Higher Education for Development OfficeKnowledge, Partnerships, Results

___Institutional Partnerships Program

Semi-Annual Progress ReportDue October 30, 2007

INTRODUCTIONPartnership Title: Advancing Economic Development in Nigeria through Strengthening Business Management Education and Technology Competence

Development Area/Sector of Focus: Capacity-building

U.S. Partner Institution(s): Kansas State University, Manhattan, KS

U.S. Partnership Director(s): Ike C. Ehie Myra Gordon785 532 6180 & 785-532-6276iehie@ksu.edu mygordon@ksu.edu

Host Country: NIGERIA

Host Country Partner Institution(s): University of Lagos (UNILAG)

Host Country Partnership Contact(s): Sola Fajana234-08023191793solafajana@yahoo.com

Partnership Web Site (if any): We have a website under construction. At present, it has a homepage, biographical information of the two project co-directors, the project summary, and a photo file. We will continue to develop this site and it will be available for public viewing before the end of the year.

I. PROGRAM INFORMATION FOR APRIL 01, 2007 – OCTOBER 30, 2007

1. Describe in bullet form the major activities for this partnership during the past 6 months (04/01/07-10/30/07). See below.

2. For each of the above activities, describe the results and/or outcomes for each activity; answer in bullet form if appropriate.

If helpful, instead of answering questions 1 and 2, you may use the following chart for reporting the activities and outcomes associated with specific partnership objectives. Please feel free to insert additional lines as needed.

ACTIVITY OUTCOME

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1. In May 2007, a project kick-off meeting was held at Kansas State University with all US project personnel. At the meeting were one of the project directors, US project consultants, and external reviewer (agenda and minutes are enclosed).

In May, 2007, initial stakeholder meetings were held with USAID/Nigeria, UNILAG senior leadership, FBA and DCS program leadership, FBA Faculty and students, and the resident consultant. Interest in the various work groups was solicited.

1. The objective of the meeting was to formally introduce the project to all US project participants and to the external reviewer.

– The beginning of buy-in by all stakeholders on

the intent, scope, and processes of the project. – Beginning the process of creating a sense of

urgency in reforming the UNILAG business management graduate and undergraduate programs.

2. The four work groups and the change management team were formed. The work groups are curriculum development and the assurance of student learning, faculty enhancement, innovative teaching pedagogies, and private sector engagement.

2. Organizing FBA faculty for the tasks ahead.

3. Each work group picked its own leader, after which each work group was charged with specific action items to be completed by the end of October, 2007. Each member of each workgroup received the project work plan for year 1 with all time frames, planned activities, and outcomes detailed.

3. Empowering FBA faculty for the tasks ahead.

4. The first project multimedia CD was created, duplicated, and distributed to every faculty member in the UNILAG FBA and the UNILAG, senior leadership. The CD contains over 200 pages of resource material on selected aspects of curriculum development and enhancement. The CD also contains the project summary and the project PowerPoint presentation.

4. – Empowering FBA faculty for the tasks ahead.– Building – capacity for curriculum

transformation.

5. Meetings have been held with the FBA student leadership to gain their perspective on the current state of affairs in the UNILAG Faculty of Business Administration. A student development workshop was held on interviewing skills. A prominent business leader was invited to speak to the students about industry expectations, the first time this has occurred.

5. – Expanding the process of creating stakeholder buy-in.

– Starting the delivery of career services to students.

6. The site proposed for the new FBA and DCS computer labs were reviewed. The two project directors weighed in strongly on the issues of lab placements to insure adequate undergraduate access to the new computers.

6. – Insuring that undergraduates and MBA students have equitable access to the computer labs which will be the basis of instruction to increase technology competence.

7. Meetings with two private sector partners – Ocean Energy (donors of the computers) and British American Tobacco –BAT (advancement of corporate social responsibility with the FBA curriculum) were held.

7. – Partnership – building with Ocean Energy – Clarification of Ocean Energy intentions and

timelines with regard to computer hardware. – Clarification of employers expectations of FBA

graduates. – Submission of a funding proposal and budget to

BAT for the advancement of CSR within the FBA curriculum.

8. One project Co-director traveled to an AACSB 8. – Preparing for the introduction of AACSB

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conference on “Continuous Improvement” in St. Louis, MO.

All the planning and arrangements have been completed to bring the four work group leaders to the AACSB Conference on “Business Undergraduate and Graduate Programs” in Baltimore, MD and to bring them to Kansas State University after the conference (see attached agenda)

international standards into work group activities and assignments.

– Beginning the process of connecting FBA work group leaders and faculty members to KSU College of Business, library, career, and Africanist resources for the purpose of enhancing curriculum development and transformation of UNILAG.

9. The job descriptions for the career specialist has been developed and the solicitation of interest in the position has begun.

9. The first major step toward providing professional career development services for FBA and DCS students has been taken.

