate leadership styles and employee engagement continue to dominate HR managers’ concerns, succession planning may be back on the agenda as the economy reaches a surer footing.
  • Retention of key employees and meeting the needs of the multi-generational workforce top the list of anticipated people challenges in five years’ time.
  • As the economy improves and private sector firms look to grow, finding and developing employees who can operate effectively across cultures and in matrix environments is increasingly important
Human resources and organisational development
  • Majority of HR managers believe HR is a trusted and equal partner to the business.
  • OD Practitioners’ overwhelming focus appears to be on leadership development, with less than one in ten focusing on teams.
  • Lack of knowledge of managers perceived as main barrier to effective use of OD in organisations.
Leadership and organisational culture
  • Managers regard coaching and changes to recruitment practices as two of the most impactful practices for increasing diversity.
  • Managing change and organisational politics continue to be key leadership challenges.
  • Less than one-third of junior managers see their organisation’s culture as offering both high challenge and high support.
  • Attempts at culture change perceived as unsuccessful by two-fifths of middle managers and one in two junior managers.
Ethics and values
  • Managers report a need to meet overly aggressive business objectives and follow their boss’s directives as reasons for feeling pressure to compromise ,ethical standards.
  • More than one-third of managers do not feel the values practised by management reflect those of the organisation.
  • As managers rise in seniority, they are more likely to see a congruence between espoused and lived values.
Working life
  • Lack of promotion prospects is the most common reason given for looking to move jobs.
  • Organisational politics is a key source of workplace stress for the majority of managers.
For further details, please register at the Roffey Park website to consult the full report.

African Business Schools Collaborate on Entrepreneurship

A consortium of leading African business schools from five major countries have signed a partnership agreement, which commits them to sharing resources, expertise and research to give a boost to entrepreneurship, job creation and economic development on the continent.

The newly formed African Academic Association on Entrepreneurship (AAAE) will promote and develop academic cooperation – particularly in the areas of entrepreneurship, small business development, innovation and start-ups – through research, case study development, the academic exchange of students and faculty, as well as academic materials and publications, professional internships and technical cooperation.

AAAE will play a key role in leading the continent towards stronger linkages among African business schools focusing on teaching and research in the areas of entrepreneurship and family business, as well as further global collaboration,” said Professor Karim Elseghir, Dean of School of Business of the American University in Cairo, Egypt (AUC) who will serve as coordinator.

The six participating business schools are:
  • American University in Cairo, School of Business, Egypt (AUC)
  • Esca Maroc Ecole De Management of Casablanca, Morocco (ESCA)
  • Strathmore Business School of Nairobi, Kenya (SBS)
  • The Lagos Business School, Nigeria (LBS)
  • University of Cape Town Graduate School of Business, South Africa (UCT GSB),
  • University of Stellenbosch Business School, South Africa (USB),
According to Elseghir, youth unemployment and education are the most pressing challenges facing the African continent. "A sustainable solution to unemployment is a well-directed entrepreneurship ecosystem and a more effective educational system. I am positive that AAAE will lead to the enhancement of all aspects of entrepreneurship and family business and will catalyse the development of the continent as a whole,” Elseghir said.

Thami Ghorfi, president of ESCA School of Management said: “This is the first time that we have set this type of joint ambition for African business schools, each one of them being a leading academic institution in its region. Regardless our locations, we all share the same belief in the importance of management education, and the need to gather efforts for a continental approach to support entrepreneurship and entrepreneurs.

The association will seek to expand over the coming months to include more African business schools. There is also an explicit objective to invite collaboration between global business schools in the academic study of entrepreneurship. The AAAE will also seek to build bridges between academic and industry knowledge.

You may also be interested in Thami Ghorfi's recent article: MENA Business Schools: At the Heart of the Regions Dynamics.

Mena conferenceThe countries in the Middle East and North Africa (MENA) region are very diverse, and yet nations all share the same key challenges, namely, creating wealth and jobs. Business schools in the region have a leading role to play to support these transformations.

There are many strong expectations concerning management education in the MENA region. The private sector plays the specific role of being a driving force that will create wealth, promote upward mobility, encourage success and build positive role models for youth.

The EFMD Conference in the MENA Region is an excellent opportunity for the community of regional business schools as well as for business schools from other regions, to grasp these opportunities with companies, NGOs and the private sector.

