Ambition is AMBA’s thought leadership magazine, offering regular insights into the challenges and trends that matter most in global management education
Ambiti n The monthly magazine of the Association of MBAs (AMBA) BE IN BRILLIANT COMPANY
Issue 66 SEPTEMBER 2023
Planet in crisis How African business schools are collaborating on climate change
COMMUNITY IN ACTION Techniques to engage with the MBA cohort
A FOND FAREWELL TO THE CHIEF Interview with outgoing AMBA & BGA chair
BSPC 2023 CONFERENCE REVIEW Edinburgh plays host to international delegation
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Issue 66 | SEPTEMBER 2023
NEWS & INS IGHT
REGULARS
EDI TOR’ S LET TER
The remarkable ways in which business schools are embracing partnerships and taking the lead on sustainability and equality issues
SPOTLIGHT ON SCHOOLS
The history of Thailand’s recently accredited Chulalongkorn Business School and its programme portfolio
FROM THE CEO
How business schools can develop inclusive spaces to create a sense of community and reduce feelings of isolation for those studying remotely
BUS INESS BRI EF ING The latest news and research from across AMBA’s global network A PROFESSIONAL APPROACH Highlights from July’s Business School Professionals Conference that was held in the historic city of Edinburgh THE PRIVILEGE OF LEARNING Universidad Externado de Colombia MBA director Maria Bibiana Pulido Riveros on the school’s award-winning lifelong learning initiative, which counts as members some 70 per cent of its graduates
OPINION
TECHNOLOGY The human side of digital transformation in a rapidly developing landscape
Ambition SEPTEMBER 2023 | 3
ASIA PACIFIC CONFERENCE 2023 15–17 NOVEMBER 2023 BANGKOK, THAILAND
Join us for presentations and debate on key issues that will impact business schools in the Asia Pacific region over the next five years and beyond. Themes covered will include: • Best practices in business school innovation: digitalisation and AI • Lifelong learning programme development and alumni career growth • Sustainable leadership development – the Silk Road Entrepreneurship Education Network • Approaches to ‘golden courses’ in terms of theoretical principles and practical skills • Responsible management and sustainability integration in curriculum development We can’t wait for you to join us in Bangkok. Book your place today
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Issue 66 | SEPTEMBER 2023
FEATURES
A MAN ON A MISSION As Bodo Schlegelmilch’s tenure as chair of AMBA & BGA draws to a close, he reveals his highlights of the role and considers the outlook for business education globally
CREATING THE RIGHT CLIMATE
Sherif Kamel, dean of the School of Business at the American University in Cairo, outlines how management education can step up and take charge of efforts to curb the painful realities of climate change in Africa
Sherif Kamel, dean of the School of Business at the American University in Cairo their academic efforts to influence policies and prepare the next generation of climate- savvy African leaders Business schools should reconfigure
PILLARS OF THE COMMUNITY New AMBA & BGA research in association with edtech firm Cengage examines the challenges of engaging students across
different study modes and fostering a sense of belonging and inclusion
Ambition SEPTEMBER 2023 | 5
AMBA CONNECT EVENTS 2023
AMBA Connect is a series of events designed to bring together student and graduate members from AMBA-accredited programmes around the world These evening events provide the perfect setting for students and graduates to meet and exchange insights with like-minded peers
UPCOMING EVENTS
O CTOBER 26 LONDON , UK
SEPTEMBER 27 MEXICO CITY, MEXICO
Students can discover more at: associationofmbas.com/students-and-graduates/member-events
EDITOR’S LETTER
Moving with the TIMES
EDITORIAL Head of editorial Colette Doyle c.doyle@amba-bga.com Content editor Tim Banerjee Dhoul t.dhoul@amba-bga.com
hen I edited a B2B magazine for the duty-free market it seemed to me like the most global industry on the planet at that time. A year into my role at AMBA & BGA, however, and I stand corrected. The business school sector stretches across the entire world and is a truly international community; in this The business school sector worldwide is adapting admirably to the challenges of equipping future leaders issue alone, we cover educational counterparts in Austria, Colombia, Scotland, Thailand and the Middle East & Africa, while our Business Briefing section rounds up research and projects from as far afield as Australia, Hong Kong and Denmark. Other things that I have come to appreciate over these past 12 months include the resilience of the sector when it comes to having overcome the challenges created by the pandemic. The willingness to embrace new technology and to offer courses in hybrid formats has helped management education move with the times. I have also got used to hearing the word partnership, referring both to collaborations between schools and between schools and industry. Business schools are keen to play their part in helping society, encouraging alumni to get involved with start-ups or provide consultancy services to not-for-profit organisations. Sustainability is another huge topic that business schools are determinedly tackling and they are rising to the challenge in a whole host of ways. Our article in this issue penned by Sherif Kamel, dean of the School of Business at the American University in Cairo, provides ample proof. Equality is one more issue never far from the lips of business school leaders, as they seek to promote diversity, inclusion and belonging. Novel management techniques for the leadership of the future are also on display; the concept of ‘unlearning’ for instance involves being ready to raise questions regarding our traditional way of seeing and understanding things. I will leave the last word to outgoing AMBA & BGA chair Bodo Schlegelmilch who, in our interview with him, notes that“Business schools have demonstrated adaptability and resilience, embracing digital transformation and technology to enhance remote learning and collaboration.” W