10. The UNILAG FBA has given the project an office at their main campus site.

10. The project has a physical place at the FBA and a strategically located point of contact for interacting continuously with faculty and students when the co-directors and consultants are on site.

3. How are the above activities and outcomes reported in questions 1 and 2 benefiting and/or helping to strengthen the capacity of the host country higher education institution?

1. The senior leadership of the University saw the need for a change in the business curriculum and gave their whole-hearted support to the project. Senior level commitment to change provides a positive environment for strengthening the business management program that would lead to capacity building in the country.

The initial meeting with the faculty and the subsequent meeting were meant to garner grass-root support from the faculty on the need for a change in the business curriculum. The faculty was excited and enthusiastic about the project and voted to fully commit to the implementation of the project. The first step in capacity-building is facilitating ownership among those who need the capacity-building efforts.

2. Creation of the work groups, charging them, and giving them a clear road map to follow in their work put into place a structure through which capacity-building can occur. It is a structure to which they commit themselves.

3. Having each work group pick its own leader simultaneously removed political pitfalls to capacity-building into which the co-directors as outsiders might fall unwittingly and it empowered the group to start taking ownership of the process of capacity-building as something they would do for themselves and FBA and not something that someone else would do to them or for them.

4. The multimedia resource CD, full of resource materials for each member of the workgroup, is a direct avenue to capacity-building. The bedrock of capacity-building is building a knowledge base derived from proven methods.

5. The student leadership of the Faculty of Business Administration, who has been yearning for a change was delighted to see the enhancements being proposed in the business program. They will act as both beneficiaries and drivers of capacity-building.

6. The project directors advocated for a portion of the computers donated as part of the grant to be made easily accessible to undergraduate students. Working with the dean of the faculty and the

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USAID mission, this has been accomplished. Originally, all the computers were to be located off campus on the annex campus of the MBA program. This was a major accomplishment. If all the computers had been moved off the main campus, building technological competence in undergraduate would be facing an accessibility challenge from the outset. To build maximum capacity, things must be set up correctly so one is not trying to compensate for large, costly, and irrevocable mistakes.

7. Meeting with private sector partners helped the project co-directors to know what the donor expectations for the computers were, to identify employer expectations of FBA graduates, and to solicit their long-term input on FBA curriculum issues. Each of these has a direct bearing on capacity-building.

8. Concluding the plans for workgroup leaders to attend an Association to Advance Collegiate Schools of Business – AACSB International conference in Baltimore, Maryland and later a two-day visit to Kansas State University sets the stage for a massive infusion of information about world-class standards in Business. Having one project director attend an AACSB conference increases the project leadership team’s ability to lead capacity-building. We need to keep growing, also, as nothing remains stagnant nor does anyone know everything.

9. Creating the job description for and soliciting interest in the career specialist position is the first step toward building capacity for the provision of professional career development services for FBA and computer science students at UNILAG. This person will be trained to deliver a full complement of services in this area. The job description for this position is attached.

10. Having an office in the main building of the UNILAG FBA creates the capacity for the project co-directors to meet and work with faculty, staff, students, and administrators of the FBA. When we visited the second time, we spent a great deal of time in the office making ourselves accessible to anyone who wished to discuss the project and other FBA and professional development matters. There was a steady stream of people coming in and out, freely communicating, building trust, seeking clarifications, and giving suggestions and support for the project. Without their accessibility, openness, and trust, there will be no sustainable capacity-building.

4. How are the above activities and outcomes from this partnership benefiting and/or helping to strengthen the capacity of the host country community?

It is still early in the process and as a result, the host country has not yet felt the importance of our work. We do know that the senior leadership of UNILAG is talking about the project and expressing its hopes for the eventual outcomes. The students are giving the project excellent public relations. People are already re-thinking who the UNILAG FBA is and might become. “The giant has awakened,” one long-time UNILAG academic stated. When this project reaches its stride, it will begin by producing highly educated business students that will help the economic development of Lagos state and Nigeria as a whole.

5. How are these activities and outcomes benefiting the U.S. higher education institutions?

The exchange of ideas between Kansas State University and the University of Lagos enriches the educational experience of students and faculty in both institutions. When the four work group leaders come to K-State in November (see enclosed agenda), they will meet and dialogue with a wide range of groups and individuals. In turn, when our consultants go there in November, a true exchange of ideas will occur around critical matters in business management education, this time in

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an African context. This is so new and cutting-edge for our faculty who will then come back and import new knowledge to our students.

6. How are these activities and outcomes benefiting the larger U.S. community?

The project will expand the knowledge of business practices in Nigeria, in particular, and in Africa, in general among US citizens. The project will also lead to improvements in the ethical environments in which business take place and encourage greater investment to the mutual benefits of both countries. At present, Nigeria contributes 5% of the oil/petroleum used in the U.S. Anything we can do to improve the business environment in just this one sector has a direct bearing on U.S. citizens and the U.S. economy which is dependent on foreign oil.