From April 12 to April 14, Doha will be the gathering point for deans and actors in the academic ecosystem to address this year's theme "Building Dynamic Networks and Partnerships for the Region", and cover the full scope of the agenda:

  • Understand the regional geopolitical issues of the Arab Spring
  • Analyze its consequences for the local business schools
  • Meet the challenges of Management Education in the MENA region
This EFMD conference  will be chaired by Laoucine Kerbache, CEO and Dean, HEC Paris in Qatar.

Education Technology Can Help Close the Skills Gap for Students

BCS WEF 21c skillsThis according to a new report from the World Economic Forum, written in collaboration with BCG.

Today’s fast-changing world requires students who not only possess strong skills in areas such as language arts, math, and science but must also be adept at skills such as critical thinking, problem solving, persistence, collaboration, and curiosity.  The requisite twenty-first-century skills fall into three broad categories: foundational literacies, competencies, and character qualities.

The study that included nearly 100 countries reveals large gaps in selected indicators for many of these skills. “The skills gap is not just a developing-world issue: we found wide variations in performance among high-income countries as well,” said Elizabeth Kaufman, a BCG partner.

This research finds that education technology can complement existing and emerging pedagogical approaches such as project-based, experiential, inquiry-based, and adaptive learning methods, as well as facilitate the teaching of twenty-first-century skills such as communication, creativity, persistence, and collaboration.

The authors conclude that delivering on the potential of technology to address skills gaps will ultimately require effective collaboration among a complex and interconnected group of policymakers, educators, education technology providers, and funders. Among other actions, stakeholders can do the following:
  • Assess and realign education systems and standards for the development of twenty-first-century skills
  • Develop and promote technology expertise among teachers
  • Develop products to fill gaps in twenty-first-century skills measurement and instruction
  • Provide funding to pilot, transfer, and scale up technology-enabled models
For technology to reach its greatest potential, it needs to be better integrated into an instructional system, called here“closed loop”.  In the 32-page report, three school networks illustrate the use of technology in different country contexts: Bridge International Academies in Kenya; Innova Schools in Peru; and Summit Public Schools in the United States. Each example exists along a continuum of technology deployment, ranging from more focused to more holistic.

The 32-page report “New Vision for Education: Unlocking the Potential of Technology” is available for free. It has dedicated chapters to:The skills needed in the 21st century; The 21st century skills gap; The potential of technology to help close the skills gap; System-wide priorities for stakeholders. Appendices further detail the definitions of 21st century skills as well as the measurement challenge.

You may also be interested in the EU Cooperation projects that EFMD is involved in in the area of technology enhanced learning:

The Impact of Business School Research

ABS BSresearchimpactThis newly released ABS report  includes eleven case studies highlighting the far-reaching impact of business school research.

It has been published in context of the greater emphasis placed on measuring the impact of research in the 2014 Research Excellence Framework and as a response to declining funding in the sector.

Top quality research does not just take place in a small number of “research-intensive” schools; engagement with business and government is not just confined to more “practically oriented” business schools.” Robin Mason, Chair, Association of Business Schools’ Research Committee, furthermore says:” These case studies show a far richer picture of academic research strength across the business school sector, and deep engagement with business and government in all types of business school.”

The publication features contributions from a diverse range of business schools in the UK, showing examples of impact across different sectors and areas of policy.  EFMD is very proud to see the work its member schools being showcased.
  • Birmingham Business School: Performance partnering on the Astute submarine programme
  • Cardiff University Business School: New sustainable business model for low-volume car manufacturing
  • Cranfield University School of Management: Increasing gender diversity in the boardroom by influencing national policy
  • Kingston University Business School: Cost-effectiveness of a gender-neutral vaccination against HPV
  • Lancashire Business School: Working with ACAS – Informing advice, policy and guidance
  • Leeds University Business School & University of Liverpool: Evolution of business knowledge helps SMEs
  • Middlesex University Business School: Social enterprise growth and development
  • Plymouth University Business School: Sustainable environmental management in smaller ports
  • Salford Business School: Sports integrity
  • Sheffield University Management School: Achieving economic and environmental improvements in organisations through low carbon supply chain resource modelling
  • Strathclyde Business School: The role of women entrepreneurs in UK economic development
The 28-page ABS report “The Impact of Business School Research:Economic and social Benefits” is available for free. Additional case studies will become available later at the ABS website, providing excellent examples across a range of impact areas.

