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

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!

Free Participation for Students in the Global Marketing Competition 2015

GMKC 607x285px

in collaboration with Santander and EFMD are running the 20th world edition of the Global Marketing Competition.
The Competition is an advanced computer simulation of a real life business environment.

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

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

Find out how your school and students can take part at http://www.esic.edu/gmkc/en_ENLogoGMKC negativo

  • 20th Edition
  • 81 Participating Countries
  • 55 000 Students from more than 860 Universities and Schools of Business from 5 Continents
  • 2 000 Companies
  • 17 000 Euros in Prizes

Register Now
- Free for all students - the closing date for entries is the May 13th.

Find out more by visiting http://www.esic.edu/gmkc/en_EN or the event Facebook fanpage and follow the competition on Twitter @GMkCompetition

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 plit into three sections:
  • Business Schools of the Future, focusing on: value, real-world relevance, differentiation
  • Business Students of Today and Tomorrow and, 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.

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

Woot awardEFMD 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.

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”.

Listening More Difficult in Today’s Digital Workplace

Accenture logoNew research from Accenture reports that:
  • 66 percent of respondents agree that multitasking enables them to accomplish more at work
  • More than a third say the many distractions prevent them from doing their best, resulting in a loss of focus, lower-quality work and diminished team relationships
  • 80 percent of respondents say they multitask on conference calls with work emails, instant messaging, personal emails, social media and reading news and entertainment
  • The majority of respondents believe technology enables leaders to communicate with their teams easily and quickly
  • Almost half cite additional benefits, such as flexibility for teams to work anywhere/anytime (47 percent) and increased accessibility (46 percent).
  • Accessibility is seen as both a help and a hindrance to effective leadership. More than six in 10 women (62 percent) and more than five in 10 men (54 percent) view technology as “overextending” leaders by making them too accessible.
This Accenture research, #ListenLearnLead surveyed 3,600 professionals from 30 countries in November 2014. The research also generated insights on a broad range of work-related topics, amongst others:

Workplace learning: 80 percent of respondents agree on-the-job training is the most effective form of learning in the workplace and more important than formal training (cited by 66 percent). The majority (85 percent) value their company training: 42 percent see it as an opportunity, 23 percent view it as a requirement, and 32 percent see it as both.

Accenture listening coverLeadership: Respondents believe that, to advance, leaders should accept new responsibilities (54 percent), continue learning (48 percent) and mentor others (42 percent).  At the same time, when asked about the main obstacles to successfully leading a team, respondents cited lack of interpersonal skills (50 percent), communication skills (44 percent) and role clarity (39 percent).

Soft skills: Despite the belief that softer skills – effective communication, ability to manage change and ability to inspire others - are the most important leadership skills, only 38 percent of respondents say their companies offer “soft skills” training, compared to 53 percent who say their company offers technical-skills training.

Listening skills: Respondents value good listening skills. In particular, thinking before speaking (54 percent), asking questions (49 percent) and taking notes (49 percent) are viewed as most important.  Less than half of all respondents have had training on effective listening.

For the full information, please consult the 59-page research report from the Accenture website. It has dedicated sections on Distracted listening; Learning opportunities; Leading in a connected world; Women in leadership; Pay and promotions; as well as Job satisfaction.

You will probably also be interested in related articles from the most recent EFMD Global Focus magazine:
Why the digital generation needs communication training: The ‘digital generation’ are roughly 30 or younger. As they arrive in a workplace dominated by the non-digital generation, one thing becomes clear, says Teresa Martini. They are challenged when it comes to communication skills.

Cornell Johnson logoHarnessing 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.

Succession Management: Effective Planning + Accurate Identification of Leadership Potential

KF cover oneThe two first reports are now available from the global research project on succession management “Succession Matters”. The results of this project, commissioned by Korn Ferry, raise some significant concerns over the risks businesses are taking, while at the same time presenting real opportunities for learning and change. Key findings include:

Effective succession management planning
This first report discusses the findings related to succession management planning. Key findings include:
  • Dissatisfaction with the status quo. Only 1/3 of those surveyed reported they are satisfied with the outcomes of their succession program.  The top three risks identified by survey respondents are: Losing “ready now” internal candidates; Alienating potential successors; Naming an ill-fit successor.
  • Too much talent “bought,” not “built". Most agreed that a 2:1 ratio of “build” vs. “buy” is preferred, but the majority still end up going outside more often than they would like to obtain the talent they need.
  • Succession planning does not go deep enough. Organizations need to look at the complete leadership pipeline to create a sustainable, consistent flow of leaders.
  • A general pool of high-potential talent can be a rich asset within a company, however, two-thirds of survey respondents say they have identified key company roles for less than 10% of their potential leadership candidates.
For more details, conclusion and recommendations, please consult the 16-page report  or you can consult the infographic or alternatively watch the 31 mins webinar.

Accurate identification of leadership potential
KT cover twoThe second report in this series explores high-potential identification and readiness.  Key findings here include:
  • Not taking a whole person view:  63 percent of respondents say that a lack of well-suited traits and dispositions is the biggest cause for concern in failed promotions. This Korn Ferry report highlights the unmistakable markers that identify high-potential leaders: Learning agility, Formative experiences, Self-awareness, Leadership traits, Motivation to lead, Logic and reasoning and Derailment risk.
  • Ignoring the complete talent pipeline: Organizations typically only include 13 percent  of skilled professionals and 38 percent  of mid-level managers in succession management programs.
  • Lack of confidence in identifying potential: Only 51 percent of respondents feel that their organization has accurately pinpointed the potential future leaders they should be investing in. The researchers advise to broaden the lens beyond high ptoentials along the dimensions of  competencies, experiences, traits and drivers.
For more details, conclusion and recommendations, please consult the 16-page report
Development and transitions
The third and final report will examine the results and research around development and transitions. It will be released in April and become available at the same Korn Ferry Succession Matters website.

MIRRIS Project: Mid-Term Results

Why are some European countries excelling in exploiting EU direct funding for Research and Innovation, while some others leg behind? And why does the disparity in terms of participation and access to EU direct funds seems to concern notably new Member States – the so-called EU13? Which are the reasons behind this gap?
These are the questions leading the research of MIRRIS (Mobilizing Institutional Reforms for Research and Innovation Systems), an EU-funded Support Action aiming at explaining which are the underlying causes of this gap, with a special focus on the 13 new European Member States.

The first interim results have now been published. From single country profiles and statistics analysed, it is evident that all EU 13 Member States are significantly lagging behind compared with EU15 Member States. Disparities appear to be connected with a combination of barriers of different nature, such as structural and local assets, political and administrative national arrangements, and perception/motivational issues.

Low economic reward and incentives to researchers, lack of efficient infrastructures and human resources to support potential applicants at the national and organizational levels, or, simply, perceived distance with the setting agenda and strategic priorities set in EU R&D calls, are some amongst the many factors analysed in MIRRIS’ Policy Brief.

EFMD is a Partner in the MIRRIS Project Consortium. EFMD is associated to all project activities, but its particular role is to identify relevant stakeholders among its members and partners who can play a part in the policy dialogues as well as to contribute to the organisation of these dialogues.

For more information, please visit the project website.

The Good Practices in Joint Programmes

NUFFIC jointprogsThe recently published "Joint Programmes from A to Z: A reference guide for practitioners" presents a coherent overview of all major work done in the field. The suggestions in this guide are generally applicable at bachelor, master and doctoral level. The various aspects  are presented in eight chapters, including next to Definitions, also:

General background: including: Bologna process (2012 Implementation report), international scope and strategic interest, and initiatives for financing.

Legal framework: including: European Qualifications Framework (EQF) (Descriptors), European Credit Transfer System (ECTS) (Users’ Guide), national legal and institutional regulations, as well as inter-governmental agreements.

Joint programme development: including: institutional strategies, partnerships, and good practices for joint curriculum development

Joint programme management: including: governance structures, financial management, marketing, joint admission procedures, diploma supplement, as well as a range of templates and tools.

Quality assurance: including: European Standards and Guidelines (EGS) (Revised 2014 Standards), Erasmus Mundus practical tool, and good practices for internal and external quality assurance.

Recognition: including: Lisbon Convention (Recommendations Joint Degrees), and the European Area of recognition (EAR) (e-manual).
Joint doctoral programmes: including: development, management, various templates, and the EMQA Handbook of Excellence.

Around 10 key messages for practitioners are presented for each chapter, as well as practical examples. Furthermore, you will find an extensive list of literature with key sources on the topic (all with direct links). For more details, please go to the NUFFIC website for having access to the 77-page report.

epaslogo13You may also be interested in the EFMD Programme Accreditation System, EPAS. EPAS is designed as a quality enhancement process for particular programmes within an institution. The EPAS Guides 2015 are freely available for you and include – amongst others – the 28 page EPAS Standards and Criteria with dedicated chapters to: The institutional context; Programme design; Programme delivery and operations; Programme outcomes; as well as Quality assurance.

Also of interest is perhaps the recent EFMD Global Focus Magazine article: Diversity is dead! Long live diversity!: An increasing number of pundits argue that the business school sector has entered a process of homogenisation – that diversity as we know it is dying a slow and inescapable death. Ulrich Hommel examines the evidence and analyses the possible impact it may have on accreditation systems.

HUMANE Seminar: Research and Education After Severe Budget Cuts

Humane WSGhentUniversities all over Europe are confronted with budget cuts, many of them - especially in the southern and eastern part of Europe - face severe cuts.
  • How can we keep up the main processes of education and research after the loss of a considerable part of the budget?
  • Should we look for money from outside the usual sources, for example industry, funds, paying students?
  • Is it possible to keep up the standards we were used to?
  • Can we learn from good practice elsewhere?
You are kindly invited to join and discuss these topics in the next HUMANE Seminar, which will take place at Ghent University in Belgium on 24-25 April 2015. Confirmed speakers include:
  • VUB investment and strategic program: coping with budget cuts in HE in a sustainable way: Nic Van Craen, General Manager, Vrije Universiteit Brussel (VUB) (BE)
  • Budget cuts or bad practices? The experience of Cyprus University of Technology: Vassilis Protopapas, Director of Service for Academic Affairs and Student Welfare, Cyprus University of Technology (CY)
  • Public funding of universities is changing  -  how to create an effective, lean strategy and organisation to meet the funding challenges: Essi Kiuru, Administrative Director, University of Oulu (FI)
  • Shrinking and Expanding: internationalisation in times of uncertain budget allocation: Enrico Sartor, Director of International Relations, Università Ca' Foscari, Venezia (IT)
  • Facing the budget cuts: the experience of the University of Aveiro: Cristina Moreira Veiga, Administrator, University of Aveiro (PT)
  • Financing HE in Eastern and Central Europe: best practice in times of crisis: Justyna Giezynska, Consultant, Studybility (PL)
  • Other ways of dealing with budget cuts: finding alternative sources: Bert Verveld, HUMANE Chairman and President of the Board, Amsterdam School of the Arts (NL)
For further information, please download the seminar flyer or consult the dedicated seminar website.  For registration, you can also directly go here.
Humane is your opportunity to meet European colleagues, to learn, to exchange and to discuss experiences, ideas and information on all aspects of University management. You may want to find out more about HUMANE: Driver for professional administration in European universities.
Moreover, you may also be interested in the EFMD(ESMU) HUMANE Winter School. It is designed to develop the leadership potential of senior administrators in business schools and universities. In the Global Focus magazine article “Warm memories of the Winter School”, Nadine Burquel looks back at its first 12 years.

Workforce Diversity: New Insights from CIPD and IBM

IBM millennials workplaceThe real story behind illennials in the workplace: This new IBM report starts by unravelling five mythts, and then dedicates a chapter to exposing uncomfortable truths. Indeed, the IBM researchers identified three insights that apply universally and should give business leaders cause for concern:
  • Employees are in the dark. Many are not sure they understand their organization’s business strategy—and their leaders are partly to blame.
  • All three generations think the customer experience is poor.
  • Employees of all ages have embraced the technological revolution. The problem? Their enterprises are slow to implement new applications.
Finally, five specific recommendations are given for handling the challenges:
  • Focus on the individual, beyond generational stereotypes
  • Foster a collaborative culture, with a strategy for improved collaboration
  • Make customer experience a priority
  • Look within with an honest assessment of leaders’ strengths and weaknesses
  • Get everyone on board for a more engaged workforce
More is in the 20-page report from IBM Institute for Business Value: Myths, exaggerations and uncomfortable truths

Managing an age-diverse workforce: What employers need to know
This new CIPD research report outlines how employers can benefit from workforces that are age-diverse and recommends actions that can deliver success.  Knowledge-sharing, different perspectives and enhanced customer experience were identified as key benefits of age diversity. EFMD is particularly proud that its EFMD corporate member Santander is featured as organisational case study; with five top tips for supporting an age-diverse workforce. For full details, please consult the 29-page CIPD report: Managing an age-diverse workforce.
Gender diversity in the boardroom
This also new CIPD survey report shows that over a quarter (28%) of organisations do not monitor the gender profile of their workforce at all.  This survey covering 452 HR professionals in the UK furthermore concludes that
  • Female progression to top roles is not sustainable unless organisations provide a strong and sustainable framework to recruit and develop women at every stage of their career.
  • There is no quick fix to boosting senior female representation in organisations and employers need to take a holistic approach to building a strong and sustainable female talent pipeline.’

For further details, please check the 18-page CIPD report: Gender diversity in the boardroom: reach for the top.

FT MBA Challenge: Use Your New Skills to Help Immunise Children

MBA challengeImmunisation has protected millions of children in developing countries, but in recent years the International Rescue Committee - the FT’s seasonal appeal partner – has seen vaccination rates in some countries level off or even fall. This year’s MBA Challenge focuses on finding a solution to help the IRC reach the “last mile” – the 20 per cent of children yet to be vaccinated against preventable diseases.

The challenge is open to teams of between 3-8 members, of whom at least one must be studying at a university/business school in Europe, a second in America and a third in Asia or Africa.

Registered teams will submit a short one page proposal on how to improve the delivery of immunisation, focusing on the supervision and mentoring of healthcare workers and the allocation of resources.

Once shortlisted, teams will be partnered with mentors and asked to create a 12 page business plan on their proposal.

The deadline to register your interest in participating is 31 March 2015. For more information regarding the challenge, please go here or email. The FT is also running a matching service for those looking for a team to join.

The Profile of a Business School Dean: Global Survey Results

BizEd logoAACSB recently released the highlights from the AACSB International 2014-2015 Deans Survey.  It is based on responses from 574 deans and 76 interim deans in 61 countries and highlights include:

  • Age and gender: 57 is the mean age of current deans; 69 percent of deans are in the first deanship and women make up 19 percent of responding deans in this survey.
  • World travels: 29 percent of deans have spent more than 6 years outside their current school’s home countries.
  • Prior positions: Among first-time deans, 50.3 percent have been in the position three years or less. About 48 percent were hired from within the institution.
  • In the interim: Among interim deans responding to this survey, nearly 69 percent are serving their first appointments. The majority previously served as associate deans (25.7 percent), faculty (24.3 percent), or department chairs (17.6 percent).
  • Past experience: Deans have spent a mean 4.3 years in their positions. Those in their posts the longest are in Northern America (31.7 years), Europe (30 years), and LACC (15 years). The survey finds that 12.9 percent of deanships are endowed—among them, nearly 82 percent are at U.S. schools.
  • The pressures: This is the top five of tasks rated by the deans in this survey on their to-do lists: Improve school reputation; Achieve initial or reaffirmation of AACSB accreditation; Develop faculty; Develop strategic plan; and Improve relations with business. How deans rate the most critical pressures they face? The top issues are (in order of importance): Budget issues; Faculty recruitment & retention; Fundraising; Student enrollments; Accreditation; Competition from other schools/providers; Faculty development; Faculty demands; Internationalization; Rankings; Technological adoption in the curriculum; Changes in student demographics; and Nontraditional student programs.
Bookcover instdevBSFor more details, please consult the AACSB infographic in PDF format.

