STRATEGY
network and allows us to solve complex problems. When I enrol in partnerships, I establish a personal contact. You can do this online, so long as you’re open about what you need from the partnership, and how you can support their interest. Don’t start talking about money and budget. This comes at the end, but at the beginning you need to agree the win/win and explore different options.’ Picking up on these comments, Métais outlined his approach to methodology. ‘We are looking for three things,’ he said. ‘First, we are looking for new knowledge and expertise; second, we are looking for reputation, because it matters in our sector; and third – and most importantly – the partnership must fit our purpose. We need to focus on sustainability and future generations, and this [view] must be shared by partners.’ To close, the speakers outlined what they believe to be opportunities in their partnership strategy. ‘You cannot do everything,’ concluded Martens. ‘But if you have a strong community that supports your programme, it keeps it relevant and keeps your faculty up to date.’ Diversity and inclusion – questions and lessons from business education in emerging economies Most Business Schools around the world were created in the image of the first Business Schools in the US, but they have evolved in line with international trends, and the influence of local contexts. International trends have given Schools a sense of homogeneity, while local contexts have given them specific identities. Current debates about diversity and inclusion (D&I) pose challenges for Business Schools in terms of research, education, admissions, and policies, with Schools addressing these issues in different ways. But there are still great challenges. Cristina Vélez Valencia, Dean of Universidad EAFIT, told delegates how business education in emerging economies offers valuable lessons for thinking through these issues from a global perspective, and offers insights into the challenges of developing truly inclusive educational environments for future business leaders. She said: ‘Data on D&I is always incomplete, and you will never have a perfect set that will tell you exactly what’s happening in your organisation. So, my advice is to be creative with how you get information and try and make sense of lots of sources. ‘My second piece of advice is to use qualitative information – surveys, conversations, and ethnographic studies. But be honest with what you’re getting. When you have all the information, you need to look at the big picture, because diversity is intersectional,
between the brain at rest and at work, so we can train the brain to do this by helping it find new mental strategies. We can train the brain for motoneuron rehabilitation. ‘Neurotechnology can enable the brain to achieve its maximum performance and create “superhumans” in the future – such as “cyber soldiers” with neural implants as early as 2030 – but we have to ask whether humanity is ready for this. Do we have the right to change human nature itself? ‘Neurotechnology brings great opportunity and equally great challenges. Deep tech is converging, and we are at a decisive moment to maximise the advantage, so we must include this technology in the training of the responsible leaders of tomorrow.’
Developing strategic partnerships and meaningful alliances
There is a fundamental need for Business Schools to strike the balance between theoretical and practical approaches in contemporary learning paths – both for students and employers. Covid-19 has been a catalyst in this evolution, as well as in the emergence of new models through which Business Schools are able to offer high-quality content to students, as well as a set of additional services, to provide them with 360° valuable experience. In this session, Emmanuel Métais, Dean of EDHEC Business School, and Jeroen Martens, Program Director of the EMBA at Antwerp Management School, discussed how their Schools have collaborated with other organisations, and developed new partnerships over recent years. They outlined the framework needed for the future of business education through global collaboration, alliances, and worldwide partnerships. Métais began by saying: ‘A journalist in an interview asked me whether it was the worst period to be a Business School dean, because we are facing challenges such as climate change, inclusion, or tech disruptions, so it must be a nightmare. But I think the contrary is true. It’s the most interesting time to be a dean. We are educating the leaders of tomorrow, and the challenges make it interesting. ‘One way to manage transformation is through having alliances and partnerships. They help us learn and innovate without the risks of mergers and acquisitions. We have alliances with actors outside of the business world, and they really help us face challenges.’ Martens added: ‘On one side, we work with the Port of Antwerp. On the other, we work with the health sector. Collaborating with companies in different sectors gives us a
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