7. List other collaborating host country institutions, e.g., NGOs, community-based organizations, government agencies, small businesses, education institutions, and briefly describe their involvement in partnership activities during the past six months.

Ocean Energy – Donated about 300 microcomputersZinox Computers – Retrofitted the computers with the required business software packagesMicrosoft Corporation – Provided business software at discount pricesBritish American Tobacco – Is working toward an initiative in corporate social responsibility.

8. List other collaborating U.S. institutions , e.g., NGOs, community-based organizations, government agencies, small businesses, education institutions, and briefly describe their involvement in partnership activities during the past six months.

None

9. What has been the partnership’s greatest success(es) during the past six months?

Created a sense of urgency for the need to advance and enhance business management education at the University of Lagos and obtained institutional commitment and support for the project at all levels.

Created grass-root support among faculty members at the Faculty of Business Administration to embark on an overhaul of their business curriculum towards positioning the program as a “model” in Nigeria.

10. Describe any programmatic challenges during the past six months.

Communication between the project directors and their UNILAG counterparts has often been slow on many occasions. This is an area we will continue to work on. We realize that there are cultural, technical, and workload issues that contribute to the delays.

11. Do you anticipate any major changes to planned activities during the next six months

We anticipate some major changes in the next six months as the project unfolds. The status of the computers in the business school will determine how fast we can begin to address the information technology competencies in the program. Currently, there is no course on information technology in business and we plan to introduce this course in the program at the earliest possible time. Also, the leadership team of the FBA decided the time was not right to introduce an external consultant to

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project operations. As was totally appropriate, the project co-directors deferred to this decision and we will see what the sentiments are like later on in the project. The LBS consultant was made aware of these dynamics and graciously offered assistance as needed and appropriate in the future.

Finally, we have replaced the strategic planning consultant with a highly qualified curriculum specialist in order to add more expertise to the curricular and computer technology aspects of the project.

12. Outline your partnership’s planned activities for the next six months.

Four workgroup leaders will attend the AACSB conference on curriculum development in Baltimore, Maryland in November, 2007.

Four workgroup leaders will visit Kansas State University to meet with various constituent groups that will include business faculty leadership, the Center for Advancement of Teaching and Learning, Career and Employment Services, Hale Library services, etc.

The K-State Dean of Business will visit Lagos, Nigeria to inaugurate the Business Advisory Council of the Faculty of Business Administration at UNILAG.

The career specialist will be hired and will begin work on creating and developing a career services operation for FBA and FCS.

There will be an external review of the business curriculum, and development and revision of changes needed to advance the program.

The change management team will award three to five Faculty Incentive Grants to faculty members who wish to incorporate more computer related aspects to their existing courses. We want to start to have faculty teach course content in the computer labs.

The systematic review of all UNILAG business management courses will take place.

The Blueprint for the Transformation of the UNILAG Undergraduate and Graduate Curriculum will be written and approved by the FBA.

Workshops on innovative pedagogies will take place.

A baseline report on past faculty development efforts and future faculty development plans will be completed.

The Career Specialist and graduate assistants will begin to deliver career and employment services to FBA and computer science students.

13. Overall, activities for this partnership are:___x_on schedule_____ahead of schedule_____behind schedule

Please comment: With the exceptions noted above, the project is moving in accord with HED approved workplans.

14. How has information about your partnership been disseminated during this reporting period?

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Publications in local newspapers such as The Manhattan Mercury, Wichita Eagle, and Kansas State University news releases.

Publication in The Economist, an international news circulation

Photographs of various meetings with FBA students, faculty, and workgroup leaders, etc.

If appropriate, please provide HED with samples of the following as attachments to this report:

Photographs that may be used in future HED publications (enclose prints or a CD-ROM with high resolution images);

Articles published in the campus, local, national, or international media;

Papers published or presented;

Features in any other media.

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II. QUANTITATIVE INFORMATION

TABLE 1. Participant InformationPlease provide appropriate numbers to support the following activities for this reporting period (4/01 – 10/30/07). See Progress Report Glossary for definitions. NB: To avoid double counting, report only new participant numbers for this reporting period.

ACTIVITY NUMBER OF MEN* NUMBER OF WOMEN*DATES OFACTIVITY LOCATION

New activities for this reporting period

Faculty,Admin. Students Other Faculty,

Admin. Students Other

25 yrs & under*

26 yrs. & older*

25 yrs & under*

26 yrs. & older*

25 yrs & under*

26 yrs. & older*

25 yrs & under*

26 yrs. & older*

Number of HCNs receiving new non-degree training this reporting period--workshops, seminars, special classes (not internships):

4 4 0 Planning to attend Association of Advance Collegiate Schools of Business- AACSB Conference on Curriculum Improvement &Visit to Kansas State University (Home Institution)

Baltimore, Maryland (November 15 through 17) &Manhattan, Kansas (November 18 through 21, 2007)

Description of training: Planning to attend the AACSB conference on Undergraduate Business Program Conference, Graduate Business Program Conference, and Emerging Business Curriculum Conference (November 15-17, 2007) in Baltimore, Maryland and Visit Kansas State University, College of Business Administration (November 18-21, 2007) in Manhattan, Kansas.

