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Issue 58 NOVEMBER 2022
Learning from
Latin America
Overview of the Deans & Directors Conference Cartagena 2022
FUTURE-PROOFING IN FRANCE ESSCA dean Jean Charroin discusses the ways in which his triple-accredited school is gearing up to deal with the challenges faced by the sector
ENGAGING IN DISCUSSION Roundtable participants deliberate on the need to create a seamless, high-quality and personalised experience for students
HOW TO PERFECT PROFESSIONALISM A new book on the DBA qualification explains how the programme can help managers to better handle complex work scenarios
xcellence E Awards AMBA&BGA
2022/23 & Gala Dinner
The AMBA & BGA Excellence Awards and Gala Dinner celebrates the quality and achievements of postgraduate business education at the forefront of leadership excellence, recognising the talents and contributions made by AMBA-accredited Business Schools, their students and graduates. Winning, or being shortlisted as a finalist, is a fantastic way to tell the world about the great initiatives your Business School has launched.
Join us at our Gala Dinner on 9 December 2022 as we reveal the winners in every category
www.associationofmbas.com/school-events/gala-dinner-2022-23/
Issue 58 | NOVEMBER 2022
32 | THE ENGAGEMENT EQUAT ION How learning can best be adapted for the virtual environment in order to provide an enriched and personalised student experience
14 | RISE TO THE CHALLENGE ESSCA dean Jean Charroin talks about challenges from corporate providers, opening new campuses
and maintaining humanist values
22 |A COMMON PURPOSE A review of this year’s Latin America conference, with sessions on entrepreneurship, diversity and sustainable management
We are focused on matching the personal aspirations of a student with the expectations of companies in terms of managerial profiles Jean Charroin
ACHIEVE AMBA & BGA JOINT ACCREDITATION FOR YOUR BUSINESS SCHOOL
AMBA & BGA joint accreditation emphasises the importance of an institution’s overall impact and value creation for students, employers, and communities, with a focus on responsible management, while maintaining the same level of rigour found in AMBA’s accreditation of postgraduate business programmes. Achievement of joint accreditation allows your Business School to demonstrate the quality of its MBA, as well as responsible management practices, and positive impact on stakeholders.
Undergoing a joint accreditation means that your institution requires only one visit of highly experienced assessors,
and combines required documentation from the two accreditations, reducing the amount of administrative work and tasks required to achieve two internationally recognised Business School accreditations.
EXPLORE AMBA & BGA JOINT ACCREDITATION FOR YOUR BUSINESS SCHOOL AT: www.businessgraduatesassociation.com/AMBA-BGA-Accreditation
Issue 58 | NOVEMBER 2022
NEWS & INS IGHT
REGULARS
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07 | EDI TOR’ S LET TER Engaging ideas emerge from the Canvas roundtable 44 | HUB HIGHLIGHTS The impact of teaching models on student satisfaction; top 10 myths re tackling work setbacks; hearing from AMBA & BGA’s entrepreneur of the year; and the importance of good customer service
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46 | FROM THE CEO Time to celebrate a landmark occasion
08 | BUS INESS BRI EF ING
News from across AMBA’s global network, including a project that quantifies food waste to promote
OPINION
sustainability; protecting endangered species in the business world; the pitfalls of being politically correct in the office; 50 years of IMD’s post-graduate programme and the economic cost of heatwaves 12 | PERFECTING PROFESSIONALISM A new book explains how the DBA qualification can help managers handle c0mplex and uncertain work scenarios
40 | DIVERSITY Why a happier workforce is the key to commercial success 42 | LEADERSHIP Top tips on how to unlearn bad habits in business
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EDITOR’S LETTER
Rules of ENGAGEMENT
EDITORIAL Head of Editorial Colette Doyle c.doyle@associationofmbas.com Content Editor Tim Banerjee Dhoul t.dhoul@associationofmbas.com Art Editor Laura Tallon Insight, Content and PR Manager Ellen Buchan e.buchan@associationofmbas.com CORPORATE Head of Commercial Relations Max Braithwaite m.braithwaite@associationofmbas.com
Online learning is a chance for schools to invite guest lecturers from all over the world
ttending a conference in the captivating Colombian city of Cartagena was a great way to start a new job – and a fascinating introduction to the management education sector. Our feature ( see page 22 ) recaps all the sessions that took place, including the way forward when it comes to internationalisation; making the future fit for purpose in terms of interacting meaningfully with the Gen Z demographic; and the importance of fostering an entrepreneurial spirit among alumni. One of the things that was mentioned time and again at the event was hybrid learning, the ‘new normal’ when it comes to taking a university course. AMBA & BGA chief executive Andrew Main Wilson presented some enlightening figures on the type of learning undertaken at accredited schools. In 2019, only 10 per cent of enrolled students were offered a blended style of learning and just seven per cent studied completely online; this year, those figures have shot up to 30 per cent for blended and 43 per cent for online learning, leaving classroom learning trailing in their wake at just 28 per cent. Inside this issue, our review of a roundtable that Ambition recently organised in association with education software provider Canvas ( page 32 ), also touches on online learning. One of the participants notes that her school has taken advantage of the opportunities that online provides to virtually invite guest lecturers from all over the world, an initiative that promotes alumni engagement. The debate looked at all aspects of engagement, such as the creation of an interactive platform where course participants can communicate and share their concerns. Then there is the development of students’ skills in areas that are not always taught in a mainstream MBA, such as mental health for instance. The MBA is of course what AMBA is famous for, but don’t discount the DBA, or Doctor of Business Administration; it may be a lesser-known qualification, but it is one that is coming of age. A new book, co-authored by Michel Kalika and Stephen Platt of the Business Science Institute in Luxembourg, features contributions from such hallowed institutions as Henley, GIBS and Grenoble and provides a comprehensive overview of the nature of this unique doctoral programme. Read all about it on page 12 – and enjoy the rest of the issue. Colette Doyle , Editor, Ambition
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
Chief Executive Officer Andrew Main Wilson
Executive Assistant to the CEO Sharon Sidaway s.sidaway@associationofmbas.com ACCREDITATION ENQUIRIES accreditation@associationofmbas.com
THIS MONTH’S CONTRIBUTORS
JILL BAUSCH
JEAN CHARROIN
YETUNDE HOFMANN
MICHEL KALIKA
STEPHEN PLATT
Copyright 2022 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.