You may also be interested in "The Institutional Development of Business Schools". This book 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 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

Leading and Learning in the New World of Work: A New Playbook Required

DUP HCTrends15The just released Global Human Capital Trends 2015 from Deloitte concludes that" Today’s HR challenges require a new playbook—one that helps make HR more agile, forward thinking, and bolder in its solutions."

This year's trends focus on the themes of leading, engaging the workforce, reinventing, and reimagining HR. The 2015 Human Capital Trends include:
  • Leadership: Why a perennial issue? The 112 page report indicates a continuing lack of progress in addressing what has become a perennial organizational challenge: leadership.
  • Learning and development: Learning has become a business-critical priority for increasing skills, improving the leadership pipeline, and enhancing employee engagement and retention—one of the biggest challenges cited by respondents in this survey.
  • Culture and engagement: The naked organization. In an era of heightened corporate transparency, greater workforce mobility, and severe skills shortages, culture, engagement, and retention have emerged as top issues for business leaders.
  • Workforce on demand: Are you ready? The on-demand workforce can offer companies the ability to tap into extensive networks of innovators, technical experts, and seasoned professionals. To engage and retain them, companies should think broadly about how their HR programs, strategies, and analytics tools could be applied not only to full-time employees, but also to contingent and part-time workers.
  • Performance management: The secret ingredient. For many companies, performance management is being reinvented for a new, forward-looking purpose: to serve as an efficient, focused business process that helps improve employee engagement and drives business results.
  • Reinventing HR: An extreme makeover. Once designed primarily as a compliance function, today’s HR organization must be agile, business-integrated, data-driven, and deeply skilled in attracting, retaining, and developing talent.
  • HR and people analytics: Stuck in neutral. Data and analytics are key to solving business and talent needs such as engagement, leadership, learning, and recruitment. So why are so few organizations actively implementing talent analytics capabilities to address them?
  • People data everywhere: Bringing the outside in. Leading organizations routinely use both internal and external data to build their brand, find new customers, manage risk, and make investment decisions. What if HR could leverage data just as effectively? That time has come.
  • Simplification of work: The coming revolution. Organizations are simplifying work in response to employees becoming overwhelmed by increasing organizational complexity, growing information overload, and a stressful 24/7 work environment.
  • Machines as talent: Collaboration, not competition. The impact of computing on work is not new, but it is accelerating. The increasing power of computers and software to perform cognitive tasks is challenging organizations to rethink the design of work and the capabilities their employees need to succeed.
If you are interested in more details, please feel very free to read the 112-page report online, download the pdf filedownload the report app, interact with the dashboard, or download the infographic.

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.

How HR is Perceived by Business Leaders: From DDI Trend Tracker

DDI LessonsHRMore than 400 departmental heads across Europe gave an insight in response to this DDI Survey.

Author Simon Mitchell concludes that :”This Report Card for HR clearly offers a mixed perception of the function, and some degree of uncertainty about its strategic value. There is much to be done to raise the profile of HR and its valuable work in the business.”

Performance Management Adds the Biggest Strategic Value
Respondents rated performance management, recruitment and selection, and leadership development as the top HR activities that add strategic value to the organization. HR information systems are seen as least useful.

What Would Business Leaders Do Differently?
The message sent by business leaders is loud and clear: HR professionals need to get closer to the business. When asked what they would do if appointed HR Director for a day, 60 percent of business leaders say they would invest in building internal management relationships.

Please consult the 13-page DDI White Paper for the details on:
  • Understand the business as a whole and what it wants: Performance management is the HR activity seen to add the biggest strategic value to the organisation as a whole
  • Talk to individual departments to find out what they want from HR: The single thing HR people can do differently to create a step change is spend more time working in respondent’s own department
  • Increase effectiveness of HR activities the business feels could be improved: 66% of business leaders say they want to see an improvement in recruitment & selection
  • Do what “the very best” HR people do and / Connect HR activity to business strategy: 81% felt the best HR person they worked with connected HR programmes to business strategy
  • Build better relationships by going deeper into the business: Almost half (49%) of the very senior leaders and department heads in the survey could not name the most senior HR professional in their business
  • Communicate effectively – and in terms the business appreciates: 40% rate the effectiveness of communication from the HR department six out of ten, or less
  • Challenge the business: A quarter of leaders (24%) say HR needs to challenge their perceptions more
  • Demonstrate that HR is worth the investment by the difference it can make: On average, respondents feel their departments could be 25% more effective if they had access to the perfect HR person

EFMD Corporate Advisory Seminar: An Engaging Place to Work

CAS engagementThe newest Corporate Advisory Seminar will discuss the outcomes of the EFMD Special Interest Group (SIG) “An Engaging Place to Work”.

The seminar will provide key outputs and lessons learned from the SIG members, including Allianz, Alstom, Baloise, Mazars, Merck/MSD, Pirelli, Raiffeisen Bank International, Repsol, SwissRe, UBS and Unicredit. The CAS will be facilitated by the SIG leaders Siegfried Hoenle, Managing Director of Talent & Leadership Solutions and Visiting Professor at IE Business School, and Simon Stoepfgeshoff, Director of Corporate Programs at Executive School of Management, Technology and Law, St Gallen. Join us to learn about a topic that is as relevant as never before.

The state of engagement in companies worldwide is sobering. In their latest worldwide report, Gallup shocks us with an overall ratio of only 12% engaged employees. According to their findings, a further 64% of the global workforce is passively disengaged and, even more worryingly, 24% are out to actively hurt their employer. At the same time, companies with higher workforce engagement are more innovative and more productive. Companies in the top quartile of employee engagement have a 22% advantage in profitability to companies in the bottom quartile. And these findings seem conservative.

In the spring of 2014, the SIG members came together to explore what really drives engagement and what companies can do to become a workplace that lets employees thrive. The SIG gave particular focus to making engagement a business priority, improving engagement through smart process facilitation and to shaping key engagement drivers.

Gareth Jones, renowned leadership expert and co-author of “Why Should Anyone be Led by You?” will talk about his latest research on great workplaces. In his new book “Why Should Anyone Work Here?”, which is due to be published in the spring, he and his colleague at London Business School, Rob Goffee, describe six key organizational attributes necessary to create the ultimately engaging company.

In addition, Bernard-Marie Chiquet, Founder of iGi Partners and Sabine Hansen, SVP People, Communication & Branding, Amadeus IT Group will join to spark new thinking.

This workshop is by invitation only and is dedicated to corporate learning and corporate HR practitioners from companies. Please do contact Shanshan with your questions regarding this CAS.

Also Struggling with Comparability and Reliability of Data

EUA MultirankThis new EUA research report aims to map experiences and views on U-Multirank (UMR) from EUA members. UMR is a multi-dimentional ranking of higher education institutions, developed by a consortium led by the Centre for Higher Education (CHE).

Reseachers Loukkola and Morais conclude that opinions regarding UMR remain divided among EUA members. Furthermore, survey results show that UMR is still struggling with many of the same challenges as other rankings with regards to the comparability and reliability of data. Main findings include:

More than seven in ten of these universities indicated that increasing their visibility and improving their profile abroad was the main motivation for participating in UMR. Over half of the universities in the sample also saw participation in UMR as an opportunity to benchmark the institution at an international level.

About 54% of universities considered the definitions of the indicators to be clear. Less than half (42.9%) reported that the UMR indicators were similar to those they already used, albeit for other purposes.

Cooperation with the UMR consortium was on the whole perceived as positive.

73% of universities agreed that taking part in UMR required more time and effort than they had anticipated. Over one-quarter (29.2%) reported having used more than 30 working days to put the data together whereas one-fifth spent less than 10 days.

The main challenges faced by those that spent more than 30 days working on the data appear to have been applying the indicators to their own institutional context and the fact that the indicators requested did not correspond to their own internal ones.

Concerns were also expressed about the comparability between institutions and higher education systems and reliability of the data.

Detailed survey results are documented in the 18-page EUA Case Studies 2015: EUA Members’ participation in U-Multirank.

The World in 2050: Implications for Managers

PWC World2050 coverThe latest “World in 2050” project findings by PwC present economic growth projections for 32 of the largest economies in the world.  Key findings include:
  • The global economic power shift away from the established advanced economies in North America, Western Europe and Japan will continue over the next 35 years.
  • Long-term global economic growth projections are based on a model that takes account of projected trends in demographics, capital investment, education levels and technological progress. The fastest educational catch-up rates are assumed to be seen in Asian countries such as India and Indonesia.
  • The gap between the three biggest economies (i.e. China, India and the US) and the rest of the world will widen over the next few decades.
  • The rise of Indonesia and Nigeria through the world rankings throughout the period to 2050 is very striking.
  • Average income per capita (i.e. GDP per capita) will still be significantly higher in the advanced economies than in the emerging economies in 2050.
Implications for managers include:
  • It will be difficult to sustain the growth rates of the 2000 to 2012 period in major emerging markets, given the combination of economic bottlenecks and institutional deficiencies.
  • Managers need to understand the political, legal and regulatory risks and have procedures in place to avoid or at least mitigate them as they arise.
  • They also need to understand the dynamics of emerging consumer markets that are becoming increasingly mature, sophisticated and digitally savvy.
  • Emerging markets vary greatly in their institutional strengths and weaknesses and need to be assessed in a nuanced way.
  • There could also be major differences in institutional strengths between industry sectors within countries.
  • Deep local knowledge that is updated in real time is critical here to manage businesses successfully in an emerging market environment.
  • For larger Western companies making strategic investments in emerging markets, part of their contribution could be to try to improve the local institutional framework.
  • Global strategies need to strike the right balance between mature, lower risk advanced economies and faster-growing but generally higher risk emerging markets.
For further information, please visit the dedicated PWC website: The World in 2050, where you can watch a short intro video, download the 46-page report , a 9-page summary, or detailed projects.

Six Webinars During the Open Education Week

EMunduslogoDuring the Open Education Week on March 9-13, 2015, eMundus organises six webinars targeted to HE decision makers and managers discussing the relation between Open Education and issues such as employability, quality assurance, credit recognition, joint degree.

Monday 9th March, h 9.00 CET: “Awarding academic credit for free online OER courses: Lessons from the OERu”.

Main speaker: Wayne Mackintosh, OERu, New Zealand

Tuesday 10 March, h 10.00 CET: “Credit and Collaboration in MOOCs: Where are we now”
Main speaker: Terese Bird, University of Leicester, UK

Wednesday 11 March, h 10.00 CET:  “OER is simpler than you think”
Main speaker: Rory McGreal, Athabasca University, Canada and UNESCO/COL Chair in Open Educational Resources.

Wednesday 10 March, h 15.00 CET: “Transnational Virtual Mobilities”
Main speaker: Wim Van Petegen, K.U.Leuven, Belgium

Thursday 12 March, h 15.00 CET: “The impact of Open Education on internationalisation models of universities”
Main speaker: Fabio Nascimbeni, UNIR, Spain

Friday 13 March, h 15.00 CET:  “Integration of OER with regular/formal academic programmes”
Main Speaker: Daniel Burgos, Universidad Internacional de la Rioja

A full overview of the webinars and registration details are available here.

eMundus is an initiative supported by the European Commission which wants to to strengthen cooperation and awareness among Higher Education Institutions worldwide by exploring the potential of Open Approaches (e.g. OER, MOOCs and VM) to support long term, balanced, inter-cultural academic partnership for improving learning and teaching through Open Education approaches.

EFMD is also cooperating on several EU projects in the area of Technology Enhanced Learning, such as:

EFMD Global Network Launch EGATE

EGATE logoWhat is the Purpose of EGATE?

EGATE is an advisory service for EFMD Accreditation Systems. EGATE has been designed and introduced in response to an increasing need of Schools to receive more explicit assistance when going through the EQUIS or EPAS accreditation process. It is a fee-based advisory service aiming to enhance the quality improvement achieved during the accreditation process and, as a result, to increase the likelihood of success.EGATE process chart
Schools often struggle to correctly assess their readiness when entering into the accreditation process or when moving on to the next process stage; they are frequently challenged to cope with increasingly demanding accreditation standards that mirror the improvement of quality in the market overall. As a consequence, Schools may encounter difficulties, which can be avoided with more explicit guidance. EGATE aims to fill that void.

EGATE is an entirely optional service and is administered independently of EQUIS and EPAS accreditation processes by the EFMD Global Network. It is the prerogative of the School to request support from EGATE.

What Are the Benefits?

EGATE will act as an enabler so that Schools can evaluate their readiness to submit their eligibility application, handle the accreditation process more effectively, produce accreditation documents with greater clarity and address development shortfalls prior to proceeding with an accreditation project.

Examples of advice that can be delivered via EGATE are:

  • Enquiry/Application: What further development steps are still needed to satisfy the eligibility criteria?
  • Self-Assessment and Review: How to address the reservations attached to a positive eligibility decision; how to write a Self-Assessment Report; how to prepare and manage the Peer Review Visit?
  • Three-Year Accreditation: How to develop the Areas for Improvement and what further steps are needed to achieve five-year accreditation?
  • Non-Eligibility/Accreditation: How to proceed/develop in the event of failure at either the eligibility or accreditation stage?
How Does It Work?

From the EGATE perspective, the accreditation process is structured into:

•    Phase 1 – Pre-Eligibility
•    Phase 2 – Self-Assessment & Review
•    Phase 3 – Post-Review

EGATE may be used during any of these three phases. Advisory services are provided by EGATE Advisors with the support of the EGATE Office. Advisors are drawn from a pool of “approved reviewers”, e.g. experienced Peer Review Team Chairs and former members of the EQUIS/EPAS Governing Bodies. They start supporting the Schools on the basis of a contract. The School will be directly involved in the selection of its advisor.

Advisors teamThe scope of EGATE Advisory, which is measured in advisory days, will vary depending on the School’s circumstances (e.g. perceived gap between the School’s current position and the desired accreditation outcome) and will be negotiated between the School and the EGATE Office. It should normally involve at least two days per year and will typically require four days per year for EPAS and six days per year for EQUIS. The School will approve the actual number.

Within any phase, the normal period of utilising EGATE is two years, which links to the maximum period of Eligibility, and the minimum period required before re-applying for eligibility. Within the constraints defined by the EQUIS/EPAS process, this period may be shortened or lengthened at the discretion of the School.

Participating institutions will be required to pay a standard rate for each advisory day. The inclusive fee covers the honorarium of the advisor and the administrative overhead of EFMD Global Network. If advisors choose to donate all or parts of their honorarium, these funds will be used to make EDAF mentoring accessible for Schools with limited financial means.

EGATE Pilot Phase Starts Now!

The EGATE System will be established and developed with a portfolio of EGATE pilot Schools/programmes.EGATE pilots
Need Further Information?

Please contact the EGATE Office (egate@efmdglobal.org) to request further information or an appointment to discuss your specific advisory needs.