BSIS logoYou may also be interested in the Business School Impact Survey (BSIS). The 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 scheme identifies the tangible and intangible benefits that a business school brings to its local environment. For further information, you can

MENA Business Schools: At the Heart of the Regions Dynamics

Thami Ghorfi GMACGuest post by Thami Ghorfi, Dean of ESCA Ecole de Management in Casablanca, Morocco

The countries in the Middle East and North Africa (MENA) region are very diverse, and yet nations all share the same key challenges, namely, creating wealth and jobs. Business schools in the region have a leading role to play to support these transformations.

There are many strong expectations concerning management education in the MENA region. The private sector plays the specific role of being a driving Thami Ghorfiforce that will create wealth, promote upward mobility, encourage success and build positive role models for youth.

The EFMD Conference in the MENA Region is an excellent opportunity for the community of regional business schools as well as for business schools from other regions, to grasp these opportunities with companies, NGOs and the private sector.

From April 12 to April 14, Doha will be the gathering point for deans and actors in the academic ecosystem to address this year's theme "Building Dynamic Networks and Partnerships for the Region", and cover the full scope of the agenda:

  • Understand the regional geopolitical issues of the Arab Spring
  • Analyze its consequences for the local business schools
  • Meet the challenges of Management Education in the MENA region
The conference will be chaired by Laoucine Kerbache, CEO and Dean, HEC Paris in Qatar.

GMAC, a sponsor of the conference, will be represented by Ben Glover, Regional Managing Director, Europe & the Middle East, and Sara Strafino, Market Development Manager.

Some of the key questions to be discussed at the event include:

  • How can local business models for schools be innovative?
  • What role should be assigned to Alumni and Businesses?
  • Who are the different stakeholders and what are their expectations?
  • What opportunities are in Management Education which we can capitalize upon?
  • How will MENA-based business schools have to evolve to satisfy more complex student and business needs?
  • Will they develop new entrepreneur profiles to meet the specific requirements, challenges and expectations of regional environments?
I look forward to meeting you at the EFMD Conference in HEC Qatar to share best practices and decipher key trends.

Leadership and Talent Management Pays Off

BCG GLTI coverCompanies with strong leadership and talent management practices increase their revenues 2.2 times faster and their profits 1.5 times faster than companies with weak practices, according to a new survey of more than 1,260 companies conducted by The Boston Consulting Group (BCG).

The survey quantifies the business payoff that companies can expect from improving their leadership and talent management capabilities. It was conducted in the course of developing the BCG Global Leadership and Talent Index (GLTI).

BCG created six levels of leadership and talent management maturity: Talent laggards, Low performers, Average performers, High ptoentials, High performers, and Talent magnets. This BCG research also divided leadership and talent management capabilities into six categories:

Strategy: Planning leadership and talent needs over the short- and long-term, in line with the strategy and aspirations of the company; developing initiatives to meet those needs and tracking and measuring the initiatives

Leadership and Talent Model: Defining clear leadership competencies specific to the company’s strategy and culture, and embedding those competencies in selection, development, promotion, and reward processes

Talent Sourcing: Finding leaders and talent, both internally and externally; tailoring employer branding to specific talent pools; managing and developing successors effectively

People Development: Systematically nurturing people by providing comprehensive and structured development opportunities, training, and tools

Engagement: Fostering meritocracy and engagement throughout the company, especially among leaders and top talent

Culture: Requiring top leaders to take responsibility for leadership and talent management by adhering to corporate values

The three leadership and talent management capabilities that correlated most strongly with business performance are:
  • the ability to translate leadership and leadership plans into clear and measurable initiatives,
  • significant time devoted to leadership and talent management by leaders, and
  • leadership accountability for talent development.
Leaders at the strongest companies are actively involved in leadership and talent management development activities. They spend as many as 25 days a year on these activities,” said Mukund Rajagopalan, a BCG associate director and report coauthor. “They also have strong HR departments but recognize that HR departments alone cannot create strong leaders and strong people.”

For further details and for recommendations on improving leadership and talent, please consult the 16-page research report: The Global Leadership and Talent Index”.