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NEWS & INSIGHT
The latest news from across AMBA’s global network BUSINESS BRIEFING
A project that quantifies food waste to promote sustainability, protecting endangered species in the business world and the pitfalls of being politically correct at work are just some of the stories featured in this month’s round-up. Compiled by Ellen Buchan , Tim Banerjee Dhoul and Colette Doyle
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IRISH RESEARCH PROJECT AIMS TO SOLVE SOCIETAL CHALLENGES COUNTRY: Ireland SCHOOL: Technological University Dublin
ECONOMIC COSTS OF NEW CLIMATE REALITY COUNTRY: Germany SCHOOL: Frankfurt School of Finance and Management The average heatwave causes losses of around $360 million due to declining imports worldwide, according to a new study on the cost of climate events from ZEW Mannheim and Frankfurt School of Finance and Management (Frankfurt School). This figure is only set to rise in the future. Using a moderate (one that is neither too pessimistic nor too optimistic) global climate projection, the study also found that annual global trade would be reduced by around $735 million annually in the period 2020-2038, as compared to global trade in 2015, because of trade losses from heatwaves. “Two-thirds of these costs have to be shouldered by countries that were not directly affected by the heat,” said the study’s co-author, Oliver Schenker, a professor at the Frankfurt School. This is because importing countries must accept their losses from a fall in exports from countries hit by heatwaves and the drop in labour productivity and supply that come with them. Alternatively, they can switch to other exporters, incurring additional costs in the process. The exports themselves were found to fall by an average of 3.4 per cent in months when a country’s average temperature was at least 30° C, compared to a month when the average temperature was below this threshold. Other definitions of a heatwave produced similar results. “We found that the negative impact of heat on exports is most evident where trade is preceded by labour-intensive production processes,” said co- author, Daniel Osberghaus, senior researcher at the ZEW Research Unit for Environmental and Climate Economics. The authors were also quick to pour scorn on the merits of countries opting to pursue protectionist trade policies in light of the potential impact of temperatures experienced by other countries. “It is global trade with its substitution possibilities that reduces the economic losses caused by climate change,” surmised Schenker. TBD
Technological University Dublin lecturer Dr Anushree Priyadarshini is leading Forward, a project that will quantify the food waste generated by Irish households. It has received funding under the Irish Research Council (IRC)’s Collaborative Alliances for Societal Challenges (COALESCE) programme. Food waste, education policies for children with autism in Ireland, and the impact of wind turbine noise, are among the topics of 21 research projects to receive a total investment of €4.9 million under the COALESCE programme. The awards are being made as part of the fourth cycle of COALESCE, which funds research that addresses national and European global challenges across a number of strands. The IRC funds a strand that is unique in the Irish research landscape in supporting interdisciplinary projects led by an AHSS (Arts, Humanities or Social Sciences) researcher working in collaboration with a STEM (science, technology, engineering and mathematics) researcher. Commenting on the announcement, Dr Louise Callinan, director of the Irish Research Council, said: “The aims of the COALESCE programme strongly align with the commitments in Impact 2030, Ireland’s Research and Innovation Strategy, to drive interdisciplinary research underpinned by research excellence to maximise the impact on the grand challenges we face. “We are delighted that through our continued partnerships with different government departments and agencies we are able to support collaborative and interdisciplinary research projects that respond to current priorities and policy needs.” Priyadarshini’s project will quantify food waste generated by Irish households and conduct simulation modelling to identify occupational and demographic clusters of food waste generation, and the generation of clusters in a particular location and period of time. Based on this new knowledge, the project will focus on developing a roadmap for converting household food waste into sustainable bio-based products. CD
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NEWS & INSIGHT
IMD CELEBRATES 50 YEARS