2015 ABS Academic Journal Guide: Now Available

ABS journalguideThe Association of Business Schools’ Academic Journal Guide 2015 (the Guide) is based upon peer review, editorial and expert judgements following the evaluation of many hundreds of publications, and is informed by statistical information relating to citation. It is a guide to the range, subject matter and relative quality of journals in which business and management academics publish their research.

The primary motivation is to provide a level playing field. Emerging scholars will have greater clarity as to which journals to aim for, and where the best work in their field tends to be clustered. By the same measure, publication in top journals gives scholars a recognised currency on which career progress can be based; should personal networks deny its currency in one institution, there will be others who will recognise and welcome it.

The  2015 Academic Journal Guide  covers:
  • Accounting
  • Business history and economic history
  • Economics, econometrics and statistics
  • Entrepreneurship and small business management
  • Finance
  • General management, ethics and social responsibility
  • Human resource management and employment studies
  • Information management
  • Innovation
  • International business and area studies
  • Management development and education
  • Marketing
  • Operations and technology management
  • Organisation studies
  • Psychology general and organisational
  • Public sector and health care
  • Regional studies, planning and environment
  • Sector studies
  • Social sciences
  • Strategy

For all details, please sign in on the ABS website: The 54-page guide is freely available.

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.

Winners of the 2014 EFMD/Emerald Outstanding Doctoral Research Awards

EFMD Emerald 2014EFMD and Emerald Publishing announce with great pleasure the winners of the 2014 Outstanding Doctoral Research Awards. Award-winning entries receive a cash prize of €1,500 and international recognition. EFMD is particularly proud to celebrate the excellence in research from the EFMD member institutions represented here. Congratulations!

Educational leadership and strategy, category sponsored by Journal of Educational Administration
  • “The Rising Tide: School Choice and Competition in Post-Katrina New Orleans”: Dr. Jabbar, Winner from University of Texas at Austin.
  • “The day after – consequences of innovation implementation in experimental schools on organizational functioning after the intervention ended: The moderating impact of climate for innovation and principal’s characteristics”: Dr. Gilad-Hai, Highly Commended from Haifa University
Interdisciplinary accounting research, sponsored by Accounting, Auditing & Accountability Journal
  • “The role of accounting in enabling strategic corporate social responsibility: A functionalist, critical and post-modern reading of the case study”: Dr. Baker, Winner from The University of Sydney
  • “Environmental Management Accounting Development: Institutionalization, Adoption and Practice”: Mrs. Gibassier, Highly Commended fromToulouse Business School.
Marketing research, sponsored by European Journal of Marketing
  • “Deconstructing the Impact of Store Refurbishment”: Ms. Ferraro, Winner from  Monash University
  • “Essays on Personalized Online Advertising”: Dr. Bleier, Highly Commended from Boston College
  • “The effect of Internal Market Orientation, intra-organizational dynamics and knowledge management strategies on resource optimization, learning and performance during service innovation projects”: Mr. Boukis, Highly Commended from Sussex University
  • “The Lives of Micro-marketers: Why Do Some Differentiate Themselves from their Competitors More than Others?”: Ms. Hassan, Highly Commended from University of Cambridge
Information science, sponsored by the Journal of Documentation
  • “A Lifelogging System Supporting Multimodal Access”: Mr. Qiu, Winner from  Dublin City University
  • “Institutional and Individual Influences on Scientists’ Data Sharing Behaviors”: Dr. Kim, Highly Commended from University of Kentucky
Hospitality management, sponsored by International Journal of Contemporary Hospitality Management
  • “An Investigation of the Role of Customer Engagement in Strengthening Service Brand Loyalty”: Dr. Kam Fung So, Winner from University of South Carolina
  • “Service cannibalization in travel agencies: Analysis of its consequences on sales agents”: Dr. Diaz, Highly Commended from  University of Castilla-La Mancha
  • “How the Intersections of Age, Gender, Ethnicity and Class Influence the Longevity of a Hospitality Career in New Zealand”: Dr. Mooney, Highly commended from AUT University, Auckland
  • “Employee brand internalization: the central route to a brand aligned workforce”: Dr. Xiong, Highly commended from Colorado State University
Operations and production management, sponsored by International Journal of Operations & Production Management
  • “A Knowledge-Based View of Process Improvement: A Mixed Methods Study into the Role of Social Networks and Knowledge Acquisition”: Dr. Marzec, Winner from  Nottingham University Business School
You may be interested in more details on the Outstanding Doctoral Research Awards or you may want to consult the archives of previous winners in the categories of your particular interest.

The second part of this blog post covers the following categories: Leadership and Organisational Development, Management and governance, Human Resource management, Logistics and supply chain management, Knowledge management, Health care management.

New Research: Leading and Motivating Millennials in the Middle East

Ashridge GCCreportNew research from Ashridge Business School suggests that senior leaders and future leaders need to be better prepared to create a work environment that enables ambitious young Gulf nationals to thrive. The study also highlights how managers  can adapt their leadership style to take on expat assignments more successfully, and how in-country managers could flex their style more.

The new Ashridge report  "A New Generation: The Success of Generation Y in GCC Countries" based on a survey of 300 local Gen Y employees across the six Gulf Cooperation Council countries provides new insights for executive education providers, managers and employers to better understand, lead and develop this workforce. Key findings include:

There are rich opportunities for business schools to tap into the needs and wants of young Gulf nationals as  the research shows, that unlike some regions, a great value is placed formal qualifications – with  Gen Y valuing  ‘qualifications’ (85%) and ‘formal training’ (83%) as a way to succeed

In turn, there are opportunities for employers to provide formally-recognised qualifications and access to high-quality, structured training to upskill, develop and retain staff.

Gen Y want managers who are ‘visionary’ and ‘democratic’ rather than ‘commanding’ . Many organisations need to rethink the management style of their executives and reconsider developmental opportunities for future leaders to develop the ability of generations to share talents to establish a major competitive advantage.

Gen Y want to develop their ‘people’, ‘leadership’ and ‘team management’ skills to succeed. In today’s complex and competitive global workplace it is increasingly important for employees to have well-developed ‘people skills’ or ‘soft skills’ as well as well-honed technical expertise. Soft skills are associated with personality or ‘character’ traits are increasingly sought by employers globally and GCC countries.   The study shows that young professionals are keen to sharpen their relational skills. As well as developing ‘hard skills’ business schools need to respond to  the requirement from young Gulf nationals to focus on soft skills. Soft skills such as influencing, communication and leadership are highly-valued by Gen Y. Gen Y are also keen to develop decision-making and people motivation skills. Although Gen Y appear very confident, the survey shows that greater self-esteem would help them succeed.

Gen Y is a strongly-motivated workforce. 76% of Gen Y locals in the GCC say that the pressure to succeed at work is ‘strong’, and is highest in Qatar and the UAE (80%). The strongest drive comes from themselves (59%) and is higher for females (66%) than males (56%), although parents/family and religion are also very influential.

For the full information, please consult the 40-page research report on the Ashridge Business School website.

If you are interested in exchanging experiences about  “Building Dynamic Networks and Partnerships for the Region”, please feel free to explore the upcoming 2015 EFMD Conference in the MENA Region. This event will take place 12-14 April in Doha, Qatar and is kindly hosted by HEC - École des hautes études commerciales de Paris.

The Annual Conference of the French Association of Marketing

AFM conferenceCo-organized by HEM Business School (Morocco) and Cadi Ayyad University of Marrakech (Morocco), the 31st edition of the annual conference of the AFM, honoring Senegal, will take place in Marrakech, Morocco on 19-22 May 2015 under the theme "Marketing of Services and Innovation".

The annual conference of the French Association of Marketing (AFM) is the most important international event in the field of marketing dedicated mostly to French researchers. It brings together more than 300 people over three days in order to take stock of the most advanced marketing methods and research.

This conference is open to all researchers, teachers, training managers, practitioners interested in the discipline of Marketing.

EFMD supports the event.

Educating the Next Generation of Entrepreneurs

GT entrepreneurship coverThe potential for entrepreneurs to contribute to social and economic development globally is huge – building our future and growing economies by launching the next generation of innovative companies. However, still according to March 2015 Trends Briefing: Upstarts: Driving the entrepreneurial economy from Global Trends the entrepreneurial marketplace is highly competitive and the success rate for the hopeful varies. Many young entrepreneurs have little or no experience and in the HBR blog "Entrepreneurs Get Better with Age" it is noted that: “Twice as many successful entrepreneurs are over 50 as under 25. The vast majority – 75% – have more than six years of industry experience, and half have more than 10 years when they create their start up.” For the next generation of motivated and eager young entrepreneurs, education is a necessity for success. The idea of teaching entrepreneurship is far from new, but has only really come of age in the past decade or so. Trends in action include:

Making it academic: In the U.S. entrepreneurial courses have exploded in the past decade. According to a report from the Kaufmann Foundation, college campuses offered approximately 250 courses in entrepreneurship in 1985. By 2008 that number had risen to more than 5,000 entrepreneurship courses being offered in two-year and four-year institutions – and many of these institutions recognize that courses need to be supported by a broader entrepreneurial ecosystem, building partnerships and resources to aid budding business learners. Today more than 400,000 students a year takes courses in the subject, and almost 9,000 faculty members are teaching it. However, it is not only in the U.S. that teaching entrepreneurship is popular and on the rise. It is happening all over the world. One example is the National University of Singapore that aims to become Asia's university hub for entrepreneurship. The university intends to increase the number of student entrepreneurs – including those taking entrepreneurship modules or participating in similar activities – from the current 1,000 to 2,500 students. Additionally to that, it also has plans to increase its incubator capacity.

A helping hand from big brother…: The role of education is changing in society. No longer is it expected that education is the sole responsibility of educational institutions. In a world of constant change, large and well-established companies also have a strong interest in nurturing a culture of innovation and entrepreneurship in the business environment, as they will need to access these capabilities – and perhaps the new ideas too – to thrive in the future. Around the world large corporations are therefore investing heavily in entrepreneurship education. One example is Cisco’s Entrepreneur Institute which works with institutions and governments globally to foster growth and innovation in information and communications technologies. Another is Intel that, since 2005, has invested in a number of initiatives aimed at inspiring and providing education and critical skills for young entrepreneurs, e.g. Ideation workshops, Entrepreneurship Basics (self-paced e-learning course), and the Intel Global Challenge at UC Berkeley. Launched in 2008 Goldman Sachs' 10,000 Small Businesses is designed to help entrepreneurs by providing them with greater access to education, financial capital, and business support services.

…and from the public sector: Governments around the world have also understood the importance of education to foster successful entrepreneurship. In Ireland the government-funded development agency Enterprise Ireland is helping to create new businesses and jobs, as well as to develop the potential of existing businesses through innovative programs. To help foster local innovation the non-profit incubator Startup Lisbon was established in 2011 by the Portuguese government to provide both infrastructure and services to entrepreneurial efforts.

For more details, please consult the 6-page GT Briefing for:
  • The changing world of etrepreneurship: building new business models, assessing new sources of funds, tapping into entrepreneurial hubs
  • Entrepreneurship in the world of big business
More information on Global Trends can be found here.

EFMD Awards EPAS Accreditation to Programmes at ESCE, Bologna, Chulalongkorn and Salford

EPAS Accred 2015

Congratulations to ESCEBologna University Business School, Chulalongkorn Business School and Salford Business School for achieving EPAS accreditation!

The EPAS Accreditation Board has recently awarded the EPAS quality label to the following 6 programmes:

The following 9 programmes have also been re-accredited:

"ESCE is proud to receive the EPAS accreditation which confirms its excellence in teaching and research and internationalization of the curriculum. This is an important strategic step for ESCE to maintain the quality of education that the school delivers to students year after year.”
Prof. Paul-Jacques Lehmann, Dean, ESCE – Ecole Supérieure du Commerce Extérieur

“EPAS accreditation is for us both an achievement and a commitment. We want to “Take Italian Excellence Global” and in order to achieve this goal we need to serve our international students by providing them a unique Italian experience with international standards. In addition, EPAS accreditation process has been for me personally and for the whole School a unique learning experience that offered the opportunity to think about how we are doing and how we can improve. I want to thank EFMD for the valuable role played in the development of the business schools community.”
Prof. Massimo Bergami, Dean, Bologna University Business School

“At BBS we engage students with difficult but fascinating challenges, we transform talented mind in global leaders. Receiving the EPAS accreditation is just a further confirmation that what we are doing is right.”
Ms. Elisa Montaguti, Global MBA Director, Bologna University Business School

"We at Chulalongkorn Business School are very pleased to have two of our programmes, the Bachelor of Business Administration (International) and the Master of Science in Finance (English) programmes, awarded EPAS accreditation.  We are very honoured that the Peer Review Team and Accreditation Board viewed our BBA (International) programme exceptionally favourable and awarded a 5-year accreditation to the programme.  Not only that the accreditation results are positive for our School, but the entire accreditation process proves to be very beneficial for us. The accreditation process, including the feedback from the Peer Review Team, has been used in creating changes and guiding development at our school for the last few years.  We are very pleased to see that our efforts bear fruits, and the positives results on these two programmes will encourage us to do whatever it takes to improve our school even further."
Prof. Dr. Pasu Decharin, Dean, Chulalongkorn Business School, Chulalongkorn University

"I am delighted that our complete suite of postgraduate finance and management programmes has been awarded EFMD EPAS accreditation. Salford Business School programmes have been recognized, internationally, as of the highest quality and join an elite set of Schools committed to transformational, next-generation management development. This accreditation comes at a time when our wider teaching and research quality and knowledge transfer activity has been recognized in the top 10% of Business Schools in the UK in addition to being awarded The Times Business School of the Year, 2014.

Our achievements are down to the professionalism, commitment and sheer hard work of our team - staff, students, alumni and business partners who are dedicated to realising our vision: Regionally-anchored within our global communities, Salford Business School aims to be first-choice for students, employers & SMEs in next-generation management and law education & research that is industry-relevant, digitally-informed and accessible. I am extremely proud to be part of our Salford Ambition."
Prof. Amanda J. Broderick, Pro-Vice Chancellor (International Priorities) & Executive Dean, College of Business and Law, University of Salford

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
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 February 2015, 90 accredited programmes from 66 institutions across 30 countries have been awarded EPAS accreditation. 23% of the total are (E)MBAs, 33% are Masters, 31% are Bachelors, 2% are Doctoral Programmes and 11% are other types of programmes.

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

EFMD supports the University-Industry Interaction Conference in Berlin

UIIN conferenceUniversity-Industry Interaction Conference at the heart of Europe's innovation engine

Get ready to meet around 400 participants from all over the world on 24-26 June 2015 in Berlin to share knowledge, interact and build new co-operations. This conference is the key event for academics, researchers, practitioners and business representatives involved in university-industry interaction, innovation and entrepreneurship.
UIIN banner logo

The 2015 University-Industry Interaction Conference is not ‘just another conference’, but the event to network, learn and experience. During this three day event, you can visit a wide variety of presentations, workshops, tours and participate in numerous networking opportunities. With the conference taking place in the innovation and entrepreneurship hub of Europe, Berlin, all aspects are in place for the perfect conference experience.

See the summary video of the last year's conference here.

What is new this year?

This year’s UIIN conference will place even more emphasis on facilitating interaction and creating cooperation. In addition to the academic and practitioner presentations, the conference will also focus more on good practice case studies and ‘next-practices’. Furthermore, a student case study competition will be organised, allowing entrepreneurial students to pitch their solution to a leading corporation in Germany. You will also be able to visit several start-ups and research centres in Berlin.

UIIN logoEFMD members will receive a 10% discount to their conference registrations and any additional purchases!

