BGA | BUSINESS IMPACT
How did the design for the degree certificate structure come about – and why? AB: One of the key issues for joint programmes is recruitment. Numbers tend to be small for joint programmes and, after the first year or second year, it’s difficult for both partners to commit to that. In our structure, EDHEC takes the lead on recruitment: we present, we promote, we recruit students from 45 different nationalities; 80 students come from all over the world. We invest a lot in recruitment, but we ask for collaboration. UCLA Extension helps with visits to the US, and we have NTU leading recruitment in Asia. When it comes to graduation, NTU takes the lead. It organises something at the end of the second-year certification. UCLA leads on helping students with visa requirements for international students to intern in the US, because it has the local knowledge and contacts, and it understands the market. We decided to keep the programme modular rather than going for triple or dual degree. The modularity allows us to adapt quickly. We teach and prepare students for jobs and careers that do not exist yet. I have no idea what finance or marketing will look like in five years’ time, given innovations such as blockchain or artificial intelligence. It’s extremely important to be modular, as it is faster and more nimble. DC: EDHEC is the institution that awards the degree. We all own a small module, and we work in collaboration, but EDHEC is the main institution, so we work very closely with it and adjust the curriculum to make sure changes are made and that there is no overlap between what students are doing in their first year at EDHEC and their second year at UCLA Extension. What innovations have emerged from the Covid-19 pandemic? AB: Travel is important because it allows us to be effective. The pandemic was a challenge, because we had to move everything online, and this required much more frequent communication. Instead of talking once every two weeks, it would be once a week plus WhatsApp messages and Zoom calls. This takes its toll and became tiring for teams. Communication is important, but you don’t want to overdo it and distract teams from other activities. We had to develop activities (such as the small consultancy projects with companies) that students could do remotely. Social activities were important as well, because the pandemic took away the [benefits of] campus life even more for students from other countries. We had to instruct them remotely from their different timezones. We also had to find other activities to keep them engaged; it was only possible because we all worked together.
Have you recognised any innovations that you want to retain?
AB: For us, it’s normality, so it’s harder to reflect, but we are trying to keep the conversation going with the external actors; that is always important. During the pandemic, EDHEC students helped associates such as NGOs deliver initiatives all over the world; for example, planting 1,000 trees in Haiti. They didn’t do it physically, but donated all the resources working with a local NGO. Another main innovation was that we constantly had to seek out new ways of making an impact, looking at new technology, plus social and environmental impact. Would you recommend any regions to which Schools could reach out for partnerships? DC: The region is important, but I’d say that you must look beyond that. I feel it’s about the type of institution. Most people would assume that UCLA looks for big research institutions, but that’s not necessarily true. I would look not only at the region but at the institution. In addition, some countries have certain requirements. For example, [these might stipulate that] the bulk of the School’s curriculum must be provided [domestically]. But this doesn’t mean you can’t have an international partnership with that School or region – you might have to add more options or offer something that isn’t part of the degree during the summer, for example. ‘Southeast Asia remains a good hub because of the quality of students, and there is more of an approach for Schools and universities to be entrepreneurial’
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