Art editor Sam Price Sub-editor Heather Ford
Insight, content and PR manager Ellen Buchan e.buchan@amba-bga.com CORPORATE Head of commercial relations Max Braithwaite m.braithwaite@amba-bga.com
Head of marketing and communications Leonora Clement
Senior marketing executive Edward Holmes
Head of IT and data management Jack Villanueva
Head of events Carolyn Armsby
HR and employer relations manager Aarti Bhasin Finance and commercial Director Catherine Walker
Colette Doyle , Editor, Ambition
THIS MONTH’S CONTRIBUTORS
Chief executive o cer Andrew Main Wilson
Executive assistant to the CEO Amy Youngs a.youngs@amba-bga.com ACCREDITATION ENQUIRIES accreditation@amba-bga.com
SHERIF KAMEL
KAMALES LARDI
MARIA BIBIANA PULIDO RIVEROS
WILERT PURIWAT
BODO SCHLEGELMILCH
PETER TUFANO
Copyright 2023 by Association of MBAs and Business Graduates Association ISSN 2631-6382 All rights reserved. Material may not be reproduced without the permission of the publisher. While we take care to ensure that editorial is independent, accurate, objective and relevant for our readers, AMBA accepts no responsibility for reader dissatisfaction rising from the content of this publication. The opinions expressed and advice given are the views of individual commentators and do not necessarily represent the views of AMBA. Whenever an article in this publication is placed with the financial support of an advertiser, partner or sponsor, it will be marked as such. AMBA makes every opportunity to credit photographers but we cannot guarantee every published use of an image will have the contributor’s name. If you believe we have omitted a credit for your image, please email the editor.
Ambiti n
Ambition SEPTEMBER 2023 | 7
BUSINESS BRIEFING
All the latest updates from across AMBA’s global network
The failure of flexible working, how caffeine affects consumer behaviour, dismantling discrimination and the need for more top-down approaches to sustainability all feature in Ambition’s latest selection of news and research. Compiled by Tim Banerjee Dhoul , Ellen Buchan and Colette Doyle
A SLOW START TO THE AI REVOLUTION
SCHOOL: Leeds University Business School COUNTRY: UK
organisations with fewer than 50 employees. Industry also made an impact – employers in public administration and information and communication were more likely to invest in digital technologies compared to those in accommodation, food service activities and education. Lead researcher for the study and pro-dean for research and innovation at Leeds University Business School Mark Stuart said: “A mix of hope, speculation and hype is fuelling a runaway narrative that the adoption of new AI-enabled digital technologies will rapidly transform the UK’s labour market, boosting productivity and growth. These hopes are often accompanied by fears about the consequences for jobs and even of existential risk. “However, our findings suggest there is a need to focus on a different policy challenge. The workplace AI revolution is not happening quite yet. Policymakers will need to address both low employer investment in digital technologies and low investment in digital skills if the UK economy is to realise the potential benefits of digital transformation.” The survey was conducted by University of Leeds academics with colleagues at the Universities of Sussex and Cambridge. EB
Despite widespread panic over artificial intelligence (AI) and robots taking over our jobs, the digital revolution is happening slower than expected, new research led by Leeds University Business School shows. Based on a survey carried out between November 2021 and June 2022, the study found only 36 per cent of UK employers had invested in AI-enabled technologies such as industrial robots, chatbots, smart assistants and cloud computing in the previous year. This trend looks set to continue – less than 10 per cent of employers who hadn’t already invested in AI‑enabled technologies were planning to do so in the next two years. There was also a lack of employer commitment to training employees, with 60 per cent of respondents conceding that they had not invested in any formal technology training for their employees in the past year. Not only did organisations show an aversion to tech training for staff, but they also struggled to find related skills among external candidates – 75 per cent were finding it difficult to recruit staff with the right skills. One characteristic impacting on organisations’ tech readiness is size. Half of firms with more than 100 employees were digital adopters, compared to around one in three among
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NEWS & INSIGHT
COFFEE STIMULATES SPENDING IN NEW RESEARCH
SCHOOL: Copenhagen Business School COUNTRY: Denmark
Drinking a caffeinated beverage makes people buy and spend more, according to a new study involving Copenhagen Business School’s adjunct professor of marketing Martin Eisend. Customers who drank a cup of free caffeinated coffee before shopping spent around 50 per cent more money and bought about 30 per cent more things than those who drank decaffeinated coffee or water across the study’s two experiments. The coffee drinkers were also more inclined to buy non- essential items, such as scented candles and other fragrances. While these results are eye-catching, it’s important to note that these observations were only observed among individuals who usually consumed two cups of coffee or fewer per day. The suggestion is that these consumers are susceptible to the effects of caffeine in way that heavier coffee drinkers are not. In the experiments, half of 300 participating consumers were offered a free cup of caffeinated coffee from an espresso machine before entering a