*U.S. Government reports often require participants be described by gender (male or female), and by “estimated” age—youth (25 years and under) or adult (26 years and older).

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TABLE 2. Contributions made this reporting period (04/01/07 – 10/30/07)

CONTRIBUTIONSName/Source of

ContributionDescription of Contribution Estimated

U.S. Dollar Value of

ContributionOther leveraged contributions not reported as official or proposed cost share

Production of a Multimedia Resource CD Vol. 1

Compilation of Resource material distributed to UNILAG business faculty on August 08, 2007

$1000.00

TABLE 3.Strengthening Institutional Capacity

Please describe how any of the following capacity strengthening activities are a result of your partnership work at the HCN institution during this reporting period (10/1/06 – 3/31/07).

ACTIVITY DescriptionAdapted/changed curricula Work in progressImproved methods of instruction Work in progressCollaborative research undertakenCollaborative publication preparedNew academic programs established this reporting period as part of the New IDEAS Partnership

Work in progress

Promoted workforce development Work in progressInvolved in community outreachSupported increased trade capacityInformed policy at institutional, community, and/or national levelsConsulted with government agencies, NGO group, and/or private sector groupsOther:

III. PARTNERSHIP PROFILE

a) Please provide a one-paragraph profile of your higher education partnership as described in the partnership sub-agreement. This profile piece will provide us with valuable information for reports to USAID and to the higher education community—critical material for verbal discussions, printed reports, and on-line publications. The profile should include:

Key development issue(s) being addressed;

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Overall objective(s) for the partnership; Primary activities of the partnership; and Anticipated outcomes.

b) Please include one success story related to your partnership.

We were successful in having a portion of the donated computers located on the main FBA Campus for use by undergraduates.

c) Optional: include a second success story or lessons learned story.

We have gained strong commitments to the project from all FBA stakeholders, UNILAG senior leadership, and strategic private sector partners.

The Vision and Mission Statements of the University of Lagos

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These pictures were taken in our initial meeting with the FBA faculty. In this meeting, the project directors (Dr. Ike Ehie and Dr. Myra Gordon) were introduced.

Following the introduction, the scope of the development project was presented. The Faculty of Business Administration at the University of Lagos unanimously supported the

project.

A PowerPoint presentation of the framework was delivered to the Faculty of Business

Administration. Following the presentation, sign-up sheets for the four workgroups (curriculum development and assurance of learning, innovative teaching pedagogy, faculty enhancement and private sector engagement) were circulated asking individual faculty to choose a workgroup in

which participate.

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The project directors are at both ends of this picture with the Change Management Team. The Change Management Team includes all four workgroup leaders, the department heads of all five

departments, and the dean of the faculty.

The Change Management Team in front of the main building of the Faculty of Business Administration.

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This picture is of the student leadership of the Faculty of Business Administration with Dr. Gordon in the center. The students are the direct beneficiary of this project and their inputs are

sought in driving the project to a successful completion.

FBA Undergraduate Student Leadership and Dr. Gordon

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First-year MBA students in the Faculty of Business Administration taking their Finance exam.

More pictures of the MBA students in an exam hall.

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Picture taken in the corporate offices of one of the private sector partners – Ocean Energy.

A picture at the corporate offices of one of the private sector partners with one of the project directors, Dr. Myra Gordon.

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CAREER SPECIALIST JOB DESCRIPTION

The Career Specialist will help the UNILAG Faculty of Business Administration by developing career and employment services for their students. These services will impart job search skills, will help to link students with employment, and will track student placements. Specific responsibilities of the position include:

Building relationships with employers to promote the value of the UNILAG business graduate.

Cataloging, identifying, and coordinating internship and externship placements. Providing basic career development skills-building workshops to include: (1) writing

professional résumés and cover letters that attract attention; (2) interviewing techniques; (3) appropriate business attire; (4) business etiquette; and (5) how to network.

Creating a database of and leveraging connections and opportunities with UNILAG FBA alumni.

Organizing and implementing career fairs. Tracking placement of graduates and administering employer satisfaction surveys.

The Career Specialist will work very closely with the Private Sector work group, and will sit on and will submit monthly reports to the Change Management Team. Requirements for the position include:

A baccalaureate degree, preferably in business. Outstanding verbal, writing, and interpersonal skills. A professional appearance. Ability to recruit, hire, and supervise the work of student assistants. Strong computer skills (word processing, spreadsheets, database management, etc.) Experience in career development preferred.