HOW BEING POLITICALLY CORRECT AT WORK IS HARMING YOUR MARRIAGE COUNTRY: US SCHOOL: Miami Herbert Business School, University of Miami A new study has found that being politically correct in the workplace can result in angry or withdrawn behaviour in the home. In an office environment, employees often feel the need to censor themselves in order to create a comfortable atmosphere for those around them and to avoid offending their co-workers. This professionalism could involve not talking about certain topics that might lead to conflict or not saying the first thing that comes to mind. In order to be politically correct, employees have to exercise restraint. This is described in the study as a two-way process: first, there has to be an understanding of how we might be being offensive, and, second, there has to be the willingness to change and suppress those comments that might be considered politically incorrect. The complexity of this process can lead to cognitive depletion – basically tiredness. The more self- censorship an employee commits for their co-workers, the higher their level of cognitive depletion. This can lead to employees feeling that they have less energy to be nice to their spouse when they are not working. The study suggested that to combat this, managers should aim to give more positive feedback to their staff. On the flip side, employees should do things that help them mentally recharge, such as exercise, taking breaks and getting the right amount of sleep. The research was conducted using surveys and written responses from employees in administrative, service, clerical and technical positions, as well as from their spouses. The study, entitled Walking on eggshells: A self- control perspective on workplace political correctness , was published in the Journal of Applied Psychology. It was co-authored by Valeria Alterman, an assistant professor of management at Miami Herbert, alongside researchers from Texas A&M, the University of Florida, Florida State University and the University of Arkansas’ Cody Bradley and Adam Stoverink. EB
OF ITS MBA PROGRAMME COUNTRY: Switzerland SCHOOL: IMD
IMD celebrated the 50th anniversary of its MBA programme in October with a weekend of events that brought alumni, faculty and students together. Around 200 MBA alumni were in attendance and ran the full gamut of IMD’s MBA classes. There was also an opportunity to hear members of the school’s inaugural class of 1972 and its class of 2022 talk through their varying experiences and highlights of a programme undertaken half a century apart. IMD’s dean of the MBA Programme, Omar Toulan, and David Bach, professor of strategy and political economy, looked in more detail at the evolution of the school’s education at this level over the past 50 years, in another session. Most recently, they explained, a stronger focus on sustainability has been encompassed, but they were keen to emphasise that leadership and experiential learning has always remained at its core. “We remain fundamentally committed to leadership. Because we believe the world changes when leaders leverage organisations to drive impact,” said Bach. In a separate address, IMD president Jean-François Manzoni talked about the school’s responsibility towards training leaders at a “pivotal moment for the world” in which globalisation has created an “array of social and environmental liabilities” that are inescapable. “In such an environment”, Manzoni continued, “we need competent and trustworthy leaders; people who import stress and confusion and export calm and clarity. We want the leaders we develop to be responsible. They have to be forward-looking and innovative. They must also have the courage to make tough calls.” The current MBA programme at IMD has its roots in those introduced at predecessor institutions IMEDE in 1972 and CEI/IMI in 1978. Its current class is made up of 104 students, of which 35 per cent are female, and it comprises 39 nationalities. The average number of years of work experience held by the class is seven. TBD
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PROTECTING BUSINESS’
RESEARCHERS EXPLORE HIERARCHY OF CONSUMER BILLS COUNTRY: Australia SCHOOL: University of Sydney Business School The University of Sydney Business School has uncovered which financial products are more valuable to Australian and New Zealand consumers when they feel the cost-of- living pinch, and on which they are likely to default first. Working with credit bureau Illion, the researchers compiled a list of the top 10 bills most at risk. Dr Andrew Grant, a senior lecturer in finance at the school, analysed Australasian data from the bureau and drew on further research into alternative finance and lending platforms to confirm the products that are more valuable to consumers under stress. “We have found that, ultimately, preserving an open line of credit – some level of liquidity – is very important when it comes to financial stress,” said Grant. “It is probably not something people have actually thought about until it directly affects them. For instance, one credit card can be maxed to the limit, while the other may still have AUS$10k on it.” Grant noted that some 47,557 people in the Australian sample defaulted on either their credit card or personal loan. Of this number, 30,546 (64 per cent) only defaulted on their credit card, 8,126 (17 per cent)) only defaulted on their personal loan, and 8,885 (19 per cent)) defaulted on both. “Thus, consumers are nearly four times as likely to default on their credit card, compared with their personal loans,” he observed, noting that customers will often not want to damage the relationship with their bank. “I might get better hardship benefits from working with the bank as opposed to a third-party lender. An existing lender might have more accurate information about me – and I could benefit from this later on.” He added that more innovative, forms of credit such as ‘buy now, pay later’ benefit from product design. “[These] generally involve relatively small payment sizes, and the money comes straight out of the person’s account in four payments. This often means they jump higher in the queue of payment priorities by default.” Dr Grant concluded that lenders should pay careful attention to the products a consumer holds from other lenders. CD