retail store in a major French city or a department store in Spain, while the other half were offered decaffeinated coffee or water. The study’s implications are twofold. From the retailer perspective, it shows the potential benefits of encouraging caffeine intake as part of the shopping experience through promotions or the placement of coffee shops within stores, for example. From the policymaker perspective, it demonstrates an area that could require public education or other forms of intervention, as Eisend explained. “Understanding how caffeine affects consumer behaviour becomes crucial, especially when there is high inflation and limited funds, and consumers need to be more aware of their spending,” he noted. The study was conducted with Dipayan Biswas at the University of South Florida’s Muma College of Business and the University of the Basque Country’s Patrick Hartmann, among others. TBD
Ambition | SEPTEMBER 2023 | 9
FOCUS ON SUSTAINABILITY FALLING SHORT OF BOARD DIRECTORS’ RADAR
SCHOOL: Insead COUNTRY: France
You might assume that, by now, the sustainability agenda would have infiltrated every part of an organisation from top to bottom. But new research from Insead suggests that there is still work to do at board level. In the research’s global survey of board directors, only half of boards reported that they looked for knowledge or experience with sustainability when selecting fellow board members. Furthermore, only 29 per cent of board members felt knowledgeable enough to challenge or monitor the sustainability of organisations under their direction. Compounding this is a notable shortfall in the importance of sustainability issues. Most board directors (68 per cent) feel that sustainability has little impact on financial performance and only 10 per cent believe that it will negatively affect medium to long-term financial results. Where there is a motivation to act sustainably, it comes because board members think it is the right thing to
do (52 cited by per cent) or simply because of legislative requirements (51 per cent). The report is the work of the Insead Corporate Governance Centre in partnership with Heidrick & Struggles and the Boston Consulting Group (BCG). “Today, organisations, including their boards, are completely occupied with the upcoming legislative and reporting requirements. Action on sustainability is mostly driven by stakeholder pressure. This triggers risk-averse and defensive behaviour, leading to organisations that only do the bare minimum,” said Ron Soonieus, a BCG senior advisor, director in residence at Insead and a co-author of the report. Executive director of the Insead Corporate Governance Centre Sonia Tatar added: “More than ever, the weighted responsibility on boards is pointing to the imperative for targeted education to bridge the knowledge gaps which are fundamental in driving governance transformation.” EB
10 | Ambition | SEPTEMBER 2023
NEWS & INSIGHT
WORKERS ARE FEELING THE STRAIN OF INSECURE EMPLOYMENT SCENARIOS
SCHOOL: Lancaster University Management School COUNTRY: UK
Researchers from the Work Foundation at Lancaster University, part of Lancaster University Management School, say the notion that people are choosing to stay in insecure work for the ‘perk’ of flexibility is flawed, as almost half (46 per cent) would find another job if given the chance. However, they feel trapped due to limiting factors, such as the cost and availability of childcare and transport, as well as a lack of local job opportunities. Researchers say insecure workers are more than three times as likely as secure workers to perceive a risk of job loss – with 42 per cent of insecure workers expecting to lose their jobs within the next 12 months, compared with just 13 per cent of secure employees. Women in insecure work are impacted more than men. One in three women (32 per cent) say they are struggling to get by financially, compared to fewer than one in four men (23 per cent); and 16 per cent of women in insecure employment say they are suffering from poor mental health, compared to 11 per cent of men. The Work Foundation director Ben Harrison said: “As inflation continues to bite and interest rates rise, workers in insecure jobs are under enormous strain. While many might believe that the benefit of flexibility offered to workers on temporary, part-time, or zero- hour contracts outweighs the risks of this form of employment, our new research shows that nearly half of these workers disagree. “The reality is these workers feel trapped by circumstances out of their control; without government intervention, they’re likely to be prevented from accessing more secure work in future.” Among the report’s recommendations are an increase in the rate of pay for workers on maternity, paternity and parental leave and the development of a long-term plan to bolster the childcare sector. CD
RESEARCH CONFERENCE HIGHLIGHTS TECHNOLOGY’S IMPENDING IMPACT
SCHOOL: Hong Kong Baptist University School of Business COUNTRY: Hong Kong SAR, China
Technology’s impact on management education and the world of work was a central theme at the 10th biennial International Association for Chinese Management Research (IACMR) conference held recently at Hong Kong Baptist University (HKBU) School of Business. In his welcome address, HKBU dean Alexander Wai underlined the importance of preparing students for careers that will rely increasingly on new technology: “One of our key concerns in addressing the challenge of globalisation is to educate the next generation with an innovative and transdisciplinary approach so they will be equipped with the skills, knowledge and visionary mindset to help them seize the opportunities that technology brings.” Preparing for the future was also the topic of a deans’ discussion featuring business school leaders from Arizona State University, Fudan University, the Education University of Hong Kong, Tsinghua University, the University of Hong Kong and Zhejiang University, alongside HKBU School of Business dean Ed Snape. At it, Snape said that schools should focus on strengthening students’ soft skills: “These skills, such as communications, leadership and teamwork, are irreplaceable by machines or AI and are exactly the strengths of the whole-person education that the School [of Business] and HKBU have been emphasising.” Elsewhere, HKBU School of Business professor Leo Ho explored the benefits of involving senior executives in management education, bridging the divide between academia and industry and offering more networking and collaboration. A further 11 scholars and researchers from HKBU School of Business presented papers on areas including gender issues, creativity and corporate social responsibility. Over the course of the IACMR’s five days, a total of around 100 panels, symposia, paper presentations and roundtables were attended by approximately 1,500 academics, students, managers and consultants. The next IACMR biennial conference will be in Xi’an in 2025. TBD