Salary:

Salary is commensurate with experience.

Application Information:

An application will include a letter of interest which addresses the candidate’s qualifications for the position, an updated resume, and the names, phone numbers, and email addresses of three (3) references.

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Copyright (c) 2007, The Wichita Eagle & Beacon Publishing Co.

DATE: Thursday, April 25, 2007

TAG: 0704260079

LENGTH: 57 lines

EDITION: main

SECTION: BUSINESS TODAY

PAGE: 2C

YOUR MORNING BRIEFING

K-State wins grant to help Nigerian school

The College of Business Administration at Kansas State University has received a $500,000 grant to fund a project that will help business students in Nigeria.

The grant from the U.S. Agency for International Development will go to strengthen the undergraduate and graduate business programs at the University of Lagos in Nigeria. K-State also received nearly $500,000 in cost share money from the agency.

K-State officials will travel to Nigeria to study the school's curriculum and align it with private-sector needs. Faculty from Nigeria also will travel to Manhattan for conferences, workshops and seminars.

- Eagle staff

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Date: April 27, 2007  Page: a2

College receives million dollar grant  K-State News Service  

Kansas State University's College of Business Administration and the office of diversity and dual career development have received nearly $1 million for a project that will benefit business students in Nigeria.

K-State received $500,000 in grant money and $468,000 in cost share from the U.S. Agency for International Development that will go to strengthen graduate and undergraduate business programs at the University of Lagos in Nigeria. The American Council on Education and Higher Education for Development coordinated the grant application process.

K-State's Ike Ehie, associate dean of director of undergraduate programs at the College of Business Administration, and Myra Gordon, associate provost for diversity and dual career development, are the principal investigators of the grant.

"In Africa, Nigeria was a pioneer in the development of a higher business education program, but over the years the quality of the business program has not kept up with the needs of the changing business environment," Ehie said. "Business education in today's society needs not only to be rigorous but current and relevant to international business needs."

The three-year grant award will fund faculty and curriculum development for the university. Several K-State business professors will travel to the school to assess the curriculum and realign it with private sector needs. They also will assist in linking graduates with employment opportunities.

Currently, the University of Lagos School of Business offers courses leading to a bachelor of science in accounting, actuarial science, business administration, finance, insurance, industrial relations and personnel management. The master's degree program in business administration is designed specially to meet the requirements of Nigerian business executives. The school is widely recognized as the first institution in tropical Africa to offer an executive business education in a continuous and stable way. The University of Lagos School of Business has about 4,000 undergraduate students and 400 graduate students currently enrolled.

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Organizational Structure for Advancing the Business Curriculumat the University of Lagos (UNILAG)

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Project DirectorsIke Ehie & Myra

Gordon

UNILAG Leadership HED, USAID/Nigeria

Senior Project Personnel (Nigeria)

Senior Project Personnel (USA)

Change Management Team (CMT)

Curriculum/AOLWorkgroup

Innovative PedagogiesWorkgroup

Faculty EnhancementWorkgroup

Private Sector EngagementWorkgroup

Career Services

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Graduate Programs, Undergraduate Programs, Emerging Curricula Conferences

November 15–17, 2007Sheraton Baltimore City CenterBaltimore, Maryland  USA

 

AGENDA

THURSDAY, November 15   ●  Graduate Programs 

■  Undergraduate Programs  ▲  Emerging Curricula 

4:00 p.m. 6:00 p.m. Registration 

3:30 p.m. 5:00 p.m.● ■ ▲

Bonus Session: Accreditation Update/OverviewThis session will provide an update on AACSB accreditation standards, recent changes in the interpretive materials and processes as adopted by the Accreditation Coordinating Committee and the Accreditation Quality Committee. The session will also address emerging trends that are likely to influence accreditation activities. Finally, the session will provide an opportunity for question and discussion on accreditation issues, current challenges, and provide a forum for feedback in support of continuous improvement.

Jerry Trapnell, executive vice president and chief accreditation officer, AACSB International

 5:00 p.m. 6:30 p.m. Welcome Reception

                             Sponsored by:           Beta Gamma Sigma and BusinessWeek

 FRIDAY, November 16 7:30 a.m. 5:00 p.m. Registration

 7:30 a.m. 8:30 a.m. Continental Breakfast

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                         Sponsored by:                  Earl G. Graves School of                 Business and Management                   Morgan State University 

7:30 a.m. 8:30 a.m. ● ■ ▲

Breakfast Bonus: Accreditation Q&APlease join executive vice president and chief accreditation officer Jerry Trapnell, for an informal breakfast and networking opportunity. Attendees will be invited to participate in an open dialogue on accreditation.