ENDANGERED SPECIES
COUNTRY: Denmark SCHOOL: Copenhagen Business School
Glass-blowing is one example of an endangered traditional craft business whose preservation is the focus of a new four-year research project at Copenhagen Business School (CBS). Crafts covered by the project include those producing products made of wood, leather, paper, metal, stone, glass, clay and ceramics and will cover parts of Denmark, Sweden, Italy and the Faroe Islands. “Traditional crafts are vital for local economies and for maintaining diversity of culture in Europe,” commented Marta Gasparin, associate professor at CBS and leader of the project. Yet, there is recognition that traditional crafts need to adapt to survive in the modern world. “By doing so, they can create jobs and generate economic growth in European regions,” added Gasparin. As part of the project, artisans will be supported in the development of new sustainable production methods, as it seeks to show that Europe can foster the traditional crafts’ adaptation to present-day realities and technological change without sacrificing authenticity. In quantitative terms, the project is targeting a five per cent rise in sales for all businesses involved. Traditional hand-crafted products have qualities that industrialised and mass-produced goods do not always have, such as longevity and uniqueness. Yet, one particular challenge identified by the project is that these products have become unfamiliar, or invisible to many in the modern world. Researchers will therefore also be looking at better ways of sharing knowledge about the value of crafts and offer guidance for policymakers on how these aspects of cultural heritage can be safeguarded. “Earlier research has shown that modern generations are somewhat distanced from traditional crafts. They do not appreciate the quality of the products, how they are made or why they are priced the way they are. This lack of familiarity poses a challenge as it means that young people have no desire to learn these crafts and that these businesses are sliding into economic difficulty,” explained Gasparin. Known as Hephaestus, the project takes its name from the Greek god from whom humans learned to use fire, technology and crafts. TBD
SHARE YOUR NEWS AND RESEARCH UPDATES by emailing AMBA & BGA’s Content Editor, Tim Banerjee Dhoul, at t.dhoul@associationofmbas.com
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BOOK REVIEW
PERFECTING PROFESSIONALISM
A new book, co-authored by Michel Kalika and Stephen Platt , entitled The Doctor of Business Administration: Taking your professional practice to the next level , aims to explain how the DBA qualification can help managers handle increasingly complex and uncertain work scenarios and why a growing number of executives are deciding to pursue what is a unique doctoral programme
As business environments become ever-more challenging, where can frontline senior managers find solutions to help make increasingly difficult leadership decisions in the face of rampant volatility, uncertainty, complexity and ambiguity? The answer lies in their existing expertise and experience, but the opportunities to unlock and make sense of this invaluable know-how are few and far between in fast-moving environments that rarely offer the time and space needed to take a step back from one’s work and ‘unthink’. Growing numbers of senior leaders are, therefore, turning towards the DBA programme, and the opportunities it affords, to supplement their many years of business practice with the academic expertise of experienced professors, who are often leading management thinkers themselves in their own countries. This book has been written specifically for those who are already contemplating the journey to becoming ‘managers/researchers’; a journey during which they will gradually learn to master the research and critical thinking skills that will take their professional practice to the next level, helping them not only to become better managers, but also to stand out in a crowded career market where the MBA will no longer be seen as the only required qualification for senior responsibilities. The authors of this book, which features contributions from business schools including Henley, Cranfield and IEDC-Bled, represent AMBA-accredited DBA programmes run by leading higher education institutions in eight countries and on three continents. Kalika and Platt guide the future DBA candidate through the corridors of this so far little-known doctoral programme for professionals, exploring, in part one, the reasons for the DBA, how it answers a need in the executive education market, and clearly outlining the differences between a DBA and a PhD. This is followed in part two by an explanation of the kind of learning experience to be expected, opening up ‘the black box’ of the programme, clarifying key points such as participant profiles and motivations and programme design as well as the crucial partnership between student and thesis supervisor. Part three of the book concludes with the all-important question of the impact generated by professional theses – whether this might be for the personal benefit of the manager/researcher, for their organisation or for society at large.