Ambition | SEPTEMBER 2023 | 11
The Principles for Responsible Management Education (PRME) has recognised Monash Business School for its outstanding commitment to the United Nations Sustainable Development Goals (UN SDGs). As a signatory to PRME, the school shares how it is working towards achieving the SDGs. At the 2023 PRME Global Forum in New York, Monash was awarded the Excellence in Reporting Award among those that have submitted five or more progress reports. Projects in its latest report include the Monash Centre for Financial Studies’ modern slavery disclosure scoring framework. This initiative helps organisations identify risks in their supply chains that might be susceptible to human trafficking. Another project highlighted is Monash’s Pacific Actions on Climate Transitions (PACT), a research initiative centred on climate change issues that was featured in the Business Briefing section of Ambition in May. “We’ve been committed to the PRME for 12 years, with its aim to amplify the SDGs through business education and research,” said Monash Business School’s international and accreditation deputy dean Michaela Rankin. “Our focus on SDGs within our research and teaching goes hand-in-hand with Monash University initiatives, such as the commitment to net zero carbon emissions by 2030.” The progress reports requested by the PRME are described as “a pillar in the PRME community – a resource for storytelling, a tool for internal and external accountability and a strategic document for many in their accreditation processes.” The award, meanwhile, was created “to recognise the time put into compiling these reports and to honour the efforts in transparency from the community.” EB SUSTAINABILITY INITIATIVES RECOGNISED WITH PRME AWARD SCHOOL: Monash Business School, Monash University COUNTRY: Australia
NEW GLOBAL DBA PROGRAMME SET TO LAUNCH NEXT YEAR
SCHOOL: Burgundy School of Business COUNTRY: France
Burgundy School of Business (BSB) is to offer a global doctorate of business administration (DBA) that includes research expeditions with the Massachusetts Institute of Technology (MIT) and the Tokyo Institute of Technology. The programme is designed to perfect multi and interdisciplinary managerial practice and is aimed at high-potential candidates who wish to become thought leaders by producing impactful research. The DBA is a three-to-five-year, part-time doctoral programme which, from January next year, will welcome around 15 experienced professionals, including executives and managers from private, public and non-profit organisations. The course will seek to help candidates realise their professional aspirations by bridging the gap between theory and practice, thanks to a strong applied research dimension. DBA director at BSB Dimitris Assimakopoulos said: “Our aim is to shape thought leaders and produce impactful research. The programme will help connect some of the school’s core research areas, such as digital and responsible innovation, green and sustainable management, food and agri-tech, and wine and spirits, to broader societal needs. And all this in response to the major challenges facing our societies and economies in Europe and around the world.” Hybrid learning will take place over six face-to-face workshops on three continents. The first year takes place in France at BSB campuses in Lyon, Dijon and Paris. The second year will take place partly in Japan at the Tokyo Institute of Technology and the third year partly in the US at MIT. The subsequent years will be devoted to completing the students’ theses. Throughout the programme, particular attention will be paid to the supervision of participants, according to BSB, which notes that dedicated teams composed of both faculty and external experts will provide individual follow-up and online coaching for each candidate. CD
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NEWS AND INSIGHT NEWS & INSIGHT
FURTHERING INCLUSIVE LEADERSHIP WHILE DISMANTLING DISCRIMINATION
SCHOOL: Fundação Getulio Vargas COUNTRY: Brazil
While Brazil has witnessed some progress in terms of black women’s representation in leadership positions, they still face invisibility and racism, according to a study published in the Fundação Getulio Vargas (FGV) journal, GV-Executive . “Brazil has the second-largest black population in the world (after Nigeria) and black women represent 27.8 per cent of the population, according to the Brazilian Institute of Geography and Statistics (Instituto Brasileiro de Geografia e Estatistica Instituto, IBGE). Having representatives of this group among leaders and on boards of directors broadens the market vision of brands and highlights a potential target audience that has not yet been properly served,” argues the study’s author, Dilma Campos, who is CEO and founding partner of Outra Praia and an MBA alumna of FGV. Recent demands for affirmative policies have resulted in positive change, says Campos, but the IBGE’s figures on diversity show just how far there is to go. Men and women defined as black represent 56.1 per cent of the Brazilian population, yet hold only 4.7 per cent of leadership positions at the country’s 500 largest companies. In addition, women of any ethnic background held just 13 per cent of CEO positions in 2019, according to Campos.