Institutional Development of Business Schools

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

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

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

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

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

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

Leadership and Organisational Development, sponsored Leadership & Organization Development Journal

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

Management and Governance, sponsored by Management Decision

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

Human Resource Management, sponsored by Personnel Review

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

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

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

Knowledge Management, sponsored by Journal of Knowledge Management

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

Health Care Management sponsored by Journal of Health Organisation and Management

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

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

EFMD 2015 External Relations Conference - LAST CHANCE to Register

ext rel2015-banner

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

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

One-to-One Connect Session & Alumni Cocktail

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

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

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

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

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

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

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

Please get in touch with Delphine Hauspy with any questions you may have regarding this event.

EFMD Call for Participation in the 2015 GMAC Corporate Recruiters Survey

GMAC Survey 2015

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

The survey is conducted by GMAC with partners EFMD and the MBA Career Services & Employer Association (MBACSEA).

For the 2015 edition, EFMD is formally inviting all member business schools to register and participate in this important survey. Participating schools will receive a benchmark report to see how corporate recruiters place their graduates compared with graduates of other schools. Other benefits also include data for:
  • Admissions/marketing: enhance outreach efforts with data about the skills and salaries that demonstrate the value of management degrees in the job market.
  • Deans/faculty: assess the effectiveness of your school's curriculum compared to the knowledge, skills, abilities and traits that today's employers need in new graduate management hires.
  • Career Services: guide students in their job search and careers decision using robust employer hiring and salary projections, and grow employer relationships with insight into what their overall recruitment strategies look like and what draws them to a campus.
Register Your School Today

Visit www.gmac.com/surveysignup to confirm your participation before the 30 January 2015 deadline. More details about the survey timeline and benefits are available at www.gmac.com/corporaterecruiters.

If you have any questions, please email Christophe Lejeune

How Being Embedded in your Region Helps Growth

GF14 3 BSISventThomas Bieger explains how the University of St.Gallen used the new Business School Impact Survey to consolidate and build on its local roots.

Imagine you are the chief executive of an airport whose customers are rather dispersed. Some of them live up to 100 miles away, which is true of a minimum of 40% of hub transfer passengers.Your main concern is your airport’s international positioning against the major hubs and their worldwide competition. Your main markets are international transfer passengers and international airlines. You therefore recruit top staff and specialists from an increasingly competitive international labour market.

However, access to local resources is key for the expansion of your airport, the local labour market, rail and road access, subsidies for those public services that your airport delivers and the development of neighbouring businesses. Simultaneously, the regional environment sees the negative impacts, such as direct externalities like noise; and many locals regard indirect externalities, such as the role of the airport as a representation of globalisation, as a threat.

Many companies with operations fixed to a specific location face similar challenges. They compete in international markets but have to combine their international reach – even their global reach – with their local and regional roots. They rely on local resources and regional and national laws regulate them.

BSIS SGallen logoThe same is true of business schools – not just traditional, campus schools but also multi-campus universities and virtual business schools offering pure e-learning
products. All of them need to nurture their local roots. For example, they need at least a legal local base to ensure accreditation. Further, they draw on the brand and image of their home base.

Compared to other institutions of higher education, business schools face a specific challenge regarding caring about this local “embeddedness” because:

  • their graduates work for global companies and not for the regional economy and society as do most medical doctors, lawyers and teachers that traditional comprehensive universities produce
  • to achieve their global ambition, they rely on the professors and leadership that the global faculty market provides
  • from the public’s point of view they are often those responsible for bad management practices and are even the source of economic crises. This is most predominant in respect of the best business schools in a country with a dominant market share. Many view these schools as embodying an ever-present risk that their alumni
  • will feature in tomorrow’s negative headlines about incompetent managers.

BSIS bannerAll of the above are reasons why the University of St Gallen in Switzerland has undertaken the Business School Impact Survey (BSIS) assessment process offered by EFMD Global Network and FNEGE (French National Foundation for Management Education).

The University of St Gallen’s vision is to establish and further its position in the worldwide university landscape. However, 20% of its overall financial budget originates from its region, the Canton of St Gallen, while only 10% of its students do.As one of 10 state universities in Switzerland, it is the only specialised
university whose graduates … please click to read more.