UIIN is looking forward to welcoming you in Berlin – the start-up capital of Europe.

The Case Centre Awards and Competitions 2015 – Results

EFMD is pleased to announce the winners of the Case Centre Awards and Competitions 2015.

The Case Centre’s annual Awards and Competitions, now in their 25th year, celebrate excellence in case writing and teaching in business education worldwide.

  • The Overall winning case was authored at Harvard Business School by David B. Yoffie and Renee Kim. David B. Yoffie also won a category Award (with Penelope Rossano).
  • Harvard Business School had its most successful year, winning six awards.
  • The Outstanding Contribution to the Case Method Award was won, for the first time, by a faculty member in India. Debapratim Purkayastha of ICFAI Business School (IBS) also won a category Award (with Adapa Srinivasa Rao).
  • The new competition of Outstanding Case Teacher was won by Casey Lichtendahl of the University of Virginia Darden School of Business.
  • Additional category Award winners were: GSEM Geneva School of Economics and Management, HEC Paris, Innsbruck University School of Management and Stanford Graduate School of Business.
  • Outstanding New Case Writer was won by Laurel C. Austin of Copenhagen Business School.
  • Outstanding Case Writer on this year’s ‘Hot Topic’ - Digital Transformation – was won by Steve Muylle and Stijn Viaene of Vlerick Business School.
  • First time winning schools were: HEC Paris, Innsbruck University School of Management, and Vlerick Business School.
  • Seven individuals have also won Awards in previous years: Benjamin Edelman, Thomas R. Eisenmann, Renee Kim, Debapratim Purkayastha, Susan Schneider, Adapa Srinivasa Rao, and David B. Yoffie.
  • Case topics focused on multinational companies, and new media and technologies.
  • Case Awards are assessed anonymously to ensure impartiality. Only the Outstanding Contribution to the Case Method and the competitions are decided by panels of judges.
Richard McCracken, Director of The Case Centre said: “Harvard Business School’s success in the 2015 Awards shows that effective cases from established case producing institutions are still breaking new ground. But with three, first-time winning schools this year, and Debapratim Purkayastha, who has been instrumental in advancing the case method in India, winning the Outstanding Contribution to the Case Method, we see that case excellence is also being achieved in new learning environments across the globe. Meanwhile, Casey Lichtendahl, winner of the new Outstanding Case Teacher Competition is testament to the innovation and energy shaping the case classroom today, and the learning experience of tomorrow’s business leaders.”

Download the Notes for Editors for further details of all the winners.

For more information, please contact Antoinette Mills, antoinette@thecasecentre.org or Emma Simmons, emma@thecasecentre.org

Sincere Thoughts & Condolences from EFMD - Gianluca Spina


Sincere Thoughts & Condolences from EFMD - Gianluca Spina

On behalf of the Board of EFMD, the members and staff we are deeply saddened by Gianluca’s tragic death.

The management education community has lost an outstanding scholar, a true gentleman and wonderful person. Gianluca and MIP are long-standing and great friends of EFMD and words can't express how saddened we all are. Our thoughts and prayers are with his family and all of those who have been affected by this terrible accident.
Please accept our heartfelt condolences.

Sincerely yours,
Prof. Eric Cornuel, CEO & Director General, EFMD

Call for Papers: Legitimacy and Impact of Business Schools and Universities

HERC15 banner-bannerIt is our pleasure to invite you to submit an outline paper for the 2015 EFMD Higher Education Research Conference. We welcome and encourage submissions of research work within the following areas of academic enquiry:

  • Track 1: Legitimacy of business schools and universities
  • Track 2: Impact of business schools and universities

Authors are requested to submit an outline paper of around 2000 words. The outline paper should make clear the central research questions or ideas, the core concepts of the paper, the nature of the research method and the nature of any evidence if the paper is a research study. Of course, submissions may be complete or full papers if such papers are ready at the time of submission. Submissions should include an indication of the authors’ preferred conference track.

The deadline for all submissions has been extended until Sunday, 22 March 2015. However, contributions will be evaluated on an ongoing basis starting from 27 February.

All submissions will be subjected to a competitive double-blind review process on the basis of originality, rigour and relevance. Preference will be given to papers that deal directly with impact and/or legitimacy of business schools and universities. The best proposals will qualify for presentation at the conference.

Ken Starkey and Andrew Pettigrew will be editing a 2016 Special Issue of the Academy of Management Learning & Education (AMLE) Journal on the same topic as the conference and would welcome submissions from conference participants. The Call for Submissions will be finalised in the near future.

The Annual EFMD Higher Education Research Conference serves as a platform to facilitate the cross-fertilization of research by scholars from management, higher education, as well as other fields. We cordinallky invite younto register via our conference registration platform and benefit from the early bird fee until 24 April 2015.

We look forward to receiving your submission and welcoming you in Oxford!

Please do not hesitate to pass this message onto any of your colleagues who might be interested in submitting a paper or participating in the conference.

The Research and Surveys Unit Team

Richard Straub on Claiming our Humanity - Managing in the Digital Age

Guest blog post from Dr. Richard Straub, Director, Corporate Services, EFMD

"We are becoming aware that the major
questions regarding technology are not
technical but human questions"  
Peter Drucker, Technology and Society in the Twentieth Century, 1967

7th gpdf homeThe breathtaking and continuing exponential evolution of digital technology has the potential to making human lives better. Any human being can now communicate with any other human being at practically zero cost. Anyone can have almost instant access to any book or article ever published. Teams, networks and ecosystems of collaboration now enable massive gains in productivity in modes of working that have the potential of drawing on the full talents and capabilities of what each individual can contribute, Customers are newly empowered to insist on better, faster, cheaper, lighter, smaller, more personalized and convenient products. People in the poorest countries in the world suddenly have access to information and finance as frugal innovation enables change that was unthinkable without the new technology.

Yet this unprecedented development brings humanity up against a moment of truth: how to reconcile the enduring human needs for purpose, meaning, fulfilment, engagement, dignity, caring for others and community with technologies that pervade and disrupt many aspects of our lives, apparently usurping what used to be considered human work and responsibilities with a self-driven dynamic that seems to be beyond human control.

This increasing tension manifests itself in various ways.

  • Ubiquitous connectivity is changing how work gets done, how organizations take shape, how business ecosystems form and what business models prove most powerful. As The Economist puts it in a recent article about the rise of freelance work on demand, the new capabilities “will challenge many of the fundamental assumptions of 20th-century capitalism, from the nature of the firm to the structure of careers.”
  • Expanding abilities to collect, combine and analyze “big data” – including data gained from the growing Internet of Things – will translate into unprecedented real-time monitoring of events and phenomena and provide analytical tools for fact-based decision-making that taps into the predictive capabilities of complex algorithms. This will require a reassessment of the value of human judgment which cannot be modelled with algorithms.
  • Software “bots” with learning capabilities promise to outstrip human analytical intelligence, and increasingly make autonomous decisions without necessarily incorporating human intuition, creativity and ethics. As a consequence it is anticipated that significant parts of knowledge jobs will be automated and delegated to machines, as shown in a study at Oxford University by Carl Benedikt Frey and Michael A. Osborne.
  • In the past, productivity-enhancing technology has always, ultimately, yielded more jobs for people than it initially eliminated. This time, it is not clear that the pattern will hold. The threat to jobs is particularly troubling in an environment where we already are struggling to cope with significant levels of unemployment and underemployment, particularly among the young. 
  • There is no doubt that advanced research in areas such as bionics, genomics, nano-engineering and synthetic biology is throwing up huge potential right across the economy.
Hence the key question becomes whether we will see the type of innovation that drives growth, jobs and improve living standards or whether we are set for a period of slow growth and secular stagnation, as Larry Summers has put it. Why is it that despite all the mind-boggling technical progress we are not yet seeing the massive new industry-, market- and job-creation along the lines experienced in previous technology revolutions (steam, electricity, combustion engine etc). Is it a failure of our current management model with its reductionist view of human nature (rational economic man) that has led to a predominance of narrow economic and quantitative metrics and reference frameworks? As demonstrated by leading management thinkers such as Clayton Christensen, William Lazonik, Dominic Barton and Roger Martin, flawed measurements and short-termism lead to misallocation of capital favouring near-term efficiency to the detriment of market-creating innovation and long-term growth. Is the current predominantly technocratic and overly rationalistic management mindset leading us in the wrong direction by discounting the value of human capital with its inherent unique capabilities and potential?

In their recent book The Second Machine Age, Erik Brynjolffson and Andrew McAffee observe that digital advance places us squarely at a historic inflection point in human civilisation. It is therefore critical to face the challenges and choose wisely. Carlota Perez argues in her book Technological Revolutions and Financial Capital that the ICT revolution has not yet produced a "Golden Age" - as she had identified them in previous technology cycles; however widespread prosperity should be within our reach provided investors give priority to entrepreneurial opportunities resulting from digital technologies as opposed to speculation and casino-style Capitalism. Michael Porter points in his recent HBR article to a secular opportunity in the field of smart, connected products that he believes will give rise to the next era of IT-driven productivity growth.

The needs in a world with seven billion human beings aspiring for a good life are beyond imagination. Management will have to live up to its calling as society's major leadership group as posited by Peter Drucker and help shape the way towards a period of global prosperity fueled by the innovative and transformative power of digital technology - ultimately putting the human being in the centre of all endeavours.

Read more on the key questions that that will be explored at the 2015 Global Peter Drucker Forum here.

Learning and Development: Key Issues for the HR Profession

CIPD HRoutlook coverThis new CIPD report “HR Outlook Winter 14-15: Views of the Profession” examines key issues for the HR function, highlighting current issues and emerging trends within HR. It builds on the 630 responses from HR professionals in the UK, end 2014.

A summary of the key findings includes:
  • Employee engagement was rated as the top current priority for HR functions, with 27% of HR professionals citing it.  However, there are some interesting differences between HR professionals in the public sector and the private sector, as well as distinctions between large organisations and SME.
  • Seven out of ten HR professionals report that learning and development (L&D) is considered part of the HR function, either as a specialist function/role (39%) or as part of generalist HR activities (31%).
  • The most commonly mentioned  future priority for HR functions is leadership development/capability, with a fifth (21%) of HR professionals  referencing this. Workforce planning  is considered a future priority by a  fifth of HR professionals (19%). Other top five priorities are: Workforce planning, Managing change and cultural transformation, Creating a high-performance culture.
  • ‘Working with the organisation to drive change’ is seen as the  most important area for HR  professionals to focus on in  2015 – mentioned by 45%.
  • There has been stagnation in the size of HR departments; 60% of HR functions have stayed the same size.
  • The main reason given by HR professionals for changes in HR structures was to support HR in becoming a more strategic contributor.
  • The majority of HR professionals reported that their organization does not offer any specific routes into HR for young people.
  • The majority of current HR directors worked in a role that was outside of the HR profession.
For more details, please consult the 32-page CIPD research report.
Please also check the new EFMD Global Focus Magazine website, for related recent articles such as:

Learning, development and personal growth: Companies must do more to meet the personal needs and ambitions of their managers if they expect them to perform effectively.

How small group coaching can accelerate leadership development: Insights from INSEAD's Global Leadership Center.

Solving the global talent equation: Thoughts on the challenges facing business leaders tasked with managing our organisations today and tomorrow.

Strategic Leadership and New Ways of Working to Drive Growth: the UniCredit Approach to stratzgic leadership and new ways of working.

Executive Development: Learn to Transform in Unpredictable Times

ExDev bannerYou are warmly invited to register online for the 2015 EFMD Executive Development Conference, hosted by the Universitat Pompeu Fabra, Barcelona School of Management, Spain, on 14-16 October 2015.

The 2015 conference theme is:

 Learn to Transform in Unpredictable Times. 

Nowadays corporations and executive development providers are faced with an uncertain climate. They need to adapt to new learning methods. For most, if they want to continue to exist, they need to transform their business model. 

How can we, all together, clients and providers, discuss and exchange to Learn to Transform in Unpredictable Times?

The conference will also include presentations and discussions from the 2015 Excellence in Practice Award Gold winning cases and a panel with the Silver winning cases is foreseen.

Please c
lick here for the complete programme.

 This conference aims to build:
  • on the experience of participants
  • on collecting and capturing knowledge
  • on allowing for interaction amongst each other
This conference is aimed at the professionals in the Executive Development sector, namely the business schools / alternative provider of executive education (executive development centres, consultants, network providers) as well as the clients (companies).

You might also be interested to read outstanding recent articles from EFMD’s Global Focus magazine on the 2014 Excellence in Practice Awards Winners:
  • Building international leadership capability and significant culture change: Friesland Campina & Ashridge Business School
  • A stepping stone towards a new leadership style, PSB & University of Chicago Booth School of Business
  • A pathbreaking partnership, Stora Enso & IMD
  • Making it better, University Medican Center Groninbgen & Amsterdam Business School
  • Developing entrepreneurial leaders for Scotland, Saltre Founbdation & Babson college
  • Taking leaders to the edge, Fletcher Building & University of Auckland Business School
  • Leader-led teaching to re-engegise and redefine leadership, BHP Billiton
  • Major projects leadership academy, Cabinet Office & Said Business School & Deloitte
Please contact Delphine Hauspy with questions you may have regarding the 2015 EFMD Executive Development Conference.

Claiming our Humanity - Managing in the Digital Age

EFMD supports the 2015 Global Peter Drucker Forum which will take place in Vienna on November 5 and 6 under the overarching theme: Claiming our Humanity - Managing in the Digital Age. It builds on Peter Drucker's statement in an essay in 1967

"We are becoming aware that the major7th gpdf home questions
regarding technology are not
technical but human questions"

It will explore the unprecedented opportunities and the new challenges that the exponential development of digital technology poses to management. Please find a background paper to the conference under the link.

Speakers and Moderators - a first preview

Here is a first preview of selected speakers and moderators - a more complete list will be provided as the program evolves: Sherry Turkle, Abby Rockefeller Mauzé Professor of the Social Studies of Science and Technology Director, MIT Initiative on Technology and Self, Henry Mintzberg , Cleghorn Professor of Management Studies at McGill University, Robin Chase, Founder & CEO of Buzzcar, former CEO of Zipcar, Tom Davenport, Distinguished Professor in Management and Information Technology at Babson College Thomas Wedell-Wedellsborg, partner, The Innovation Architects and author, Charles-Edouard Bouée, CEO Roland Berger Strategy Consultants, Adi Ignatius, Editor in Chief, Harvard Business Review Group.

Drucker Society Europe Blog - new series starting

The invitation to provide blog posts on the Drucker Society Europe Blog focussing on takeaways and conclusions from the Drucker Forum 2014 has been taken up in a very positive way. Please see the overview of the articles to date under http://www.druckerforum.org/blog/ Comments, Tweets, likes and other ways of engagement are welcome.

By beginning of March we will start the blog series relating to the theme 2015 Claiming our Humanity - Managing in the Digital Age. We continue to invite guest posts. Please use conference abstract as a starting point and provide your suggested articles (800 - 1000 words) to blog@druckersociety.eu with the subject line "GPDF15 - Blog proposal". - An editorial review and moderation of the series will be provided. However, we don't guarantee the publication of all suggested posts.

The pre-conference posts relating to the Forum 2014 at the HBR Blog network are now available via the HBR landing page.

B-School Alumni Earn More, Rise Fast and Value their Education

gmacBusiness school alumni earn increased compensation, exercise enhanced purchasing power, consistently climb to the executive ranks, and give overall high marks to the value of their education in driving their professional success, according to new research findings from more than 12,000 graduate business school alumni surveyed by the Graduate Management Admission Council (GMAC).