The study takes the results of a survey of 60 female executives defined as black to make recommendations for accelerating progress and tackling continuing discrimination. Those surveyed had all undergone a leadership training programme to prepare them to serve on corporate boards of directors. Noting that the existing representation of black female leaders is often limited to careers relating to diversity and sustainability, one point highlighted by the study is the need to widen this demographic’s inclusion in c-suite roles. Challenges picked up on echo those seen in other DEI dimensions and offer areas in which business schools can make a positive impact, such as the need to prepare more young black women for leadership positions and highlight senior black women as role models. However, the study concludes that the greatest challenge is to change deep-rooted beliefs in Brazilian society and deconstruct patterns that are part of its collective unconscious and that therefore remain predominant in organisational cultures. TBD
SHARE YOUR NEWS AND RESEARCH UPDATES by emailing AMBA & BGA’s content editor Tim Banerjee Dhoul at t.dhoul@amba-bga.com
Ambition | SEPTEMBER 2023 | 13
Business school professionals from across the world gathered in the historic city of Edinburgh in July to hear presentations on creating world-class programmes and the technology shaping the future of business education. Ellen Buchan reports from the two-day BSPC conference A professional approach
leaders. He highlighted the trend of moving from command-and-control leadership to ‘trusting’ leadership in the post-pandemic era. In-demand leadership traits include inspiring communication, e ectively bridging the gap between execution and strategy and leveraging technology in the ‘new normal’ post-pandemic world. Notably, Duncan observed that many leaders struggle to establish emotional connections with their teams, particularly in a hybrid work environment. He said he believed that the ability to form these connections is crucial in ensuring the e ective implementation of organisational strategies by team members working in diverse settings.
he Business School Professionals Conference, aimed at programme designers and technology aficionados, began with AMBA & BGA CEO Andrew Main Wilson welcoming participants to the Scottish capital, specifically to the University of Edinburgh Business School, which hosted the event. Delegates from all across the world, including Mexico, China, Saudi Arabia and South Africa, took part in the two-day conference. Inspiring leadership The conference’s first session featured a keynote speech by Atholl Duncan, chair of Black Isle Group, who talked about the creation of the next generation of inspirational
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BSPC CONFERENCE REVIEW
Creating programmes that stand out The first panel of the conference focused on how business schools can create and sustain a unique selling point to ensure their programme stands out in a crowded market. Chair Joseph Pilkington, senior accreditation manager at AMBA & BGA, asked his panel how they di erentiated their schools and, in particular, their programmes. “Students learn as much from each other and each other’s experiences as they do from the actual academic learning, so diversity is key,” noted Amanda Singleton, deputy director of MBA programmes at the University of Edinburgh Business School. “We know from anecdotal experience that students come here to be part of something that is quite personal – we have a lot of students who come from referrals.” For Patti Brown, executive director of MBA programmes at HEC Paris, the di erentiation comes from the length of the programme. As the programme is 16 months long, she noted that it gives HEC students more time to find and deepen their knowledge of any specialisms. She also believes that students choose HEC Paris due to a desire to live and work in France. Craig Robinson, associate dean of quality enhancement and accreditation at King’s Business School in London, identified the stand-out features of his school’s programme as its location in the heart of the UK capital and the immersive nature of some of the programmes, including elements such as consulting projects and communication exercises featuring pitching and negotiation. New generation of impactful entrepreneurs Felipe Dellinger, events & sponsorship executive at AMBA & BGA, chaired a panel on how business schools can create programmes that enable entrepreneurs to flourish. He asked the panellists how business schools could cultivate entrepreneurial traits in their students. José Pedro Carreón Gutiérrez, MBA programme director at Egade Business School, Tecnológico de Monterrey, spoke about creating high-impact entrepreneurs who are able and willing to embed technology into their companies and make a sustainable impact. A recent graduate of the University of Edinburgh Business School, Garrett Sprague, CEO and co- founder of Smplicare, reflected on his programme and said that a prominent part revolved around learning about resilience and consensus-building in teams. Evelyn McDonald, CEO of Scottish EDGE, the country’s biggest business funding competition, emphasised successful collaboration as being key to impactful entrepreneurship. Entrepreneurs need to have the right intentions and consider the environmental impact they will have, she noted, adding that success in entrepreneurship comes from ecosystems of people who actively work together to support and mentor other businesses.
Delegates from all across the world shared their expertise and experiences
In the post-pandemic world, leveraging technology is an in-demand leadership trait
Reflecting on programme content BGA’s Programme Consultancy Review is used by member schools to identify gaps and benchmarks in management programmes. Approaching this from a BGA assessor’s point of view, Victor Hedenberg, membership director at AMBA & BGA, shared the elements commonly missing when programmes are reviewed. The session reflected on how schools could make programmes more enriching and impactful. The key components included linking the programme to responsible management principles, experiential learning, creativity, a multidisciplinary approach and sales and influencing. The use of AI in education Closing the conference, Oliver Matthews, vice-president & CMO of Frankfurt School of Finance and Management, spoke about integrating AI and large language models into higher education. Matthews began his presentation by discussing some of the ways Frankfurt School of Finance and Management is using AI, such as for translations, answering incoming questions and training and inducting new sta members. As he remarked: “Whether we like it or not, this is around us, it’s on the news, in our social media and, of course, it’s becoming more and more integrated into our education. We have to adapt – we have to learn how to use it. Students are embracing it and we as administrators and academics need to understand what they are doing with it and how they are using it.”