Jerry Trapnell, executive vice president and chief accreditation officer, AACSB International

 8:30 a.m. 10:00 a.m. ● ■ ▲

Plenary I: Changing the Game in Career ServicesCompanies, Universities, and Students are all struggling to adapt to the changing landscape of each of these stakeholders. The workforce is aging and the demographics and requirements of future workers are shifting. Students entering the workforce bring new attitudes and desires. Companies are strategizing to find the right candidates for their roles and have extremely high expectations for who they wish to select. Colleges and Universities have the luxury of access to the students that the Companies want, but are under pressure to educate their students to satisfy the needs and demands of the employers. What does this mean to each of these stakeholders? What changes must be made to manage the changing game in career services? Ms. Pittenger will present facts, best practices, and ideas on what all of this means and how we can successfully prepare for now and in the future.

Linda M. Pittenger, principal, The Pittenger Group

                                    Sponsored by:                              Carey Business School                            John Hopkins University

  10:00 a.m. 10:30 a.m. Refreshment Break and Networking

 10:30 a.m. Noon Concurrent Sessions

●  Graduate Programs  ■  Undergraduate Programs  ▲  Emerging Curricula 

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 ■

 

(A1) Undergraduate Student-Faculty Collaborative Research: Creating a Win-Win for Students, Faculty and Business SchoolsThis interactive session will demonstrate how faculty-student collaborative undergraduate research programs can play an important role on three levels of student learning, faculty research, and curriculum enhancement. The session will begin with an overview of best practices in current UR programs emphasizing the presenters' recent research findings of UR programs in AACSB business schools. Through discussion and breakout sessions, the following questions will be explored: (1) how can an UR program improve student learning in your business school; (2) will an UR program in your business school enhance the employability of your graduates; (3) how can UR support faculty research efforts; (4) what is impeding the growth of an UR program in your business school; and (5) how does UR fit into your business schools mission statement and reporting requirements for AACSB?

Timothy Shea, associate professor, Charlton College of Business, University of Massachusetts Dartmouth Pamela Sherer, associate professor of management, Providence College  

 ● (A2) Specialized Entrepreneurship Masters Programs: A Unique Model for Innovative Entrepreneurship EducationBoth the University of Florida and the University of Surrey have developed a unique model in graduate entrepreneurship education that exists outside of the typical program offering targeting MBA students: the specialized Master of Science in Entrepreneurship. Discussion points addressed during the presentation will center on the balance between classroom theory and experiential learning, the role of general business disciplines within a specialized program, the spectrum of entrepreneurial contexts (start-up ventures, corporate intrapreneurship, social entrepreneurship, etc) as they relate to program focus and definition, and program assessment and performance measurement.

David Goss, associate dean, University of Surrey Jamie Kraft, managing director, Center for Entrepreneurship and Innovation, Warrington College of Business Administration, University of Florida

 ● ■ ▲ (A3) Can Design Thinking Save Management Education? Management education has been under attack from several perspectives, including the values it espouses, the relevance of its curriculum and the type of students it recruits. The topic of design has been raised in the business

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press as a way of improving business competitiveness. But there are broader lessons to be drawn from design. Designers approach problems with a different set of tools, attitudes, and ways of thinking from managers. If we were to consider this way of thinking as an alternative approach to management education, the implications could be profound. In this interactive session, we will discuss design thinking, what it means for management education and the implications of this model for the curriculum and modes of teaching in business schools.

David Dunne, adjunct professor of marketing, Rotman School of Management, University of Toronto

 ● ■ (A4) Building Globally Responsible LeadersBecause academic institutions help shape the attitudes and behavior of business leaders, they have the potential to spawn positive change, thereby helping to ensure a world where both businesses and societies can prosper. The United Nations Global Compact has created a wave of change in the corporate world by engaging over 3,000 corporations in a process of continuous improvements in the areas of human and labor rights, environmental protection and anti-corruption. The United Nations Global Compact now invites business schools to join this movement of voluntary, collective action, by adopting the six Principles of Responsible Management Education (PRME). This session, presented by a member of the PRME international task force, will give an overview of the context in which the principles were created, provide an update of developments, as well as present a call to action for business schools to participate in the early adoption of the initiative.

Ira A. Jackson, dean, The Peter F. Drucker and Masatoshi Ito Graduate School of Management, Claremont Graduate University

Noon 1:30 p.m. ● ■ ▲

Luncheon and Table TopicsA Table Topic is a professional development opportunity for a small group discussion. Participants can choose from a variety of offerings by sitting down at a table with a topic of interest. The discussion leader introduces the topic and offers some thought and then opens it up for discussion. Participants are encouraged to engage in the conversation.    