The results of the 2015 Alumni Perspectives Survey Report offer a global snapshot of employment and career progression for graduate business school alumni representing the classes of 1959 through 2014. Graduates also gave positive reviews to their business school’s alumni association, with a majority saying their engagement with these associations has contributed to their success.

Conducted in October and November of 2014, the survey represents alumni from more than 230 graduate business programs at 71 universities in 16 locations across the globe.

GMAC allumni chartIt is the latest in GMAC’s survey report series to provide data showing that an MBA or other graduate management degree, such as a Master in Management, Accounting or Finance, is a strong educational investment available to students in today’s highly competitive career marketplace.

Additional key findings include:
  • Ninety percent of alumni credit graduate management education with increasing their earning power.
  • Business school alumni career trajectories show consistency in reaching higher levels of their organizations regardless of graduation year
  • B-school alumni rise fast in the workplace and have high levels of job satisfaction.
  • For the first-time, this report measured entrepreneurial behavior in the workplace — defined through the traits of innovativeness, proactiveness and social risk taking — factors associated with alumni career success. Analysis shows c-suite and self-employed alumni describe themselves with these attributes to a greater extent than alumni at all other job levels.
  • Fifty-nine percent of alumni belong to their business school’s alumni association and tend to rate their level of career success higher than those who are not members.
For further information, please consult the 32-page report from the GMAC website.

You may also be interested in 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. 

SFU logo
You can 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 particular interest for you.

Georgetown and ESADE partner with SDA Bocconi for the Global Advanced Management Program (GAMP)

GAMP logoFirmly anchored in the values of academic excellence and the strengths of the three institutions, the Global Advanced Management Program (GAMP) addresses the needs of today’s senior executives in highly internationalized organizations or organizations that are about to step into the international market.
GAMP schoollogosToday, management is a complex and fast-changing art,” commented Sandro Castaldo, Director of the Executive Education Open Programs Division at SDA Bocconi School of Management. “Managers and businesspeople need global, updated, smart knowledge to drive their organizations in challenging markets and dynamic environments. SDA Bocconi joined ESADE and Georgetown University with the aim of producing one of the best global executive courses in management. Blending the knowledge of three top faculties, GAMP is truly a new type of program that is able to offer a unique, intensive, in-depth training experience.”
GAMP is delivered in three one-week modules, every two months, on three different continents: North America, Europe and Asia. This approach gives participating leaders valuable context and a direct link to the real-time challenges of the global marketplace. Participants also have the chance to grow their network of countries and cultures, engage in new experiences, and embed their newly acquired knowledge in their day-to-day work.
  • In the first module, held at Georgetown University (Washington, D.C.), participants explore the complex circumstances that shape the world around us and their implications for business.
  • The second module, hosted by Antai College of Economics and Management (Jiao Tong University, Shanghai, China), analyzes emerging global business models.
  • The third and final module, held at ESADE (Madrid, Spain), focuses on the leadership skills required at highly internationalized companies. Special features such as the CEO Forum, the Wellness Plan and the Ground-field Exposure Lab complement the Georgetown–ESADE–SDA Bocconi GAMP, making it a truly unique experience.
Bocconi logMichele Quintano, ESADE Executive Education Director for Open Enrollment Programs, adds, “The Georgetown–ESADE GAMP already powerfully combined the finest expertise in geopolitics, diplomacy and international business. Further partnering with SDA Bocconi will strengthen our extensive local and international know-how and content. It will also allow participants to access one of the world’s biggest alumni associations – and the biggest one in Europe – which represents more than 140,000 alumni in 180 countries. As the world becomes more integrated, executives are looking for learning partners that combine top-notch expertise with local capabilities and relevance.”

Please go to the dedicated website for further details.

Entrepreneurship in Education: Free Guide for Educators

Entrepreneurship guide
This 100 page guideEntrepreneurship Education - A Guide for Educators” is available for free in 20 languages from the European Commission official website.

The report contains 17 examples of practice in initial teacher education and key messages from the examples include:

  • Entrepreneurial teacher education institutions
  • Programmes to prepare student teachers for entrepreneurship education
  • Entrepreneurial or innovative teaching methods and pedagogies
  • Networking and exchange of good practice
Another section of focused on examples of practice in continuing professional development. Here the key messages from examples include:

  • Entrepreneurial schools
  • Programmes preparing teachers in-service for entrepreneurship education
  • Innovative teaching methods and concepts linked to entrepreneurship education
  • Outreach strategies of CPD providers
  • Ongoing support initiatives to teachers in-service
The 21 examples are detailed each in a 2-page description with separate paragraph on factors for success.

CBS logoYou may also be interested in the upcoming 2015 EFMD Entrepreneurship Education Conference.  This event will be held 25-27 February in Denmark, kindly hosted by the Copenhagen Business School.

The theme is : "Entrepreneurial Leaders, Educators and Students - A mindset for the Future" and the 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.  Please go here for full details on this event.

Overcoming Barriers to Responsible Management Education Adoption

JMD coverThis Special Issue of the Journal of Management Development addresses the apparent gap between substance and image by analysing the barriers to Responsible Management Education (RME) adoption and potential ways of overcoming them.

The opening paper by Eric Cornuel and Ulirich Hommel identifies five potential barriers to RME adoption:
  • students, as “customers”, do not sufficiently value the “R” in RME;
  • the switch from full-time to part-time and online provision precludes the use of pedagogical methods particularly suited for RME;
  • the fragmentation of intellectual production in business schools makes it difficult to implement an institution-wide RME-based learning model;
  • the standardization of educational provision combined with a focus on ranking-related performance indicators moves business schools away from addressing RME-specific learning needs; and
  • entrepreneurialism and business school rankings link RME directly and indirectly to financial impact, which is difficult to determine.
Please click here for the authors’ view on the way forward that "requires a review of the intellectual underpinning of modern management in combination with the adjustment of organizational routines and more explicit forms of faculty development". Other interesting articles in this JMD special issue include:

Responsible management education for a sustainable world: The challenges for business schools: covering the needed changes in business schools, and building on the 50+20 initiative;
by Thomas Dyllick, Unversity of St.Gallen.

The business case and barriers for responsible management education in business schools,building on a longitudinal case study design of six business-management schools;by Bob Doherty,  The York Management School; John Meehan and Adam Richards, both Liverpool Business School.

Philosophical assumptions undermining responsible management education: an analysis of how these assumptions may influence the responsible management agenda within business schools;
by Mollie Painter-Morland, Nottingham Business School.

On the very notion of compliance with some help from William James: a conceptual investigation, following a broadly Wittgensteinian approach; by Richard Raatzsch, EBS Wiesbaden.

Indigenous wisdom and the PRME: inclusion or illusion? by Amy Klemm Verbos, Central Michigan University; and  Maria T. Humphries, Waikato Management School.

How the evolution of science will transform business schools: new causal-based research methods are starting to emerge that explain when a particular event will occur and how to "cause" for it to happen; by Juan Pablo Vazquez, IE Business School.

For further details, please go to the full JMD special issue.

2015 EFMD Doctoral Programmes Conference: Early Bird Fee till 28 February 2015

doctoral2015 banner

The 2015 EFMD Conference on Doctoral Programmes will take place at ISM University of Management and Economics in Vilnius, Lithuania from 11-13 May 2015.

Please join EFMD and its Doctoral community in Exploring the Doctoral Journey: Excellence, Ethics and the Student/Supervisor Experience.

Participants will explore different paths towards excellence, the challenges of scientific integrity and the student/supervisor experience. Sessions will look at the broader context of the doctoral journey, whilst panel discussions will allow you to exchange experiences on a number of practical issues and provide a balanced view of the different options and routes available to your school.

Vilnius provides a great setting for this conference. The host school, ISM University of Management and Economics, and the conference hotels are centrally located and provide an ideal starting point to explore Vilnius’ beautiful city centre.

You will find the conference programme, practical information and registration link here.

 Register before 28 February to benefit from the early bird rate!

You might also be interested to read two outstanding recent articles from EFMD’s Global Focus magazine on Doctoral education:
  • Socially Responsible Scholarship, Anne S Tsui suggests how business school scholars can overcome the growing criticism of irrelevant and self-serving research.
  • The Thoroughly Modern Doctorate, David Bogle 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.

Please contact  Griet Houbrechts with questions you may have regarding the 2015 EFMD Doctoral Programmes Conference.

Eight Recommendations for Addressing Talent Gaps: Beyond Traditional HR

ConfBoard logoAccording to this new report by The Conference Board, companies must expand their repertoire of responses to grapple with increasing talent gaps.

Three corporate icons—General Electric, Lockheed Martin, and Southern California Edison—provide concrete examples of challenges, solutions, and innovations engendered by the tightening supply of talent. Synthesizing these case studies, the report develops a conceptual framework that firms of all sizes, in all industries, can draw on.

ConfBoard Talentgaps coverThe report identifies eight recommendations for addressing talent gaps. According to author Mary Young, HR executives and strategists must:
  • Engage a broad group of stakeholders to ensure that talent strategy is aligned with changes in the operating environment and business priorities. Leaping directly to talent solutions is unproductive if business leaders haven’t agreed on what the organization must be able to do or deliver.
  • Continuously evaluate capabilities and talent—in that order. Focusing on capabilities broadens the range of potential solutions—acquiring another company or redesigning a work process could be more optimal than adding, training, or redeploying talent.
  • Tailor resourcing strategies to specific talent segments, jobs, and locations. HR strategists can’t make truly optimal decisions without domain expertise, enterprise-level perspective, and knowledge of local markets.
  • Blend solutions. Industry leaders like GE blend the traditional strategies—buy, build, borrow, or deploy—into hybrids much more successful than any one approach on its own.
  • Invent new ones. Lockheed Martin, for instance, built an online talent community for US military members transitioning into civilian life, Future talent communities aimed professionals with critical skills will help the company build relationships with external talent even before they’re ready to look for a new job.
  • Use data and analytics to model the impacts of various options for closing talent gaps. Southern California Edison, for example, used industry-level data and analytics to corroborate its own workforce data and gain business leaders’ support for its talent strategy.
  • Think about the entire talent ecosystem, rather than simply the talent the company owns today or wants to in the future. Joint ventures, crowdsourcing, and public contests with cash prizes may be better alternatives than “owning” talent.
  • Recognize when the best option isn’t to buy, build, borrow, or redeploy talent, but “none of the above.” Rather than acting as “order fillers” who dutifully deliver talent on demand, HR leaders can help shape business strategy by evaluating the demand and considering a full range of options, including those that don’t involve talent. The “none of the above” solution isn’t about HR ‘s failure to deliver; it’s about HR acting as a business leader whose functional expertise is HR.
Please visit the Conference Board website for complete details on this new report: Buy, Build, Borrow, or None of the Above? New Options for Closing Global Talent Gaps examines Innovative approaches to overcoming talent gaps. You can also watch the introductory video.

The Management Books of the Year 2015

MgtBook bannerThis competition is organised by the Chartered Management Institute in association with the British Library and is sponsored by Henley Business School. EFMD is very proud that all winners are from EFMD member schools. The 2015 winners are:

ie logoNot Knowing; by Steven D’Souza & Diana Renner.
Knowledge and expertise are highly valued in today’s business world. These values are introduced at an early age by our education system, and at work, we are assessed based on what we know, on having the answers and solutions.

This important book offers an alternative, contrarian approach to dealing with such pressures – and to embrace “not knowing” rather than fearing it. The authors argue it is by “not knowing” that we in koc logofact develop an exploratory mindset, and we discover, engage and create new ways to deal with business and management problems and issues.

mcgill logoCategory: Management and Leadership Textbook: Organizations and Management in Cross-Cultural Context; by Zeynep Aycan, Rabindra N Kanungo and Manuel Mendonca.
An ideal course text for Organizational Behaviour, Human Resource Management or Cross-Cultural Management courses. Chapters of this book present the fundamental theoretical approaches in all key areas including leadership, ethics and change, and then explore them in the context of culture and cross-cultural management. Encourages self-reflection and critical appraisal and provides practical guidance on tackling the most complex issues facing managers today.

vlerick logoCategory: Innovation and Entrepreneurship: Customer Innovation; by Marion Debruyne. Marion Debruyne provides every business with the framework it needs to combine customer focus with innovation to achieve success.

This enables organisations to develop new products and services faster than ever before and they hit the bull's eye in the market. Whereas the traditional value chain model regards the market as the end-outcome of the efforts of the organisation, the reversed value chain model starts there. This book is packed with real world examples from a range of leading global companies including Disney, Coca-Cola, LEGO, Eurex, Netflix, KLM, Carglass, Komatsu, Callebaut and more.

birminghamU logoCategory: Practical Manager: The Little Book of Big Management Theories; by James McGrath and Bob Bates.
89 management theories from the world’s best management thinkers – the fast, focused and express route to success. Each theory is covered in two pages – telling you what it is, how to use it and the questions you should be asking – so you can immediately apply your new knowledge in the real world.

Category: Management Futures: The Key; by Lynda Gratton.
lbs logoLBS Professor, Lynda Gratton, uses case studies from over 20 companies including Vodafone, Ikea and Tata Consultancy Services, to explore how corporations can embed themselves in the communities they inhabit in order to solve local problems and secure a resilient future for all.

Gratton says corporations need to “understand that their future is entirely caught up in their ability to address these problems and find solutions, which is the basis of The Key” Lynda’s case studies also include Yakult and their ‘Working on a Healthy Society’ philosophy.

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.

Call for Papers: Leadership, Management, Innovation in Professional and Knowledge Intensive Organisations

AIRC4This AIRC4 conference will address the challenges of leading and managing knowledge intensive services and organisations, departments and administrations and building effective leadership and management skills. Ashridge Business School aims to frame this in the context of the strategic importance of value creation leadership in KIOs (Knowledge Intensive Organisation), both traditional and innovative ones, both locally and internationally, and to lay the groundwork for the development of theory, as well as for tangible practical approaches.

The topic of this conference is overdue for more attention; to date research on leadership and management of such organisations has not kept pace with research on management of manufacturing organisations.

Suitable subjects areas for conference paper submissions may include (but not be limited to) the following issues:
  • Leading and leadership
  • Knowledge intensive activities in the global environment
  • Entrepreneurship, creativity and innovation in knowledge environments
  • Challenges in professional knowledge intensive industries
  • Management processes in KI organisations
Deadline for submission of full papers is 10 April 2015. For full details, please go here.

The 4th Ashridge International Conference will take place 12-14 June 2015 in Ashridge, Berkhamsted in the UK.  This international conference is aimed at scholars, academic and professional researchers, HR directors, executive leaders, policy makers, and professional practitioners in knowledge intensive organisations, departments, businesses, industries - with a focus on organisational behaviour, leadership, management, strategy, HRM, ethics, international business and marketing, psychology, economics, knowledge management, innovation, talent management and management education. For the full and latest details, please visit the dedicated website.

Global Forum for Responsible Management Education

PRME logoYou are kindly invited to attend the 2015 Global Forum for Responsible Management Education —6th Annual Assembly that will be held 23-25 June 2015 in New York City.

The 2015 Global Forum is organised by the PRME Secretariat of the UN Global Compact Office with active contributions from the PRME community, including the PRME Steering Committee, signatories, regional Chapters, Champions and others.

300-400 leaders of responsible management education and business, including deans, university presidents, professors, administrators, 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, and civil society.