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INDUSTRY VOICES “The DBA degree takes as its point of departure that scholars are also practitioners. I am always surprised when encountering a management scholar who looks down on business people who pursue their doctorate while working. Are the people who are grappling with the practical problems of business on a daily basis not particularly well-suited to theorise them? In guiding the doctoral programmes at GIBS, I constantly see the value of having practitioners interrogate business scholarship; after all, ours is an applied field. Our advanced- stage students and graduates have shared with us the many benefits of their doctoral studies in the context of their professional practice, including more rigorous thinking, writing more clearly and improved business practices in general.” Helena Barnard , academic head of doctoral programmes, Gordon Institute of Business Science, University of Pretoria, South Africa “Graduate studies in Latin America are fairly recent. The first master’s- level programmes were created in 1941 at the Central University in Venezuela, and in 1946 at the Inter- American Institute for Agricultural Sciences (known today as CATIE). Doctoral programmes are much more recent and they are offered in specific fields, not as an umbrella degree as with the Doctor of Philosophy qualification. Today, dozens of universities throughout the region offer both master’s and doctoral degrees. However, the DBA is still rare. Fewer than 15 universities offer it in Latin America, and most of these programmes are not accredited internationally. This book will undoubtedly contribute to raising awareness about the relevance of the DBA, and hopefully will also lead to an increase in demand for this type of qualification in the region.” Ruben Guevara , professor of strategy & leadership, PUCP Business School, Centrum Catolica University, Peru “The brand of the DBA is not just owned by business schools, but by students and alumni themselves. It is they who drive impact on their organisation, industry
particularly useful for prospective students, as well as for those industry leaders who are thinking of encouraging their senior managers to enrol in the DBA programme.” Geetha Ravishankar, interim DBA programme director, College of Business and Social Sciences, Aston University, UK “For decades, I mulled over the idea of joining a doctoral programme. ‘But look here’, I said to myself. ‘With my MBA, I’m in my comfort zone, so is this just an ego trip? Or might it be something that benefits me and my company?’ I wondered how I could achieve the right balance between, on the one hand, three or more years concocting a thesis, and on the other, playing hide-and-seek with my grandchildren. My age also gave me pause for thought: maybe I was simply too old to commit to all that studying. ‘What is the difference between a PhD and a DBA, and which one is better’, I pondered. ‘And what is the purpose of a DBA? Is it just a passing fad,or is it here to stay – could it even become a game changer?’ I also thought about whether, given the various ups and downs in my career, there were any hard lessons that could somehow ‘morph’ into knowledge in order to create a positive impact for others. I agonised over these and many other questions for quite a while. Today, with at least another year to go for my thesis, I agree with Ulysses, that the risk of plunging on to the rocks is indeed daunting, but it is a challenge that simply had to be taken up. If only Michel and Stephen had edited their book before 2020; that would have made arriving at the
and communities. As such, the DBA is growing in value as these senior managers, consultants and academics use their research for real-world applications. Schools have a duty to both nurture and promote that brand by providing an excellent experience and equipping graduates with skills that will stand them in good stead through rigorous research standards and high-quality training and supervision, as well as via accreditations and collaborations. It is through our marketing and communications activities that schools provide stakeholders with access to students’ scholarly and highly relevant research work. In this way, students may best demonstrate the value of their DBA and expand their networks. At the same time, prospective students see the evidence of how a DBA can transform their career by gaining recognition as an expert in their field.”
Jinnie Hinderscheit, marketing manager, Grenoble Ecole de Management, France
“The DBA offers professional managers a unique and valuable opportunity to leverage their extensive experience by equipping themselves with research techniques, thereby enhancing their effectiveness in obtaining rational business solutions. When experience is combined with research capability it acts as a force multiplier that immensely benefits managers, as well as the industry in which they work. This informative book provides a balanced perspective to prospective DBA students by answering a number of crucial questions, including what a DBA study programme entails; what commitment level is required; how the qualification helps augment managerial effectiveness, and how it differs from a PhD. Featuring contributing authors from world-class faculties, I am sure it will be
right decision so much easier.” Robert Stoll, CEO, Stoll Group
Professor Michel Kalika is the president of the Business Science Institute in Luxembourg and emeritus professor at the University Jean Moulin, Iaelyon School of Management in Lyon Stephen Platt is the quality and accreditation manager for the Business Science Institute and an associate expert at Headway People recruitment consultancy Ambition readers can buy the book at a discounted rate by using this link, https://tinyurl.com/5e6v5h5r and entering the code, dba30launch
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ADVERTISING FEATURE
THE CHANGING LANDSCAPE OF BUSINESS SCHOOLS
Salesforce.org’s education industry advisor Julio Villalobos shares his thoughts on the state of the industry and the evolution it has experienced
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Have business schools settled into a new normal following the changes brought on by Covid-19? Higher education has historically been a traditional ecosystem and witnessed limited evolution until two significant events in recent years. A new normal has been brought on by two external factors that have had a direct impact: Covid-19 and digitalisation. I believe business schools have settled into the new normal quicker than other areas of the wider higher education ecosystem. Covid-19 brought tremendous change for schools, such as online learning (synchronous and asynchronous), knowledge validation, online campuses and virtual working, plus other long-term changes and behaviours; for example, hybrid learning. To maintain the integrity of their programming, schools had to pivot quickly to continue to deliver quality education that met students’
expectations. For higher education and business schools, digitalisation is a journey that requires ongoing strategic improvement. Digital transformation is a mindset that is increasingly a part of every higher education strategic and action plan. It evolves continuously to meet students' and professors' expectations in a hybrid and omni- channel ecosystem dominated by digital experience; it keeps the student at the centre of the lifelong experience – as a prospect, student, alumnus and lifelong learner. Is hybrid learning the new normal? It's difficult to think of a full-time, on-campus programme in today’s economy. My view is that hybrid learning will be the preferred future format. Institutions will balance on- campus and online based on where they provide value to students and maintain a completely online learning
(synchronous and a synchronous) environment only for specific programmes and skills. Have recent events moved us towards a more democratised approach to business education? Higher education, and more specifically business schools, are a reflection of what's happening in other industries, implementing concepts such as ‘freemium’ or SaaS. New incumbents often adopt the former and the latter is usually implemented by the more advanced classical business schools that are ready to move out of their comfort zone. I strongly believe in this constant evolution and I think business education is leading the way in the adoption of new business models to support their pedagogy and revenue.