Ambition SEPTEMBER 2023 | 15
A Man On A Mission
Bodo Schlegelmilch’s tenure as chair of AMBA & BGA draws to a close next month. Ambition editor Colette Doyle chats to the debonair doyen of marketing about the highlights of his time at the association, the outlook for business education globally and how his plans for the future involve taking to the high seas
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INTERVIEW
our five-year tenure as chair of AMBA & BGA finishes in October; what would you describe as some of the highlights of your time there? “As my stint as chair of AMBA & BGA comes to a
close, I am filled with pride and gratitude, recognising that all of my achievements are the result of dedicated teamwork by both the international management board and the full-time AMBA & BGA professionals, led by CEO Andrew Main Wilson. “I would like to highlight three milestones that stand out in particular. Firstly, the introduction of the Business Graduates Association (BGA) in 2019 expanded our outreach, focusing on societal impact, entrepreneurship and the ethics of business schools and graduates. “Secondly, amidst the challenges posed by the Covid pandemic, we achieved substantial business growth, showcasing our team’s and member institutions’ resilience and adaptability. “Lastly, the move to the new AMBA & BGA global headquarters represented a moment of growth, empowering us to enhance services and support our global community of business schools and graduates. “As I pass the torch to Professor Wendy Loretto, I am profoundly grateful for the opportunity to have contributed to AMBA & BGA’s growth. I have full confidence in her leadership to navigate future challenges and identify new opportunities for continued success.” You have held the position of professor of international management and marketing at WU (the University of Economics and Business) in Vienna since 1997; can you elaborate on how marketing has evolved over the past 25 years to become the ubiquitous phenomenon that we experience today? “I would say the role of marketing has always been key for almost all companies. As far back as 1991, Regis McKenna emphasised its importance in his Harvard Business School article entitled, Marketing is Everything. Some 30 years later, the American Marketing Association named its 2018 winter conference, Integrating Paradigms in a World Where Marketing is Everything . “That said, marketing has undergone a significant transformation over the years, driven by technological advancements and shifting consumer behaviour. It has been revolutionised by digitalisation and the emergence of artificial intelligence (AI). These technologies enable marketers to target and tailor o ers to individual consumers
Bodo Schlegelmilch’s work was recognised by the Academy of Marketing Science earlier this year
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dictated by business school professors. The customer, as I previously remarked, now wields unprecedented power, much like that mighty beast, King Kong. “However, this does not imply that physical business school campuses will become obsolete. Some students still crave the allure of an attractive school environment where they can mingle with their peers and esteemed professors. Nonetheless, they also yearn for the convenience of logging in from the comfort of their homes, or even while basking on a sunny island during a family holiday. “Moreover, students may find value in embarking on joint study trips to visit companies in interesting destinations, or collaborating with peers from di erent business schools in virtual teams. Engaging in action-learning projects at a client company’s premises adds another dimension to their educational experience. “Consequently, the business schools of the future must curate an enticing portfolio of diverse and captivating learning opportunities. In this regard, they are similar to multichannel retailers that o er a wide array of touch points and attempt to o er something interesting and new to keep their customers engaged and loyal.” With so many challenges on the horizon – the ongoing conflict in Ukraine, the rapidly rising cost of energy and the challenge of reaching sustainability goals – is there still room for optimism when we consider the outlook for management education in the next three to five years? “Despite the challenges ahead, I believe there is reason to be optimistic when it comes to management education. Business schools have demonstrated adaptability and resilience, embracing digital transformation and technology to enhance remote learning and collaboration. Recent AI developments provide additional opportunities for education and data-driven insights for improvement. “Sustainability goals present an opportunity for schools to lead by example, preparing future leaders to address environmental and social challenges. Global challenges require international collaboration, something that calls for business schools to foster partnerships so as to be able to tackle complex issues. “The rapidly changing business landscape demands a skilled workforce. Schools can o er reskilling and upskilling programmes, preparing professionals for evolving industry needs. Challenging times fuel innovation and entrepreneurship. Business schools nurture entrepreneurial mindsets, encouraging creativity and problem-solving. “Diversity and inclusivity in leadership are crucial for addressing complex challenges. The management education sector promotes diversity in its student body and faculty, preparing graduates to lead diverse teams and create inclusive work environments. “Lifelong learning gains importance as the business landscape evolves. Business schools can o er continuous learning
with unprecedented precision. As a result, marketing has become an omnipresent phenomenon, permeating every aspect of our lives. “One of the most notable changes is the empowerment of consumers. For a start, they can now compare competing o ers more easily than ever before. The rise of online shopping has expanded their options, enabling purchases from geographically dispersed sources. Furthermore, consumers have gained the ability to personalise products and services according to their preferences and needs. “While it has always been said that the customer is king, nowadays the customer is more like King Kong. This shift has compelled businesses to become more customer-centric, placing a greater emphasis on understanding and meeting individual consumer expectations.” In what ways would you say the landscape for business schools has changed during your time as chair of AMBA & BGA? “Business schools have undergone significant changes due to technological advancements, impacting both customer outreach and teaching methods. Online platforms like Moodle and Canvas, as well as community-building tools such as Yellowdig, have transformed pedagogy. AI further enables customised content delivery, exemplified by the likes of Microsoft’s Flexa. “Technology has also expanded the geographical reach of business schools. Spanish institutions, for instance, now o er courses in Latin America. In the realm of executive education, business schools face new competition from platforms such as LinkedIn Learning, while also exploring collaborations beyond traditional boundaries, including with corporate universities and online providers like Coursera. “Moreover, there is an increasing focus on the societal impact of business schools. This shift influences teaching content and the target demographics served. Profit generation is no longer the sole driving force, as inclusivity and reaching new audience segments gain importance. “Lastly, it is worth noting the rise of business schools outside North America and Europe. Nowadays, exceptional institutions are scattered across the globe, with Asian schools experiencing remarkable growth in both teaching quality and research output. This is evidenced by their strong positions in rankings and the increasing number of accredited schools.” The pandemic impacted negatively on virtually all industry sectors, but it was a mixed blessing for business schools as it acted as a catalyst for them to o er remote teaching. How do you think this will play out in terms of o ering hybrid learning solutions to future cohorts? “Students like to learn where, when and how it suits them – not how it suits the business school professors. Students are demanding more control over their learning experiences. They no longer want to conform to the rigid schedules and methods
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INTERVIEW INTERVIEW
bodies instils trust among students and stakeholders, signifying the school’s commitment to excellence.”