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), as well as other important influencers of higher education, such as business expectations, student demand, rankings, accreditation and standards, government requirements and funding schemes.
  • 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 business schools and departments, can leverage engagement through PRME to be leaders.

GRLI logoThe Globally Responsible Leadership Initiative (GRLI) will also play a key role on the programme above. Other important dates for 2015 include:

GRLI The Next Innovation Cohort
The one day kick-off (conversation starter) meeting  will take place on 7 June in Brussels ahead of EFMD's Annual Conference. There are still 7 spots available. If you are interested to learn more about this unique peer-based program please see the latest brochure.
GRLI council of partners, along with members and associates of GRLI, will gather for a full-day AGM (All Gathering Momentum) meeting at The New School in New York City on 22 June.  This is just prior to the2015  Global Forum for Responsible Education.

At the first GRLI event in Barcelona, the responsible management education ecosystem came under the spotlight, please feel free to read or download a the slides and short report. During the same event, also GRLI's latest information piece and expression of interest forms were distributed. Please feel free to download the 2015 events overview.

Developing Middle Management: The Strategic Lifeblood of the Company – Registration Still Open

The upcoming Sharing Best Practice CLIP Workshop on 19 (evening) - 20 March 2015, in Barcelona, Spain, hosted by Gas Natural Fenosa (GNF), will look in detail at the revitalisation of middle management as an essential force for a company’s competitive advantage and operational success.

GNF logoCorporate Learning Organisations have often been more focused on the top echelons of management, with particular emphasis in recent years on the talent pipeline. In large multi-divisional organisations the objective assigned to the L&D function has traditionally been to integrate, network and develop a target audience of a few hundred senior executives and future leaders seen as the key drivers of Group transformation. The downside to this focus is it leads to a relative neglect of the much larger population of middle managers.

However, the perspective changes when attention shifts to operational effectiveness at the sharp end of the business. Starting from the premise that the company’s key strategic objectives can only be achieved through a substantial strengthening of its middle management potential, Gas Natural Fenosa (GNF) has launched its “Savia” (Lifeblood) project. The aim of Savia is to confer a more strategic role upon middle managers and to develop the necessary leadership capabilities within this critical group. The project involves not just L&D, but an integrated set of structural and organisational changes.

Using GNF’s experience with Savia and the experience of other companies as examples, the aims of the workshop are:

•    To raise awareness of the importance of middle managers in optimising operational results
•    To look at issues of segmentation and the different roles played by middle managers
•    To compare the development strategies and learning methodologies for this target group (including on-the-job learning)
•    To discuss how expectations regarding performance, leadership skills and personal development of managers can be raised across the entire middle management population
•    To analyse the structural and process re-engineering required to take these performance improvements up to a strategic level across the whole company
•    To examine ways of ensuring strategic alignment and coherence between different levels of management from the bottom up and the top down (GNF’s Unique Leadership Model)

In addition to a deep dive into the Savia project, input for the workshop will also include:

•    The academic perspective from Barcelona’s renowned business schools such as ESADE and IESE
•    The consulting company perspective from BCG, which has provided guidance to GNF with its Savia project
•    The Corporate Learning Organisation perspective with examples of current practice in PepsiCo, PSA Peugeot/Citroen and Zurich Financial Services.CLIP logo13 LR

This Sharing Best Practice Workshop based on the experience of the EFMD’s CLIP community will provide an opportunity for networking and socializing on the Thursday evening before the event. The highlight will be the welcome cocktail in the famous Gaudi building in central Barcelona.

This workshop is by invitation only and is dedicated to corporate learning and corporate HR practitioners from companies. Moreover, it is free of charge for EFMD member companies and special guests. Please do contact EFMD colleague Shanshan Ge with any questions you may have.

NEW Global Focus magazine website

GF website

Putting Responsible Management Education into Practice

cbsYou are warmly invited to attend the new Copenhagen Business School (CBS) and CBS-Executive programme on PRME implementation entitled “Launching and Implementing a Responsible Management Education”.

The course is aimed at individuals sometimes refered to as “PRME Ministers”. This term underlines the quasi-political role PRME administrators play in our institutions. "We often face (on our own or in a small team) the daunting task of reviewing teaching activities and suggesting ways to improve our institution’s alignment with PRME."

By joining this academic development course, you will have an opportunity to review the key steps required for the launch and implementation of a Responsible Management Education Program. You CBS REMprogramwill do so in a group of peers with whom you can share experiences and suggestions for how to overcome challenges. Following the success the program had in 2014, it will be run again in 2015 at the following locations:
  • 11-13 March 2015 in Hawaii, USA
  • 11-13 May 2015 in Beijing, China
  • 17-19 September 2015 in Copenhagen, Denmark
In the seminar attendees will discuss how to implement the philosophy of responsible management into teaching, research and administration at business schools. Topics covered in the seminar include responsible management in the core and elective curriculum, society outreach, and inclusion of responsible management education into the university brand and related communication activities.

It is recommended that participating institutions send at least two participants (one faculty member and one administrator) since the practice of responsible management education requires interventions from across your institution. Furthermore, teams of participants will find it easier to implement learnings from the seminar when back on their home campus.

You can find out more about how to sign up for the program here. You can also watch the 5 mins introductory video and already now indicate your preliminary interest.

Inspiring Your Future Workforce

Inspring workforce coverFlexibility is vital to managing Gen Y and Z.  

The Centre for Executive Education (CEE) has announced results from the first comparative study to focus on attitudes, behaviours and the workplace preferences of both Generation Y (ages 20 to 34) and Generation Z (ages 16 to 19) entitled “Inspiring Your Future Workforce: How to Lead and Engage Gen Y and Z Effectively”.
Survey data were collected from 304 respondents in Singapore in the period September 2014 to January 2015. Key takeaways from the findings show:
  • Gen Y seeks career growth and advancement whereas for Gen Z job satisfaction is a priority.
  • Gen Z prefers greater workplace flexibility, better balance between their work and home life with telecommuting facilities or a work-from-home arrangement, whereas Gen Y favours traditional hours and method of working.
  • 95% of Gen Z and 85% of Gen Y cited their ideal manager as a coach or mentor figure. They also expect their leaders to be effective communicators and good listeners.
  • 75% of Gen Y and Z indicated they expect to remain with an organisation for less than five years. Gen Z generally expects to stay in their current position for at least 3 to 5 years. Gen Y, however, is less hopeful.
  • While both generations value company leadership and employer’s branding, job titles and in-house training are not major areas of consideration for them.
  • Gen Y tends to switch jobs if they are promised higher pay, while Gen Z is more swayed by better perks and benefits.
  • Gen Y favours working with a supervisor that they can respect and learn from. Gen Z places working with people they enjoy as a top priority for an ideal work environment.
  • Both Gen Y and Z involve themselves in causes outside work. They are drawn to organisations that are socially responsible.
In a 2-page summary recommendations can be found regarding Recruitment; Career progression; Freedom and flexibility; Coaching and mentoring; Feedback & recognition; Work-life balance; Sabbatical and CSR; and Retention.

You may also be interested in the successful launch of ‘An Engaging Place to Work’ EFMD Special Interest Group (SIG). This SIG has started to explore strategies to build the “workplace of your dreams”. The goal is to advance the critical field of employee engagement in concrete terms, by creating a menu of “best practices” and jointly developing innovative “next practices”.

SIG engagement logosThe group met for the first time in early November 2014 with 10 leading companies participating. The case examples and open discussions generated no easy answers, but many new practical insights and immediate take-aways:
  • Where companies use an engagement survey, why not rotate responsibility from department to department rather than keeping it in HR?
  • We know from research that higher engagement leads to higher client satisfaction and higher profits: starting with employee centricity might be the key to sustainably higher performance.
  • Technology allows for new ways to enhance employee engagement: on-line “Jams” allow the totality of a global workforce to get into a dialogue across hierarchical levels.
The next face-to-face-meeting will be hosted by Repsol in Madrid on 26-28 April 2015.  Several virtual sessions will be conducted in its build-up. This EFMD SIG is for senior delegates from a broad set of specialty backgrounds, including HR, Learning, Talent Management, Technology, Communications, Branding, Strategy, etc. For more information, please check the dedicated website.

GMAC Launches GMAT Enhanced Score Report

gmacThe Graduate Management Admission Council (GMAC), owner and publisher of the GMAT exam, has announced the launch of the new GMAT Enhanced Score Report, providing test takers of the GMAT exam with access to an in-depth analysis their overall performance on the GMAT including their performance on the various sections and subsections within the exam.

The report provides metrics that describe everything from the test taker’s average time to answer each question type, to overall time management relative to other test takers, and provides insight and analysis about how students might use the report to talk about or improve their score.

This new GMAT Enhanced Score Report, which is delivered to a test taker following their sitting of the exam, joins the GMATPrep Enhanced Score Report introduced in 2014 with which students can guide their study and practice when using GMAC’s official GMATPrep.

GMAT enhanced score reportBoth Enhanced Score Reports and the Score Preview feature provide test takers with greater control over how and when they report their scores to the schools to which they are applying. In 2014, GMAC introduced the Score Preview feature for the GMAT exam that allows test takers to cancel a GMAT score if it isn’t up to their standards or expectations, before sending it to a school.

The value of the GMAT Enhanced Score Report is that, used alone or together with the GMAT’s other prep and score reporting features, it can help students strengthen their performance, improve their scores and be better prepared for the process of applying to business school,” said Ashok Sarathy, vice president of Product Management at GMAC. “With the control that comes from these features, students can be confident that they are putting their best foot – and their best GMAT score – forward.”

For more information, explore the Enhanced Score Report Demo and preview the Enhanced Score Report with the walk-through of a sample report. The GMAT Enhanced Score Report can be purchased following the taking of the GMAT exam for $24.99 (USD) through the mba.com store.

The GMATPrep Enhanced Score Report is a part of the Exam Pack 1 package of GMATPrep and comes with two additional practice exams and nearly 100 additional practice questions. If you are interested in knowing more, you can download the latest version of the GMATPrep software for free.

Call for Papers: Behavioural Science and Practice in Leadership Development

LODJ coverJust 4 weeks to go until the submission deadline!

The special issue of the “Leadership & Organization Development Journal” are now calling for papers on the theme of Behavioural Science and Practice in Leadership Development.

This issue will address one of the pressing issues and key priorities in the changing world of executive development. The business environment is growing ever more complex, and the demands placed on executives to deal with this complexity are growing in equal measure. In line with the Leadership & Organization Development Journal’s objective of ‘discovering new, more effective ways of managing in organizations’, this Special Issue will explore how research in the behavioural sciences can inform our understanding of the process and experience of learning, to help improve the practice of executive education in developing leaders who can prosper in today’s complex environment.

The focus of this special issue will be on the ‘how to’ of knowledge transfer from the field of science to management theory and leadership development. Papers should include substantial recommendations for implementation in practice. The deadline for submissions is 27 March 2015.

ashridgeBoth conceptual and empirical submissions are welcome that address the learning process and practice of management education and incorporate any of the following topics, or any other relevant to the theme of the Special Issue.
  • Exploring the cognition behind learning to improve the way we teach
  • The neurological underpinnings and social processes of executive education
  • Exploiting the neuroplasticity of our brains to enhance our capacity to learn
  • Engaging motivation for reward to improve the effectiveness of learning
  • Applying an understanding of the biology of consumer behaviour to the classroom
  • Moving beyond competence development
  • Methods and processes to accelerate vertical development
  • The social psychology of the classroom experience
  • The impact of personality on learning and interaction in the classroom
  • Understanding the psychobiology and neurology of learning
  • Incorporating experiential learning into programmes and workplace learning
  • The collaborative nature of leadership and implications for development
  • Lessons business schools can learn from our complex and turbulent environment
Please feel free to consult all details of the Call for Papers and the process of submission.

The New Figures: English Taught Bachelor and Master Programmes in Europe

enlish taught progs smallThis study by the Academic Cooperation Association (ACA) aims at mapping and analysing the provision of Bachelor and Master Programmes entirely taught in English (ETPs) in non-English-speaking European countries.

It is based on a survey of 1154 responding higher education institutions across 28 (non English speaking) European countries in late 2014.

Selected highlights include:
  • In total the study covers 8,089 programmes
  • Top five countries in absolute numbers are: Netherlands, Germany, Sweden, France, Denmark
  • Above average growth rates are reported in Poland and Estonia
  • Only a small portion of students across Europe are enrolled in ETPs: estimated at 290,000 or 1,3% of total student enrolment
  • Considerable regional differences show: most common are ETPs in the Nordic region, followed by Central West Europe and the Baltic States
  • PhD awarding universities with a large student population and a wide subject range offer the highest number of ETPs
A first part of this new ACA report focuses on the big picture, covering: Objectives and methods; Status quo and quantitative trends in the provision of ETPs; as well as Drivers and reasons for introducing ETPs.

Part two on traits and daily operation of English Taught Programmes (ETPs), includes:
  • Age of programmes – year of introduction
  • ETPs by study levels
  • Subject areas covered by ETPs
  • Duration and admission requirements
  • Marketing channels
  • Programme size and number of applicants
  • Classroom composition – regional origin of students
  • Characteristics of the curriculum
  • Challenges
Part III “English in the classroom and beyond” covers: Language proficiency; Language problems in ETPs; and Language support.

Part four on Impact of ETPs breaks down in:
  • Impact on institutional policies and administrative procedures
  • Benefits of ETPs
  • ETPs and the development of student support services in English
For the full details, please download the 144-page report in pdf from the ACA website.

The CEO Report: Embracing the Paradoxes of Leadership

CEO reportHeidrick & Struggles partnered with the Saïd Business School at the University of Oxford ( a longstanding EFMD member school) to speak to more than 150 CEOs representing a wide range of sectors around the world. Findings around how CEOs develop the skills they need to lead in a changing world were released mid January at the WEF. Highlighed findings include:
  • The role of the CEO is becoming more complex as competing and increasingly vocal stakeholders permeate organizations. Leading at this intersection requires new thinking; past experience is no longer a reliable guide for future action.
  • Success of a CEO today hinges on continual growth in the role, even more than on the preparation beforehand.
  • When CEOs talk of change, speed is the mantra of the moment. But this preoccupation may misdirect energy and attention to events that seem urgent, but in fact are of limited scope or significance. To prioritize, delegate, and manage their energy effectively, CEOs need to be equally attuned to the speed, scope, and significance (S3) of each challenge they face.
  • Anticipating how, when, and why different contexts may interact to disrupt an organization requires the development of “ripple intelligence” a CEO’s early-warning system.
  • Ripple intelligence gets sharpened as CEOs learn to harness the power of doubt. Leaders who embrace doubt as a positive state that is both emotional and intellectual can select different strategies to mobilize, even “outsource” their doubts in service of better decisions.
  • CEOs consider adaptability a must, but thereby risk overstretching their personal sense of purpose, and thus their authenticity. Nonetheless, CEOs can adapt authentically, through better definition and alignment of personal and organizational purpose.
  • CEOs increasingly face paradoxical situations of choosing between “right ... and right”. To get the “best of both worlds,” CEOs need to first balance their personal paradoxes so they can find balance for their companies and align their personal and organizational purpose.
For the full details, please download “The CEO Report: Embracing the Paradoxes of Leadership and the Power of Doubt”. The 36-page report has dedicated sections on:
  • Leading at the intersection: The CEO’s changing role
  • Change: Understanding speed, scope, and significance—S3
  • Ripple intelligence: Building a CEO early-warning system
  • The power of doubt: Finding comfort in discomfort
  • Authenticity and adaptability: Bridging the master paradox
  • Finding balance: Choosing between “right ... and right”
  • Today’s CEO: Embracing continual growth and renewal
  • What’s next: Ensuring success beyond succession
  • The CEO agenda: Global trends and accountabilities

Last Chance to Register: 2015 Entrepreneurship Education Conference

entrepreneurshipconfThis is your last chance to register to the 2015 EFMD Entrepreneurship Conference  that will take place from 25-27 February 2015 at Copenhagen Business School (Copenhagen, DK). 