1:30 p.m. 3:00 p.m. Concurrent Sessions ●  Graduate Programs  ■  Undergraduate Programs  ▲  Emerging Curricula  

 ■ ▲ (B1) Remapping the Role of MIS in the Undergraduate Business Curriculum Based Upon Employer Expectations and Requirements  It may be argued that by refocusing educational program delivery on the applied competencies of project scoping and management, business/IT

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solution analysis and design, IT service delivery management, and the like, educators would better prepare their students for what will be required of them when they transition from the classroom to co-op/internship assignments and eventually to full-time employment. Drawing upon a detailed survey of 111 employers of Northeastern University undergraduate Business School students and subsequent focus groups with representative employers from the study population, this session highlights a clear pattern of current and anticipated expectations that suggest the need to rethink the approach to MIS content and delivery both within MIS courses and throughout the typical business school curriculum.

Richard Kesner, executive professor, Information, Operations and Analysis Group, College of Business Administration, Northeastern University 

 ● (B2) MBA Learning Teams: Opportunity for Double Loop LearningCollaboration in teams is one of the key learning design features of MBA programs and one of the critical skill sets required in contemporary business. The composition of MBA Learning Teams mirrors the diversity in the workforce with increasing variety of professional occupations, work and family lifestyles, cultural or ethnic values and generational preferences. The purpose of this session is to explore the unique nature of academic learning teams and how student diversity affects behavior and outcomes. They also will demonstrate how administrators and team members can recognize and address intra-team conflict, promote high quality academic outcomes, and build requisite, transferable soft skills.  

Hayward P. Andres, associate professor, North Carolina Agricultural and Technical State University Anne Ferrante, director of Global Leadership EMBA programs, University of Texas at Dallas  

 ● ■ ▲ (B3) What They Don't Teach You in B-School: Executive Coaching in Graduate and Undergraduate ProgramsFinding innovative ways to engage professionals into business education has been a challenge for many business schools, especially amidst scarce resources, a competitive student market, and diverse program needs. At William and Mary, we have developed our Executive Partner program, leveraging the expertise of almost 100 local executives across both our undergraduate and graduate programs. This presentation will describe how we developed the Executive Partner program, and identified new opportunities for executive coaching in our various programs. Particular attention will be given to the role of Executive Partners in our entrepreneurship curriculum, where both grads and undergrads are mentored

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in developing business plans and consulting with entrepreneurs.

Christopher Adkins, director of executive partners, Mason School of Business, College of William and Mary Robert McKnew, director of executive partners, Mason School of Business, College of William and Mary James M. Olver, assistant dean, MBA Program, Mason School of Business, College of William and Mary 

 ■ ▲ (B4) Developing Managers Who are LeadersEmployers often assess undergraduate students leadership skills using participation in extracurricular activities as a proxy. Many students, however, will graduate without having exposure to such leadership skill-building experiences. Our corporate partners have indicated that they often encounter students who are deficient in communication skills, lack the ability to work effectively in teams and have an underdeveloped sense of business acumen. As a result, the Graves School is developing programs which integrate leadership development into the curriculum. This session will focus on initiatives underway at the Graves School that incorporate leadership and professional development into all phases of the students academic career.

Karen L. Proudford, Ph.D., associate professor of management Chair, GSBM Honors Committee, Earl G. Graves School of Business and Management, Morgan State University Stepheca M. Sawyer, retention program coordinator, adjunct faculty, Earl G. Graves School of Business and Management, Morgan State University 

3:00 p.m. 3:30 p.m. Refreshment Break  

3:30 p.m. 5:00 p.m. Concurrent Sessions ●  Graduate Programs  ■  Undergraduate Programs  ▲  Emerging Curricula

 

 ■ (C1) Assessing the Learning that Matters Most: AoL in Schools with Distinctive MissionsThe assessment (AoL) process starts with the development of learning goals. Learning goals should flow from the mission. Many business schools have similar teaching missions variations of preparing students for the first professional job in their disciplines or preparing students for positions of leadership within organizations and their community and, as a result, many schools have adopted similar learning goals. Thus, it is not surprising that most assessment examples that have emerged recently from business schools focus on those common learning goals (e.g., communication, teamwork, ethical reasoning).  

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Linda Hayes, director, Online Services, School of Business Administration, University of Houston-Victoria Cynthia Ingols, associate professor, School of Management, Simmons College

 

 

● ▲ (C2) The Personalized MBA  A number of schools have announced personalized or customized education as a key component of their MBA programs. The speakers will share various curricular and programmatic strategies that enable students to tailor their MBA education to meet their individual needs and goals while ensuring coherence and quality in student learning. They also will consider the implications of customized education are for faculty, program directors, and staff. Two business schools that provide significant opportunities for students to tailor their educations will describe how choice factors into their MBA programs, discuss lessons learned in moving towards a more customized educational experience, and lead discussion about opportunities, potential obstacles, and best practices.