opportunities, catering to professionals seeking to update their skills throughout their careers. “In summary, AI developments, adaptability, sustainability, global collaboration, reskilling, entrepreneurship, diversity and lifelong learning all shape the optimistic outlook for management education in the coming years. Business schools have a vital role to play in preparing future leaders to address these global challenges.” During your time at AMBA & BGA, you have been closely involved in the accreditation process. In your experience, what does being awarded accreditation mean to a business school? “Being accredited, particularly by renowned bodies like AMBA & BGA, holds immense significance for a business school. Accreditation validates the institution’s quality and adherence to rigorous standards through a comprehensive external peer-review process, evaluating faculty qualifications, curriculum, student outcomes and resources. “Accreditation serves two key purposes: first, quality assurance, which verifies that the business school meets established standards by evaluating various aspects, such as faculty qualifications, curriculum, student outcomes, support services and resources. Second, quality enhancement, which helps institutions improve beyond their current standing. The peer-review panel, typically composed of deans and directors from other accredited institutions, provides feedback and recommendations for growth and enhancement. “In contrast to rankings, which are primarily quantitative and competitive, accreditations such as that offered by AMBA & BGA focus on comprehensive evaluation, providing a deeper understanding of the institution’s overall quality and educational processes. Recognition by esteemed accreditation
INTERVIEW “Visionary thinking is crucial, enabling leaders to look beyond immediate challenges and envision the long-term direction of their organisations. Emotional intelligence, empathy and strong interpersonal skills will help build cohesive and supportive teams. Turning now to MBA alumni: what characteristics do you believe that the leaders of the future will need to have to succeed in these uncertain times? “Future leaders will need to possess a unique set of characteristics to succeed and navigate the challenges ahead. The dynamic and rapidly changing business landscape demands leaders who can adapt, innovate and lead with resilience. “They should be adaptable, capable of embracing change quickly and of adjusting strategies in response to unforeseen circumstances. They must also demonstrate resilience and composure in the face of adversity, inspiring confidence in their team members. “Innovation will be essential, fostering a culture of creative problem-solving. Leaders should promote collaboration and inclusivity, valuing diverse perspectives and harnessing the collective strengths of their teams. “Ethical leadership becomes even more critical in uncertain times, with leaders making principled decisions while maintaining integrity and transparency. Additionally, digital literacy and a global mindset, plus a commitment to lifelong learning, will be vital for informed decision-making and international success. “Leaders who embody these characteristics can e ectively guide their organisations through uncertain times and seize opportunities for growth and success.” Lastly, on a personal note, what are your plans for the future once you step down from the role as AMBA & BGA chair? “I plan to continue developing research papers and potentially update one of my textbooks on global marketing strategy. For me, research and teaching are more of a hobby than a job – and one does not need to retire from a hobby. “Additionally, I plan to devote time to serving on university and business school advisory boards in di erent parts of the world, utilising my expertise to provide insights and guidance. In line with my dedication to the MBA community, I am currently also developing a book entitled, The MBA Compass ; it will be published by Springer and co-authored by my AMBA & BGA colleague George Iliev. As accreditation director, he is extremely knowledgeable about the MBA market and we hope this book will assist prospective students in optimising their business education experiences. “In my personal life, I love travelling and intend to spend the winters in Asia, particularly in Thailand, and the summers in Europe, particularly Austria. I’m also fairly keen about the idea of enhancing my sailing skills.”
“Business schools have demonstrated adaptability and resilience, embracing digital transformation and technology”
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Pillars of the
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AMBA SPECIAL REPORT
community
Business schools need to engage students across different study modes in order to foster a sense of belonging and inclusion. Ellen Buchan presents new AMBA & BGA research in association with edtech firm Cengage that examines the key challenges experienced by business school leaders in this regard. Additional reporting by Tim Banerjee Dhoul
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T
while two per cent think that it is easier to create this strength of feeling when students are joining classes or other activities online and a further two per cent are unsure. When asked for ways in which their business schools currently seek to instil a sense of community, leaders listed many strategies, including organising events that promote a sense of belonging, for instance ‘memory maker events’; in-class group work with groups changing and students rotating between groups; team-building events, such as introductory weekends before a programme starts; career days and events organised with the alumni association; and recruiting a dedicated community manager. Fostering inclusivity When asked about their business schools’ e orts to nurture inclusive environments, 70 per cent of respondents expressed their belief that inclusivity is easier to achieve when students are on campus than when they are online. Conversely, 15 per cent think that it is easier to create these environments when students are attending business school in a hybrid mode and three per cent think it’s easier when students are online. A further nine per cent don’t think that the study format makes a di erence, while three per cent of business school leaders are unsure. Respondents gave examples of tools and strategies used to promote inclusive environments. These demonstrate a wide array of di erent approaches, including the following: formal policies for inclusion and non-discrimination; scholarships for women, those with financial needs and those from under-represented backgrounds; committees on inclusivity that convene students, sta and faculty; provision of inclusive and user-friendly learning technology to aid learning; and using team-based approaches to case study work, where all members are encouraged to participate through shared roles and online presentation.