How have the needs and demands of students and learners changed, and
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how will schools have to adapt to this? There are several new needs and trends to which schools will need to adapt, such as lifelong learning, hybrid ecosystems, micro-credentials, soft and hard skills, revenue models and managing new incumbents. But if I were to emphasise one area of focus, it would be having a unique 360-degree view of the entire student journey. Today, this is a continuous circle along all parts of the institution’s value chain, to provide students with the seamless experience they expect. This holistic student view should be a strategic priority for institutional leaders, alongside other key areas such as financial health, sustainability and operational efficiency – with a focus on data security within all of these areas. In my assessment, through
Are schools under pressure to change their fundamental value proposition? Some 80% of the industry leaders we surveyed think they need to evolve their institution’s value proposition and business model. The motivation is likely new market entrants creating competition and accessible courses. There are three factors creating pressure: lifelong learning and a workforce that demands re-skilling and upskilling; hybrid learning (not only where and how students are taught, but how institutions have to meet the demands expected of the wider learning experience in terms of content, format, platform, credential validation and networking); and how to develop a sustainable business model based on evolving market trends to convert them from challenges into opportunities.
and investigating how to better digitise off-site campuses – what we call ‘phygital campuses’. As institutions develop this approach, the underlying vision should be to provide a seamless experience throughout the entire student journey and lifelong learning path, enabled by technology. Are micro-credentials a passing phase or something that all business schools will need to factor into their thinking? Our research shows that half of institutions are already developing some offering of micro-credentials – as a standalone programme or part of an unbundling strategy. Micro-credentials are the result of two main industry evolutions and will therefore stay. First, the unbundling of the learning process, historically dominated by the institutions and now owned by the student (who will create his or her learning path as a system of ‘Lego’ blocks). Second, the world is moving towards lifelong and real-time learning. In this context, micro-credentials are a good way to provide value for learning specific skills, but the learning process, content and validation must be curated to guarantee quality, trust and recognition. Ultimately, the labour market will be the customer and beneficiaries of micro-credentials and re-skilling offerings at universities and business schools. Are there other emerging trends in programme formats or delivery that schools will need to adopt? My view is that the industry has to be prepared to evolve and get ready for unforeseen challenges that take business schools outside of their comfort zone – whether that be the format of course delivery or the types of course in demand. Another consideration for business school leaders is the implications for key players. Professors have had to reinvent themselves and discover techniques to engage students virtually.
partnering with several business schools, the next challenge goes
beyond digital transformation to meet the changing needs of business school students. I suggest the strategy takes a long-term approach that addresses the total student journey, rather than siloed areas, and makes use of technology to ensure a single source of truth; provide cyber security and local/global data compliance; create efficiencies by automating processes; personalisation and predictability (AI), and integrate the inbound and outbound omni- channel ecosystem of any institution and customer (students=b2c & companies=b2b). Has the function of the physical campus changed post-pandemic? What will business school campuses look like in the next five years? Research we conducted in March with AMBA and BGA revealed that most of the institutions surveyed have been developing virtual campuses within their strategic plans over the next five years. We, as an industry, have moved from being almost 100% on a physical campus before Covid-19, to suddenly moving to 100% online delivery. Now, business schools are evolving and shifting towards a hybrid model
“The industry has to be prepared to evolve and get ready for unforeseen challenges”
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Julio Villalobos is the digital strategy expert at Salesforce Education. He has spent most of his career working for global education technology companies and won several innovation teaching awards. Since 2000, he has been a part-time professor for top-ranked business schools. Villalobos holds an Industrial Engineer degree, a BBA in Marketing and an Executive MBA. He is a firm believer in lifelong learning to update his skills for what business schools need now.