The programme will evolve around the theme: ‘Entrepreneurial Leaders, Educators and Students - A Mindset for the Future'.

Do not miss this opportunity to share your institutional experience in the field of entrepreneurship education, whilst also building your own personal network.
During the conference you will have the occasion to discuss and explore issues such as:
  • The next steps of entrepreneurship education with John Mullins from London Business School, UK
  • The experience of students in entrepreneurship and how CBS has supported them in the development of their companies
  • Example on how entrepreneurship can be embedded into the strategy and policy of institutions
  • How can entrepreneurship trainers be trained with the example of CONEECT
  • How can entrepreneurs be more involved in the local ecosystem and how can everyone benefit from this contribution
  • Finally with William Gartner from CBS, you will investigate how to make entrepreneurship more practical and how it can fit business education.
The workshop sessions will allow you to share your point of view on issues related to: curriculum, teaching methods, outcome/assessment and extra-curricular activities. 

For more information on the programme please visit our special webpage of the conference. 

Please register before Friday 13 February and make sure your institution is represented at this unique entrepreneurship education conference. 

For any further questions, please contact Virginie Heredia Rosa.

We very much hope that you will join us in Copenhagen in February! 

Success of Education Reforms Threatened by Lack of Oversight, says OECD

OECD EduoutlookGovernments around the world are under growing pressure to improve their education systems. Rising spending is increasingly being matched by reforms to help disadvantaged children, invest in teachers and improve vocational training. But a widespread lack of evaluation of the impact of these reforms could hinder their effectiveness and hurt educational outcomes, according to a new OECD report.

The new “Education Policy Outlook 2015: Making Reforms Happen” report finds that once new policies are adopted, there is little follow-up:
  • Only around one in 10 of the 450 different reforms put in place between 2008 and 2014 were evaluated for their impact by governments between their launch and the publication of this report.
  • Of the reforms analysed, most focused on: supporting disadvantaged children and early childhood care; reforming vocational education systems and building links with employers; improving training and professional development for teachers; and strengthening school evaluation and assessment.
Please go to the OECD website for the 316-page report. It contains separate chapters, each with key findings and bibliography, focused on:

Equity and quality in education, including: policy options, early-childhood education, disadvantaged students

Preparing students for the future, including: supporting the development of tertiary education, facilitating transitions across education pathways and the labour market.

School improvement, including: promoting positive learning environments, developing effective school leadership, recruiting, developing and retaining high-quality teacher

Evaluation and assessment to improve student outcomes, including: ensuring quality with internal and external school evaluations, using formative and summative students assessments

Steering education systems, including governing and funding education systems effectively.

In the part “A special focus on reforms”, five different chapters deal with:

The final part of this report has the 34 detailed country snapshots, easy to consult via the interactive access.

Mapping and Addressing Global Risks in 2015

WEF globalrisks imageThe biggest threat to the stability of the world in the next 10 years comes from the risk of international conflict, according to the 10th edition of the Global Risks report, by the World Economic Forum, which was published last week.

The 28 global risks that were assessed in 2015 are grouped into five categories: economic, environmental, geopolitical, societal and technological.

The risk landscape in 2015 also shows that there remains concern over the world’s ability to solve its most pressing societal issues. Also noteworthy is the presence of more environmental risks among the top risks than economic ones.

The top 5 global risks in terms of likelihood are:
  • Interstate conflict with regional consequences (geopolitical risk)
  • Extreme weather events (environmental risk)
  • Failure of national governance (geopolitical risk)
  • State collapse or crisis (geopolitical risk)
  • High structural unemployment or underemployment (economic risk)
The top 5 global risks in terms of impact are:
  • Water crises (societal risk)
  • Rapid and massive spread of infectious diseases (societal risk)
  • Weapons of mass destruction (geopolitical risk)
  • Interstate conflict with regional consequences (geopolitical risk)
  • Failure of climate-change adaptation (environmental risk)
Underlying, the 13 trends identified in this context are: Ageing population, Climate change, Environmental degradation, Growing middle class in emerging economies, Increasing national sentiment, Increasing polarization of societies, Rise of chronic diseases, Rise of hyperconnectivity, Rising geographic mobility, Rising income disparity, Shifts in power, Urbanization, and Weakening of international governance.

WEF globalrisks coverPart one of this WEF report looks into fragile societies under pressure; Growing worries about conflict; Economic risks out of the spotlight; Environment: high concern, little progress; Technological risks: back to the future; Preparedness at the regional level is different; as well as a conclusion.

Part two on risks in focus includes: Global Risks Arising from the Accelerated Interplay between Geopolitics and Economics; City Limits: The Risks of Rapid and Unplanned Urbanization in Developing Countries; Engineering the Future: How Can the Risks and Rewards of Emerging Technologies Be Balanced?

Part three details good practices on risk management and risk resilience. Here the importance of multi-stakeholder collaboration is illustrated through
  • The first practice addressing water crises in Australia’s Murray-Darling Basin
  • Community-level action to build resilience is the focus of the second practice in the newly-established Resilient America Roundtable
  • The importance of adequate risk communication is at the heart of the third practice on raising public awareness about flood risks in Saxony, a region of Germany
For a quick overview, you can watch the 2 mins introductory video. An executive summary is available in Arabic, Chinese, English, French, German, Japanese, Portuguese and Spanish.

Please feel free to also consult the Global Risks 2015 Interconnections Map, and the Risks-Trends 2015 Interconnections Map. For more details please read or download the 69-page report in pdf from the WEF reports website.

Emerging Countries: a Land of Opportunity or a Long Term Threat to Western Business Schools?

Guest post from Prof. Hamid Bouchikhi, Professor of Management and Entrepreneurship at ESSEC Business School, France

Emerging marketsWestern business schools have seen the development of an affluent segment of the population in emerging countries as a golden opportunity. Virtually, all are actively hunting for well-off candidates in Asia, Russia, and South America. Many are localizing programs in this part of the world, either alone or jointly with local players. Fewer have gone as far as to open campuses in emerging countries. While different schools have adopted different strategies, all are targeting individual candidates or corporate clients who can afford Western level fees and are ignoring the ‘low end’ of the market. To a few exceptions, Africa, the continent with the fastest growing population, is nowhere on their radar.
One could think of B-Schools’ current approach to emerging countries as sensible market segmentation. This may be true but only in the short run. Neglecting the low end of the market may actually be a threat, in the long term, to Western business schools. Why?
Recent economic history has taught us repeatedly that new players always enter a market through the low end but never stop there. As low cost, low quality, low price players gain experience and build brands, they inevitably target higher end market segments. Before long, they are able to challenge incumbents sitting at the top of the pyramid. According to Clayton Christensen, this process is at the core of disruptive innovation.
Fast growing medical tourism is here to show us that established Western B-Schools should not underestimate potential threats from emerging countries to their high cost business model. Patients are now traveling to Thailand, India, Hungary, Tunisia or Morocco where they receive world class treatment for a fraction of the cost in their home countries. If people are entrusting medical professionals in emerging countries with their bodies and lives, what would prevent local and foreign business education seekers from going to alternative providers in these countries when the latters will have a viable value proposition and will be able to deliver good instruction, on campus or online, for a fraction of the cost?
Business education entrepreneurs in emerging countries are already setting up shops at an amazing pace and deploying low cost business models fit for the needs and means of individuals and organizations who cannot afford standard Western tuition levels. In India alone, the total number of management schools doubled to 2,385 between 2008 and 2012, while total student intake rose from around 100,000 to 300,000.
Business education entrepreneurs in emerging countries do not have to invest in research since the teachable portion of knowledge is publicly available. They do not have to invest in course design either as course syllabi from leading business schools are also publicly available. With the growth of free MOOCs, they do not need to employ expensive faculty for course delivery and will only have to provide low cost tutoring and grading of exams. When they need to involve foreign experts in their programs, they can bring them online into the classroom thus saving on travel and related expenses. All business education entrepreneurs have to do is to bundle publicly available knowledge, create a context where learners are effectively engaged in the learning process, and certify the learning.
As is often the case, many of these schools will remain stuck in the low end of their home markets or go bankrupt, as is already happening in India, but a minority may be able to climb up the learning curve and threaten the dominance of Western business schools that are increasingly relying on demand from emerging countries. While elite institutions with strong global brands may not feel the threat before long, if ever, the majority of business schools may be affected sooner than their leaders may think.
For this reason, it is in the best interest of Western business schools to learn how to deliver quality education at a low cost in emerging countries. By doing so, they would not only make a positive contribution to the development of local people and organizations but also pre-empt competitive threats from the new breed of players that are popping up across the globe.

Ignoring or, worse, dismissing ongoing developments in business education in emerging countries may be our profession’s next big strategic mistake.

About the Council on Business & SocietyCouncil on bus soc

Recognising the enormous role that businesses can play in helping solve large-scale problems, ESSEC, in partnership with 5 of the world’s leading business schools, came together in 2011 and forged a unique international partnership: The Council on Business & Society. The partnering schools share a commitment to and a belief in the power of academic excellence, social responsibility and understand the importance of a broad view of the role of business in society.

The article first appeared on the Council on Business & Society blog.

Reflections on the Future of Business Schools and Elephants

Guest post from Prof. Johan Roos, Dean and CEO of Jönköping International Business School, Sweden.

Johan Roos
will moderate the panel discussion "What’s Next for Management Education" during the 2015 EFMD Conference for Deans & Directors General in Barcelona. Andrew Hill, Associate Editor and Management Editor, FT, and a group of distinguished panelists will reflect on what business schools do in different regions of the world in relation to the current world situation.

elephant building surreal pen ink drawing by vitogoni d5rnr84DURING the course of in 2013-2014, as the Dean of a Swedish business school I participated in three educational programs devoted to exploring and assessing the status of higher education and what university presidents, deans and senior-levels administrators can do to improve our future.  One conference was an 18-months-nine-weekend program offered by The Association of Swedish Higher Education. Another was a 1-weekend seminar at the Harvard University Graduate School of Education for experienced university presidents. The third was the week-long leadership in higher education program offered by the Oxford Academy for Education and Development. In reviewing these learning experiences as part of my preparation for the upcoming 2015 EFMD Conference for Deans & Directors General, I had three insights that may help many of us strategize for 2015 and beyond.
Insight #1 – Higher Education today is like the parable of the 3 blind men and the elephant.
We all know the tale of the blind men who want to understand what an elephant is. One blind man feels the elephant’s leg and so thinks it is an animal that must look like a tree. The other blind man feels the tail and thinks an elephant is a thin and wispy animal. The third blind man feels the trunk and believes that elephants are like snakes.

In the same way, over the course of my three programs, I felt that I was in the company of blind men and women trying to figure out what higher education should look like in the future. Each of us had a very different sense of the ailments that are currently challenging us.

•    Some very thoughtful colleagues believed that the loss of professorial control over courses and curricula to centralized planners in their schools constituted a major blow to good teaching and rapport between students and faculty.
•    Others focused on how the growing demand for measurable student “outcomes” was pressuring them to abandon the teaching of thinking and analysis, for a focus only on vocational competence development.
•    Still others worried about the growing financial pressures on higher education, especially among state-owned schools that are facing budgetOpportunity cuts and pressure to reform their operations. My heart went out to several university leaders in African nations whose deepest concerns were finding clean water for their schools in parched countries, or staying safe from marauding terrorists 100 miles from their gates.

As I reflected on these problems, what became clear to me was that every one of us was sensing some type of elephant, though we interpreted it differently. We all felt problems looming ahead, even if each person was struggling with challenges that are local and on the plate directly in front of them. But to me, what was worse was that nearly everyone saw their challenges in a negative way, more like a crisis than an opportunity. There was a pall of fatalism dominating the soul of the gatherings, and it was disconcerting.
I am an optimist and I hope that I can inspire others to adopt my position that change is possible, that we can walk into the future with great ideas to guide our institutions to higher goals and serve the purpose of a better world.

Insight #2 – There is an elephant in the room—and it’s a good thing.
As for bringing insight #1 home to myself, I realized that when it comes to business education, we are looking at the proverbial elephant in the room that we don’t want to talk about but it is actually a great omen of change. Of course, we all know that business schools are in need of serious reconstructing, but I suggest it is now time to see opportunities that we have in front of us rather than denying the crisis.  We have remained ensconced in the same paradigms of thinking, teaching, and researching as we have done for more than fifty years, while the world is changing around us.

We are seemingly deaf to the outside global business world telling us that they require a new type of education for business students, yet we have the tools, minds and ability to develop many great new ideas. We have been blind to building new programs and curricula that take into account how the business world intersects technology, science, engineering and medicine, yet these are perhaps the most fascinating areas of growth for business schools. We act defensively about the pressure to find new ways to teach and learn, yet MOOCS could be our silver lining to an efficient, imaginative and responsible blended lifelong learning approach that could also create a renaissance of the classical high touch, high value tutorial system of education. In short, let’s look at the elephant in the room and see it as reminder to innovate rather than run away pretending it is not there.

changeInsight #3 – We need to make changes of an elephantine nature.
Three programs hardly form a pattern, but it was impossible for me not to see that the tasks in front of us are enormous. To keep my elephant metaphor, the problems we face require action of elephantine proportions, ranging from a complete overhaul in how we prepare students for higher education, to what types of curriculum and programs we offer them, to what relationship their business education has to do with working in the real world of business. These are all potentially large paradigm changes to tackle, but they will help us reinvigorate the ultimate purpose of higher education grounded in freedom of thought, integrity, quality, and responsibility.  Such reconstruction will take time, great effort, and patience, but it can be done.  I suggest that 2015 is a good year to start because 2014 is already gone.  Elephants or not, it is time to get to work.

EFMD Awards CLIP Accreditation to Mazars University

CLIP 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 has 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

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

Responding to Disruption: What over 1300 CEOs around the World Think

PWC logoResults of the PwC Global CEO Survey: A marketplace without boundaries? were launched earlier this week at the World Economic Forum.  