he proliferation of hybrid learning options and new technology now available hasn’t just a ected how programmes are delivered. A changed landscape has also made a deep impression on student expectations and motivations, meaning that the way learners interact with their
institutions and each other has been transformed. With innovations for a new era bursting on to the scene so rapidly, it’s critical that business schools are pushing in the right direction when it comes to engaging students in their programmes and fulfilling their duty of care towards them. Connected: student engagement and community building at business schools is a new report from AMBA & BGA in association with Cengage and stems from the results of a survey of 155 business school leaders based across the world. The report is designed to illustrate best practices and challenges as business education continues to adapt to evolving circumstances. For schools seeking to straddle the divide between di erent learning formats, it also identifies areas where there is clear room for improvement and o ers insights into the changing role of the physical campus. Creating a sense of community Among responding business school leaders, 23 per cent rate the strength of their business school’s community for students as ‘very strong’, while 46 per cent rate it as ‘strong’. Only seven per cent rate their current sense of community as ‘weak’ or ‘very weak’. However, the vast majority (83 per cent) believe it is easier to create a sense of community when students are on campus. Some 14 per cent say it doesn’t make a di erence if students are online or on campus when building a sense of community,
What types of activities and teaching methods are most e ective in promoting
student interaction and participation?
Wellbeing initiatives
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AMBA SPECIAL REPORT
The survey then sought to find where business school leaders are currently experiencing challenges in their e orts to create an inclusive environment for students in online modes of programme delivery. The top challenge, cited by 80 per cent of respondents, is ensuring that all students interact and engage when working online. Other key challenges respondents identify include understanding individual student needs (54 per cent); ensuring learners have access to the necessary software and technology (20 per cent); providing specialist equipment to allow for learning (18 per cent); and ensuring every learner has access to the internet (16 per cent). Promoting and measuring engagement The survey’s results also highlight some di erences in perceived levels of interaction and engagement for students attending on campus and online. For example, respondents give higher ratings for students’ engagement with learning materials when they are working on campus, as opposed to when they are working online. A total of 31 per cent of respondents rate the level of engagement as ‘very high’, while 57 per cent rate it as ‘high’, when students are on campus [ see chart on p25 ]. The equivalent figures for students working online are just seven per cent and 37 per cent respectively. While this finding identifies a clear challenge for business schools, it could also o er an opportunity to explore the potential benefits of new online resources, such as adaptive online course materials that can help students who are struggling in particular areas, or who are looking to achieve specific career goals. The survey also asked how business schools are tracking and measuring student interaction and engagement for both on-campus and online activities. Looking at on-campus activities, nearly three quarters (74 per cent) of respondents say that they monitor student interaction and engagement by asking feedback questions during teaching. Other popular answers include taking attendance from students and tracking performance and grades (cited by 59 per cent in each case). Respondents were less likely to say that students had to sign in (only 22 per cent cited this measure) or that they tracked attendance through tapping in with a campus card (14 per cent). The survey’s respondents were then invited to give a few more details of how their business schools monitor student interaction and engagement on campus. Answers include facilitating discussions and workshops in smaller groups; programme coordinators sitting in on sessions; and promoting interactions during sessions, as well as experiential learning and activities. Meanwhile, in relation to online activities, 54 per cent say they monitor log-ins to track interaction and engagement. In addition, 37 per cent say their institution has a camera-on policy, 35 per cent measure the logged-in session lengths of students and 27 per cent track when students click on specific content. Examples of other approaches cited by respondents include making use of learning management system (LMS) reports that
FINDINGS SNAPSHOT
Creating a sense of community 82 per cent of business school leaders believe that creating a strong sense of community is easier when students are on campus than when they are online. 80 per cent say that ensuring all students interact and engage when working online is a key challenge in fostering an inclusive environment at their business school. Promoting interaction and engagement 88 per cent of leaders rate student engagement with learning material as being either ‘high’ or ‘very high’ when students are on campus. The equivalent figure when rating engagement among students working online is just 44 per cent . What are the main changes to new ways of working? 80 per cent of business school leaders say their school has implemented hybrid learning opportunities. 53 per cent say they have implemented a virtual learning environment (VLE) or learning management system (LMS). How has the campus approach changed in response to the pandemic? 33 per cent of business school leaders say that the majority of their funds will be allocated to on-campus initiatives in the next five years, while 52 per cent are set to split funding equally between campus and online initiatives. Just 14 per cent of respondents say the majority of their funds will be allocated to online initiatives.
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