To find out more about the emerging trends in business school education, read more at: https:// www.salesforce.org/wp-content/uploads/2022/04/ Emerging-Trends-in-Business-School-Education.pdf
INTERVIEW
ESSCA School of Management is a French grande école and business school. Historically based in Angers, it now has seven other campuses in Aix-en- Provence, Bordeaux, Lyon, Paris, Strasbourg, Budapest and Shanghai. Here, dean Jean Charroin explains how the triple-accredited school is future-proofing its offer
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challenge Rise to the
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INTERVIEW
What do you think are the most pressing challenges facing international business schools? If one looks at the changing nature of work, society and the myriad problems currently facing the world, we need to make some significant changes to ensure we continue to add value and make a positive impact. To address the complex and systematic problems, we need to help develop leaders who are able to work comfortably across different fields of expertise, and as institutions adapt our offers. To do this, as business schools we need to change. Externally, there are several changes taking place and schools need to adapt to these. From a student perspective, there are two trends in particular. The first is the ever-increasing need for digital skills. The second involves student concerns about global sustainability and efforts to fight climate change. In the context of these trends and challenges, there is a global need for skilled, flexible and adaptable people; people who understand and can harness the power of technology, make a difference environmentally and innovate to develop services and products right for a planet with ever-diminishing resources. Is the business education sector responding quickly enough to this ongoing disruption and what advice would you offer to other deans? It is surprising to note that business schools very quickly adopted distance learning at the start of the health crisis in 2020. On the other hand, beyond
the adoption of Learning Management Systems (LMS) platforms, business schools seem hesitant in the face of the challenges of transformation linked to the management of their faculty (adoption of new metrics) or the ecological footprint of certain technological solutions (more particularly, blockchains linked to the Metaverse). I think that schools must set up teams dedicated to these innovations, even if it means restricting their field of intervention in the short term. It is important to be ready when the energy cost of the Metaverse has dropped significantly (transition of blockchains from PoW to PoS). Finally, not relying on new technologies also means taking the risk of not meeting the growing demand for blended learning in order to be able to reconcile studies and professional experience. Commentators have argued that business education provided by universities and the academic community is coming under threat from corporate providers. What are your thoughts on this, and where does this leave ‘traditional’ business education? You can’t argue with the reality of the rise of alternative providers. However, discernment should be exercised. Education, like health or justice, is generally part of the sovereign missions of a state – and the latter grant more or less freedom for new players to find their place. Historically, traditional academic operators consider that the institutional
and regulatory framework constitutes a strategic barrier. The question lies, above all, in the capacity of the states to pursue this sovereign mission when many of them are facing significant budget deficits. So the offer of corporate providers can be considered as a form of outsourcing solution. Moreover, the economic power of certain platforms is such that their ability to influence the regulatory framework is not neutral and can lead to legal developments, allowing them to invest more in the educational field. Finally, traditional players could quite simply find themselves out of the game because they leave the field open to these new players by not investing in the future links of the educational value chain. The belief of some of them that all learners seek only a face-to-face educational experience is misleading (especially after the Covid-19 lockdowns over the past two years). When you joined ESSCA four years ago, your objective was to consolidate the development of the school, which is unique in that it is the only triple-accredited French school that operates in eight physical locations. How have you put this strategy in place? The multi-campus strategy of ESSCA was initiated in 1993 with two new campuses, one in Paris and another one in Budapest, Hungary. A fourth one was set up in 2007. ESSCA undertook a major change of scale in 2016. After more than a decade of relative organisational
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The humanist dimension of ESSCA is certainly not recent. The history of the school is punctuated with initiatives that put individuals at its heart
stability, the school decided to add three new campuses in France at the same time, in Aix-en-Provence, Bordeaux and Lyon. This development was carried out with an ambitious policy of also obtaining major international accreditations. When I joined ESSCA at the end of 2018, it seemed obvious to me that the strategic plan should ensure the successful fulfilment of these three ambitious projects. This is why our latest strategy, the Odyssey 2024 plan, is based on principles of action that combine pragmatism and simplicity and which operate under the three guiding principles of organisational design, innovation and quality. The strategy aims to strengthen the school’s position, whether in France or abroad, with SMEs, mid-cap companies or large groups. This multi-campus network is undoubtedly a competitive advantage. ESSCA’s identity is based on humanist values. Can you tell us a bit more about these and how they’re manifested in your culture? The humanist dimension of ESSCA is certainly not recent. The history of the school is punctuated with initiatives that put individuals at its heart. ESSCA opened its doors to women in 1909, long before high schools opened their doors to them for the baccalauréat. In 1967, a few months before the major student demonstrations in France of May 1968, ESSCA welcomed student representatives to its board of directors. At the beginning of the 1990s, it was at the forefront of the deployment of work-study courses to strengthen professionalisation, but also
social openness. As part of this, it is the first French management school to offer the modulation of tuition fees according to family income. When it comes to the curriculum, the first and second years after the baccalauréat focus on general culture, with modern foreign languages, mathematics and the humanities (sociology, philosophy, political science, art history) representing 60 per cent of teaching. The humanist dimension of the school is also formalised
the strengthening of double competence degree-seeking curricula in a professional perspective, (years four and five) like the existing ones with engineering schools. Moreover, there’s the consolidation of the territorial development in mainland France and the welcoming of growing cohorts of international degree-seeking students, or students looking for a double degree (engineering, art, design and political science) at campuses specialised in interdisciplinary curricula (Angers, Paris and Lyon). Plus, we should include here the internationalisation of the master’s cycle (opening English tracks and an extra semester in English). What innovations is your school developing to future-proof its post- graduate business programmes? The vocation of ESSCA is to educate students who can adapt to the managerial issues faced by organisations. This vocation implies anticipating the emerging or potential needs in order to support firms in their development. Programme and curriculum revision is based on several committees such as the yearly steering committees of programmes, which brings together representatives from the world of practice and faculty members to provide recommendations for programme design. Reinforcing teaching innovation and the quality of student learning experience is also of primary importance. In order to improve the learning experience, resources have been allocated to the inclusion of innovative technologies (TEL) in all the teaching activities and support of each programme.
by its legal form because it benefits from the label of Higher Education
Establishment of General Interest issued by the French Ministry of Higher Education and Research. While being a non-profit private school, ESSCA benefits from a form of public service delegation for its scientific and educational activities.
