1 the student diversitycomparability professional levance quality assurance
TRANSCRIPT
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All business is localJohn Quelch and Katherine Jocz “Some praise globalization, while others point
to cultural divergences...One thing is certain: competing trends are pulling multinational firms in all directions at once. The right answer is that there is no answer... accepting this premise means accepting that place still matters, that the local is still as significant as the global and vice versa”.
EFMD Newlsetter issue 7 January 2012
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Business schools are reactive, creative,complex and fragile organizations.
They defend essential values in a challenging and changing environment
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Complex and fragile
• Complex – Broad missions– So many actors– So many interactions– At so many levels
• Fragile – They are fragile because of this complexity– They are intermediaries between two markets– They are under financed– They invest in the long term with short term revenues
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Reactive and creative
• Reactive– To instant messages from their two markets– They have many natural sensors– They can change fast
• Creative – They thrive on intellectual freedom– They can renew contents and formats – They can invent new ways of doing things
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A key mission and essential values • A key mission
– Preparing tomorrow– By providing the right added value – To a crucial dimension : the human factor
• With essential values – Responsibility towards students – Responsibility towards corporate world– Responsibility towards society
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A competitive and challenging environment Competitive
Schools operate on a free market Different systems compete An international market is emerging
Challenging More and more is expected from schools What is expected is not always clear Tomorrow is largely unpredictable
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F1 piloting
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You need a robust system
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Rope dancing !
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You need fine balance
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Defending values !
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You need a clear sense of mission
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Reading the future !
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You need to prepare for the uncertain
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Global Focus volume 5 issue 3
“Management education has to regain diversity in thinking and acting: today it too often produces lemming-like role-holders instead of individual personalities” Thomas Sattelberger Chief HR Officer Deutsche
Telekom
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EFMD Community news
“ My school, ESADE, is dealing with the delicate situation of sliding 12 places in this year’s Financial Times ranking to number 33. Most of the inputs have held steady, explained school administrators, but recently more MBAs have taken jobs in industry, rather than consulting, which has lowered the average graduate salary. The Financial Times rank is highly sensitive to salary, hence the drop. ..The instinct is to treat rankings as what they are—spreadsheets that shoehorn very different schools into a common measuring standard ”
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How can an accreditation help ?
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Need for fine balance
Quality assurance
Need for a robust system
Learning outcomes
Need for anticipation
Networking
Need for a clear vision
Benchmarking
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How can an accreditation help ?
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Need for fine balance
Quality assurance
Need for a robust system
Learning outcomes
Need for anticipation
Networking
Need for a clear vision
Benchmarking
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A Scandinavian school(an MBA programme)
TSE 9 December 2011 18
Strengths Weaknesses
Opportunities Threats
High grade faculty Research- led programme
New international faculty Strong competition
Fragmentation of programme Little faculty ownership
PROGRAMME ILOS
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How can an accreditation help ?
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Need for fine balance
Quality assurance
Need for a robust system
Learning outcomes
Need for anticipation
Networking
Need for a clear vision
Benchmarking
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A French school
TSE 9 December 2011 20
Strengths Weaknesses
Opportunities Threats
Close to corporate needsGood ILO structure
Core faculty on the small sideInsufficient academic intensity
Booming recruitment Feeble national network Competition on the French scene
QUALITY SYSTEM
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How can an accreditation help ?
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Need for fine balance
Quality assurance
Need for a robust system
Learning outcomes
Need for anticipation
Networking
Need for a clear vision
Benchmarking
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A Chinese school
TSE 9 December 2011 22
Strengths Weaknesses
Opportunities Threats
Well qualified faculty Excellent hard working students
Small international networkLimited international core faculty100% national student body
Increased interest for international careers in China
Competition
POSITIVE BENCHM
ARK
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How can an accreditation help ?
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Need for fine balance
Quality assurance
Need for a robust system
Learning outcomes
Need for anticipation
Networking
Need for a clear vision
Benchmarking
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An American school
TSE 9 December 2011 24
Strengths Weaknesses
Opportunities Threats
A truly international programmeWeak international network
Need for global managersEmphasis on lifelong learning
Shrinking pool of applicants owingto economic conditions
NETWORKING
OPPORTUNITIES
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How can an accreditation help ?
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Need for fine balance
Quality assurance
Need for a robust system
Learning outcomes
Need for anticipation
Networking
Need for a clear vision
Benchmarking
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The three dimensions of accreditations Depth
Relates to the level of the requirements
Breadth Relates to the perimeter of the accreditation
Focus Relates to the specific approach of the
accreditation procedure
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Accreditation approaches
- Organic approach - Input driven
- Finalistic approach- Output driven
- Systemic approach- Process driven
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Organic approach
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OrganicORGANICSYSTEMICFINALISTIC
Input drivenFocus on key production factorsUse of ratiosExample : AACSB
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Finalistic approach
Finalistic ORGANICSYSTEMICFINALISTIC
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Output drivenFocus on production qualityUse of Value chainExample : EPAS / AMBA
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Systemic approach
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SystemicORGANICSYSTEMICFINALISTIC
Process drivenFocus on interactionUse of strategic toolsExample : EQUIS
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Criteria for choice
Depth Compatibility with the school’s performance
Breadth Compatibility with the school’s strategy
Focus Compatibility with the school’s needs
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