Based on the replies, PwC identified seven skills that define a successful CEO:
  • An ability to see around corners
  • Tolerance for ambiguity
  • Agility in decision-making
  • Adaptability in execution
  • At ease with technology
  • Surrounded by a great team
  • Humilty
The 44-page report also covers the following highlights:

Diversity: Finding different ways of thinking and working
  • Talent diversity and inclusiveness are no longer seen as ‘soft’ issues, but rather as crucial competitive capabilities. Of the CEOs whose companies have a formal diversity and inclusiveness strategy, 85% think it’s improved the bottom line. And they also see such strategies as benefiting innovation, collaboration, customer satisfaction, emerging customer needs and the ability to benefit technology.
  • CEOs are looking for the right mix of talent. Having people who can think and work in highly different ways is crucial in a competitive environment where companies need to apply their capabilities in more innovative ways, partner successfully and harness technology effectively.
  • There’s still a great deal of work to be done. Companies are going to require people who are different across dimensions like gender, age and race, as well as those who are in different situations in life, those with different experiences and perspectives. Three in ten CEOs say their organisations don’t have a strategy to promote diversity and inclusiveness, though 13% say there are plans to adopt one.
PWC ceo coverpartGrowth: Just not in the areas you might imagine
  • Many CEOs this year are looking for the positives even as they continue to be wary about the state of the global economy.
  • That’s a smart strategy when you take into account the global uncertainty about where economic growth will come from. CEOs are less hopeful than they were a year ago about global economic growth prospects.
  • Regulation fears keep CEOs awake at night, but so do many other concerns.
Competition: As customer needs change, so do the areas where companies compete
  • Customers today defy classic notions of what drives their purchasing decisions.
  • That’s leading CEOs to take a more flexible view of what business they’re really in.
  • CEOs need to develop a few key capabilities to succeed.
Technology: Creating new value in new ways through digital transformation
  • CEOs are in no doubt about the role information can play in gaining insight about customers and how to engage with them.
  • CEOs want to see a strong connection between digital investments and business objectives.
  • The central role of information places cyber security squarely on the CEO agenda.
Partnering: Developing diverse and dynamic partnerships
  • As companies increasingly focus on key strengths, they’re looking to partnerships to enhance their capabilities.
  • Who CEOs are partnering with might surprise you. While many still work mainly with traditional stakeholders, more than half of CEOs are also partnering or have considered partnering with business networks, firms from other industries, academia and even competitors.
  • Finding innovative ways to build relationships that are beneficial for all parties is key to success.
For further details, please go to the PWC dedicated website
for having the quick 60 second overview
for reading the more detailed description of the key findings
for viewing the CEO interviews
for checking the country insights
for exploring the data in detail
for viewing or downloading the full report

2015 EFMD MENA Conference – Register Now

Mena conference

We would like to kindly remind you to register for the 2015 EFMD Conference in the MENA Region, hosted by HEC Paris in Qatar and sponsored by GMAC® in Doha, Qatar, on 12 to 14 April 2015. 

Please register before the 31 January 2015 to benefit from the early bird fee. 

The theme for this year’s event is: Building Dynamic Networks and Partnerships for the Region. 

The EFMD MENA conference brings together business schools, companies, NGOs and the private sector to share and exchange ideas and best practice on management education and development across the region.

The conference will be chaired by Laoucine Kerbache, CEO and Dean, HEC Paris in Qatar, and includes a distinguished list of speakers including:

  • Everette Dennis, Dean of NorthWestern University in Qatar
  • Laoucine Kerbache, CEO and Dean, HEC Paris in Qatar
  • Karine Lejoly, Director, Innovation & Pedagogy, HEC Paris
  • Aziza Ellozy, Professor of Practice and Founding Director of the Center for Learning and Teaching at the American University in Cairo
  • Karim Seghir, Dean, School of Business, American University in Cairo
  • Ebrahim Mohamed, Director of Education, Climate KIC
  • Karim Said, Director French Arabian Business School, Arabian Gulf University
  • Amol Dani, Chief Operating Officer, Georgetown University in Qatar
  • Mouna Bendahou, HEM Tangier Director
  • Ben Glover, Regional Managing Director, Europe & the Middle East GMAC
  • Marina Ranga, Senior Researcher, Stanford University
  • Christine Baldy Ngayo, Key Account Development Director, HEC Paris Executive Education
  • Nasser Al Ansari, Chairman, QDVC
  • Emil Nehme, CEO, Nehmed Group
  • Ahmed Al Balushi M Omani, CEO, Bank Muscat
  • Abdulla Al Mehsadi, CEO, Msheireb Properties
The final afternoon of the MENA Conference (14 April 2015) will be devoted to the EFMD quality improvement systems: the accreditation services (EQUIS, EPAS) and the mentoring programme (EDAF). This session is included in the conference fee.

Join us in Doha which is one of the most emblematic cities of the Middle East. Our venue, dinner programme and hosts will offer you the opportunity to discover an authentic Qatari experience.

For the latest details, please check the dedicated conference website or please do contact Caroline Taylor with any questions you may have.

EFMD Backs GURU Service for Business Schools

EFMD has entered into a strategic partnership with businessschool.guru to deliver members access to market research data to help run better business schools.

Carrington crispIncreasing global competition and rapidly changing markets mean schools need to focus on differentiating their offer, engaging their alumni, keeping degrees up to date and communicating clearly. businessschool.guru helps business schools with all these tasks.

Five market research studies produce data on alumni, MBAs, MScs, school websites, brand, reputation and marketing. CarringtonCrisp provide analysis, insight and context to bring the data to life and make it relevant for a business school.

Whether a school wants to inform its strategy, improve market positioning, develop new degrees or build relationships with alumni, businessschool.guru offers individual school reports alongside global trends for each study. Add in access to conference presentations, news from the global business education marketplace and a host of other benefits for those running business schools, and you have everything you would expect from a guru.Guru

“The EFMD/businessschool.guru strategic partnership builds on our long standing relationship with CarringtonCrisp. For many years we have worked with CarringtonCrisp to provide our members with original research to help them build their business school offer. The businessschool.guru service extends and depends our relationship with CarringtonCrisp and offers a wealth of insights to our members as they look to the future.”
said Prof. Eric Cornuel, EFMD Director General and CEO.

If you would like to learn more about how this strategic partnership can benefit your school please contact Andrew Crisp andrew@carringtoncrisp.com or Sarah Hardcastle sarah@carringtoncrisp.com

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

In 2015, business schools will be able to take part in five market research studies as part of the businessschool.guru service:

  • GenerationWeb
  • Alumni Matters
  • The Business of Branding
  • Tomorrow’s MBA
  • Tomorrow’s Masters

Executive Education and Corporate University Partnerships: Opportunities and Challenges

Unicon cover solarUnderstanding how best to partner with corporate universities is critical for business schools.  The goal of this UNICON international study is to extend the understanding of both the similarities and differences that exist between business schools executive education providers and corporate universities, to identify barriers to working together and to uncover opportunities for building bridges.

Authors M.Eiter, J.Pulcrano, J.Stine and T. Woll conclude that a co-developed, mutually respectful future is the only way forward. They furthermore say: “Wise corporate university leaders understand the business schools are essential to their success, if only for the research and material produced and for the faculty that are nurtured and honed”.  “Business schools deans are left in a quandary, needing to maintain strong margins while encouraging their executive education departments to innovate, experiment with new pedagogy, and develop institutional relationships with corporate universities”. The 77-page report has a dedicated sections on:

How does executive education experience corporate universities, covering: pressure on price, pressure on product, ownership of IP in program content and design, contracting directly with faculty, pressure on time, cooperation with other vendors, lack of access to program stakeholders with RFPs

How do corporate universities experience executive education, covering: content plusses and minuses, degree of customization, timelinesss, pricing, flexibility and lack thereof, bureaucratic barriers, risk to the CLO

Unicon logoHow can executive education build effective and mutually benefitial relationships with corporate universities, covering:
  • Understanding the corporate university and its organisational context
  • Understanding the corporate university and its strengths, priorities and desires
  • Partners: not clients and vendors
  • Flexibility
  • New executive education staffing roles
This UNICON research initiative covers organisations in 20 different countries and covers also several EFMD member institutions. For the full details details, you can download the 77-page research report: "Same Solar System, Different Orbits: Opportunities and Challenges in Executive Education and Corporate University Partnerships." from the UNICON website.

Trust now Measured in Organisations, Industries and Countries

Edelman trust coverThe just released 2015 Edelman Trust Barometer finds that countries with higher trust levels overall also show a greater willingness to trust new business innovations.

Building trust in companies: For companies looking to build or restore trust in themselves and in their innovations, the 2015 Edelman Trust Barometer offers actionable insights on the attributes and behaviours that shape trust.
  • Trust is built through specific attributes, which can be organized into five performance clusters: integrity, engagement, products and services, purpose and operations.
  • Of these clusters, the Trust Barometer reveals that integrity is most important, followed closely by engagement. As in years past, areas such as excellence in operations or products and services, while important, are simply what is expected.
  • The trust-building opportunity for business, therefore, lies in the area of integrity and engagement. These areas encompass actions such as having ethical business functions, taking responsibility to address issues or crises, having transparent and open business practices, listening to customer needs and feedback, treating employees well, placing customers ahead of profit and communicating frequently on the state of the business — the very qualities also evidenced to build trust in innovation.
Further highlights of this annual global study (sampling over 30,000 respondents across 27 markets at the end of 2014) include:

Trust around the world: The 2015 Edelman Trust Barometer shows a global decline in trust over the last year, and the number of countries with trusted institutions has fallen to an all-time low among the informed public. Among the general population, the trust deficit is even more pronounced, with nearly two-thirds of countries falling into the distruster category.
  • In the last year, trust has declined for three of the four institutions measured.
  • NGOs continue to be the most trusted institution, but trust in NGOs declined from 66 to 63 percent.
  • Sixty percent of countries now distrust media.
  • Trust in government increased slightly, driven by big gains in India, Russia and Indonesia but government is still distrusted in 19 of the 27 markets surveyed.
  • Trust in business is below 50 percent in half of those markets.
Trust across industries: For the first time since the end of the Great Recession, trust in business faltered in the last year, signaling the finale of an era of recovery for business.
  • Trust levels in business decreased in 16 of 27 countries. The majority of countries now sit below 50 percent with regard to trust in business.
  • Technology remains the most trusted of all industry sectors at 78 percent. However, declines across all technology-based industries were evident in 2015. Privacy and security breaches have weakened trust in both technology products and the sector.
  • Across 74 percent of countries, trust in the consumer electronics sector fell. In 67 percent of countries, trust in telecommunications decreased and in 70 percent of countries trust in technology in general sank. The chemicals, financial services, banking and media industry sectors continue to be the least-trusted, with trust levels below 60 percent for all four.
  • Trust in a particular industry sector does not, however, assure trust in that industry’s particular innovation. As case in point, while the technology industry carries far greater trust than the financial services industry, the financial services industry is slightly more trusted to develop and implement electronic payments than the technology industry is trusted to develop and implement cloud computing.
  • While the food and beverage industry has a 67 percent trust level, trust plummets to 35 percent when it comes to the public’s confidence in the industry to develop and implement genetically modified foods.
For more information, please feel free to consult the 48-page slide deck detailing global results, you can also read or download the 12-page executive summary and an overview is available as infographic, all for free from the Edelman website.

Business Needs to Reset its Purpose to Attract Millennials, Says Deloitte’s 2015 Survey

Deloitte15 coverDeloitte surveyed more than 7800 millenials  from 29 countries, on effective leadership, how business operates and impacts society.

The findings should be viewed as a wake-up call to the business community, particularly in developed markets, that they need to change the way they engage Millennial talent or risk being left behind.” said Barry Salzberg, CEO of Deloitte Global. Highlighted findings include:
  • Millennials overwhelmingly believe (75 percent) businesses are focused on their own agenda rather than helping to improve society.
  • Large global businesses have less appeal for Millennials in developed markets (35 percent) compared to emerging markets (51 percent).
  • Developed-market based Millennials are also less inclined (11 percent) than Millennials in emerging markets (22 percent) to start their own business.
  • Millennials want to work for organizations with purpose. For 6 in 10 Millennials, a “sense of purpose,” is part of the reason they chose to work for their current employers.
  • Among Millennials who are relatively high users of social networking tools (the “super-connected Millennials”), there appears to be even greater focus on business purpose.
  • Technology, media, and telecommunications (TMT) are ranked most desirable sectors and the one to provide the most valuable skills according to Millennials. Men (24 percent) were nearly twice as likely as women (13 percent) to rank TMT as the number one sector to work in.
  • Among broader sectors, leadership is perceived to be strongest in the TMT sector (33 percent). This percentage was three times higher than second ranked food and beverages (10 percent), and four times that for third-ranked banking/financial services (8 percent).
  • Millennial men more likely to pursue leadership. Millennial men were somewhat more likely to say they would like to secure the ‘top job’ within their organization than women (59 percent vs. 47 percent).
  • Women were also less likely to rank their leadership skills at graduation as strong. 27 percent of men vs. 21 percent of women.
  • Organizations and colleges must do more to nurture emerging leaders: While overall Millennials did not feel their organizations make full use of their skills (only 28 percent say their organization makes full use of their skills), this figure falls significantly among Millennials in developed markets to just 23 percent. In addition, it falls below 20 percent in Japan (9 percent), Turkey (15 percent), South Korea (17 percent) and Chile (19 percent).
  • When asked to estimate the contributions that skills gained in higher education made to achievement of their organization’s goals, Millennials’ average figure is 37 percent.
  • The changing characteristics of leadership: Today’s Millennials place less value on visible (19 percent), well-networked (17 percent), and technically-skilled (17 percent) leaders. Instead, they define true leaders as strategic thinkers (39 percent), inspirational (37 percent), personable (34 percent) and visionary (31 percent).
For more information, you can download the 26-page research report. You can also download the infographic.

MOOCs: Expanding the Scope of Organizational Learning

MOOC ATD coverATD and i4cp surveyed 525 learning and business professionals in summer 2014 and findings are published in the new research report, MOOCs: Expanding the Scope of Organizational Learning. Highlighted key findings include:
  • MOOC use is still low in talent development, with only 22 % of surveyed professionals reporting that their organization currently uses MOOCs in L&D.
  • More than three-quarters of organizations leveraging MOOCs only started doing so in the last three years.   
  • Of organizations that currently do not use MOOCs, 36 % are planning on leveraging MOOCs in the future.
  • The longer MOOCs were used in L&D programs, the more likely organizations were to report that MOOCs were effective.
  • Participants in this survey felt the greatest potential benefits of MOOCs are broadening the scope of learning opportunities (72%); providing access to e-learning (59%) and expanding the leadership development curriculum (53%).
  • Users of MOOCs in L&D settings, like academic MOOC participants, very frequently become disengaged and drop out.

For more information, you are invited to join a free webcast hosted by ATD Research and i4cp on 2 February 2015. Kevin Oakes, CEO of i4cp, and Amy Rouse, director of operations training at AT&T, will explore the findings of the report and how organizations are using MOOCs. The full research report is also available for purchase online.

You may also be interested in the new EFMD CLIP report. It showcases 70 best practice examples in corporate learning and development.  This 2014 report  is based on over 500 days of learning expert reviews and allows to observe that transitioning to a learning environment that is grounded in the workplace reality of learners is a challenge for any corporate learning function. The 70 examples are organised under five main headings:

CLIP report coverContributing strategically: This section deals with planned change and organisational development. The examples highlight successful approaches in making learning the strategic agent for transformation, a corporate cultural integrator or a global integration process.

Integrating people processes: Achieving more impact for learning is the overall driver in the examples in this section, with integration of people processes as the common denominator. The three-way interface between people development, line management and learning is all-present.

Positioning the learning organisation: The examples in this section revolving around positioning are mostly internally focused on the integration towards a single source of formal training, the implementation of a global matrix structure or the establishment of centres of expertise.

Designing learning services: The 14 examples in this section break down into three types. While there is no clear-cut demarcation line, there are elements related to balancing internal and external resources, choreography of learning experiences and to multi-location deployment.

Sequencing learning initiatives: The CLIP body of knowledge suggests that sequencing learning initiatives is a major approach for CLOs to achieve a greater impact on business results. The examples in this section focus on talent pipeline interventions and learning paths. It is the interplay between didactic methodologies and the profiles of learners that drives success.

For more information on the CLIP report, please contact Shanshan Ge.