What differentiates the MiM programme at ESSCA?
The Grande École programme (MiM) is a ‘hub of competences’. Opening it in Aix-en-Provence, Bordeaux and Lyon in 2016, and in Strasbourg in 2022, brought ESSCA’s MiM closer to significant target populations who did not wish to study far from home. Our strategic plan focuses on the potential side effects of the reform of the baccalauréat to divert high-potential applicants from preparatory classes by offering double-competence curricula in a liberal arts perspective (years one, two and three): applied mathematics, philosophy, literature, sociology, economics, psychology, international relations, sciences and arts. Then there is
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INTERVIEW
Business students are passionate about people, profit, purpose and planet. How is ESSCA addressing these emerging needs in its curriculum and delivery and how is the school focusing on developing responsibility and sustainability- centric leaders for today and tomorrow? CSR has always been a subject of particular attention for us. Many students are interested in subjects related to sustainable development and ecological transition. But not everyone has the same vision of these subjects and, above all, the same level of commitment. Since 2021, ESSCA has started the new academic year by involving its new students in projects with a positive impact.
Considering the disruptive influences facing business education (for example, digital credentials, the growth of consumerism, the Metaverse and stackable qualifications), do you believe business schools are under pressure to change their fundamental value proposition to become more commercial? I don’t know whether business schools should be more commercial. On the other hand, like any economic participant (public institutions or private non-profit associations also have their part to play) schools can establish their sustainability only by taking into account the evolution of their environment and the expectations of the potential beneficiaries of their actions. The topics discussed at the annual conferences of the major accreditation bodies are revealing in this regard. One thing is certain (and has been true since the dawn of time) the problem is not so much the quality of the diagnosis of our strategic environment as the ability to mobilise teams to meet challenges and accept uncertainty and environmental pressure. Would you say it’s important for schools to tailor a personalised experience for each student. If so, how personal aspirations of a student with the expectations of companies in terms of skills and managerial profiles. At all our campuses, each student has access to personal and academic support to make sure they reach their full potential. The appointment of a director of student experience in 2021 has also contributed to serving students better and enhancing inclusion with the launch of an online platform to report gender-based or sexual violence on and off campus. At the same time, the quality of mentoring services and professional development services offered by the Careers Centre has also benefited graduates’ placements. The completion of a gap year – during which a student can carry out internships does ESSCA provide this? We are focused on matching the
The Fund for Innovations in Pedagogy (FIP) was created in 2019 to promote and reward faculty-led innovation. An online campus was launched in 2021 to promote digital innovation. An online degree (MSc in International Business 4.0) has been developed and welcomed its first cohort in September. Composed of a common part (international manager 4.0 path) and a semester of specialisation (Fintech, Green & Digital Transformation and Luxury) this MSc integrates a demanding learning path with synchronous, asynchronous and autonomous learning activities. The pandemic and ongoing climate emergency are putting increasing pressure on business schools to remain international, but in innovative ways. How will ESSCA maintain an international footprint in light of these pressures? First, we assume that the international dimension is part of the added value of a professional but also humanist educational project; travel and the discovery of other cultures promotes tolerance and respect for others. The health crisis, the geopolitical context, the increased use of new educational technologies and the challenges of ecological transition have profoundly changed our vision of internationalisation over the past three years. ESSCA has decided to focus on Europe for its future locations (while maintaining the previous ones). By encouraging the international mobility of its students in the Euro-Mediterranean area, ESSCA will promote international mobility with a lower carbon footprint. However, we do not want to deter those who would like to complete a semester in another continent. We will simply ask them to justify this carbon footprint by highlighting the academic added value of the international semester in question. We are establishing a relationship between the ecological footprint and the academic added value in order to rationalise and empower students’ choices.
For example, our first-year students will build awakening and learning
structures for three days for children with neurological, physical or psychological disorders. It is our way of teaching students that good intentions must be translated into action. Our teaching integrates an increasing number of concepts related to the ecological transition. Specialisation cycles also devote increasing importance to responsible concepts and working methods: frugal innovation, climate finance, good governance and so on. Finally, the school must also show that, in its daily life, it integrates these responsible practices; for example, the creation of a CSR Advisory Board to support the governance of the school in the adoption of responsible development choices; the establishment of a Diversity and Inclusion Commission to improve our good practices internally, and the introduction of tuition fees adjusted according to family income. In addition, we have obtained an ecological quality label (protection of fauna and birds) for our historic campus in Angers and ESSCA is, according to the FT and Rotterdam School of Management, in the global top 10 for its scientific publications related to the UN sustainable development goals.
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