Dan Poston, assistant dean for Masters Programs, Michael G. Foster School of Business, University of Washington JoAnne Starr, assistant dean for MBA Programs, Rady School of Management, University of California San Diego 

 ● ■ ▲ (C3) Using Virtual Reality Technologies to Explore Worlds Beyond the BlackboardMany educators believe that electronic classrooms cannot replace the traditional "bricks and mortar" environment because the internet does not permit the establishment of a requisite level of social presence for interpersonal communication and the sharing of true knowledge. Virtual reality programs such as Second Life and Active Worlds address this issue by integrating videogame technology with internet based social networking activities. Such programs enable educators, students, and classroom visitors from around the globe to meet as "avatars" in three dimensional stage sets that are designed to simulate academic, business, and social environments. During these meetings, attendees interact through the use of text based dialogue, voice based conversations, facial expressions, body language, and various other multi-media communication activities.

Using "live" internet connections, attendees at this workshop will utilize temporary accounts and passwords to attend a virtual reality interactive classroom session. The session will demonstrate how these technologies are now in use at Suffolk University in Boston to address assurance of learning standards involving communication abilities, use of information technology, multicultural and diversity understanding, group and individual dynamics in organizations, and domestic and global economic environments of organizations.

Michael Kraten, assistant professor, Suffolk Business School, Suffolk University

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 ● ■ ▲ (C4) Strategy, Leadership and Faculty Organization: The Foundation of Success in Curricular Change and InnovationTo effectively "Discover the Power of Integration and Collaboration" consideration must be given to the important role that strategy, leadership and faculty organization play in the successful development and implementation of new curricula and innovation within a business school.

Drawing on his experience in curricular innovation and strategy development at schools such as Michigan, Babson, Tuck, and Villanova, coupled with his leadership of the MBA Roundtable, James M. Danko will present "lessons learned" on how to successfully lead change within a business school environment, with particular focus on how certain organizational changes can support the re-design of a business school curriculum.

James M. Danko, dean, Villanova School of Business, Villanova University

 SATURDAY, November 17 7:30 a.m. Noon Registration

 7:30 a.m. 8:30 a.m. Continental Breakfast

                          Sponsored by:  The Fox School of Business and Management                        Temple University 

8:30 a.m. 10:00 a.m. ● ■ ▲

Plenary II: Ferment and Change: Higher Education in 2015If you want to know what higher education will look like in 15 years, you wont want to miss Daniel Yankelovichs session, Ferment & Change: Higher Education in 2015. Mr. Yankelovich, the founding father of public opinion research, has been monitoring social change and public opinion for 40 years. At this session he will share the five trends he believes will transform higher education.

Daniel Yankelovich , Founder and Chairman of Viewpoint Learning Inc., a firm that advances dialogue-based learning as a core leadership skill, DYG, Inc., a market research firm, and Public Agenda, a public education not-for-profit, co-founded with Cyrus Vance in 1975          

10:00 a.m. 10:30 a.m. Refreshment Break  

10:30 a.m. Noon Concurrent Sessions ●  Graduate Programs  ■  Undergraduate Programs  ▲  Emerging Curricula

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■ (D1) Governance, Risk Management & Control: Internal Assurance & Consulting ServicesDoes your curriculum prepare your students to needs of managing an organization in todays business climate? Do they have the understanding, knowledge and skills regarding governance, risk management and control to be effective managers? This session examines the implementation of a multidisciplinary curriculum that addresses current and future competencies in organizational governance, risk management, and control that are relevant to every organization and all levels of management worldwide.

Urton L. Anderson, chair, Department of Accounting and Clark W. Thompson Jr. Professor in Accounting Education, McCombs School of Business, The University of Texas at Austin Tony DeVincentis, principal, Deloitte & Touche Jeff Perkins, president, The Institute of Internal Auditors, Chicago Chapter Kurt F. Reding, professor of accounting, Friends University Mark Salamasick, director, Center for Internal Auditing Excellence, University of Texas at Dallas 

 ● (D2) We Did It! Closing the Loop on Assessment of Student LearningThe purpose of assessment is to improve student learning. As part of their continuing improvement efforts, AACSB accredited schools are required to systematically assess students progress on key learning goals, and to use that data to strengthen the curriculum. This step in the assessment process is known as closing the loop. While many schools have made progress in gathering assessment data, most are stymied with what to do with the assessment data. A recent survey reveals that closing the loop has emerged as the greatest concern that business school deans have about the assessment processes at their schools.

This panel will provide examples of how two universities worked energetically to close the loop. The panelists from Montclair State will discuss solutions they designed to address two problem areas in their students learning: retention of knowledge (i.e., students learned it but did not remember it) and lack of direction/knowledge about their future careers. Panelists from Fox University will discuss solutions they have developed to improve their students communication skills, and their ability to integrate across disciplines. The closing the loop activities the panelists discuss will include an on-line toolbox, a new seminar series, creating new courses, adopting a simulation, and reorganizing the curriculum into learning tracks.

Deborah Campbell, assistant dean, Fox School of Business and Management, Temple University Katie W. Gerst, director of assessment, Fox School of Business and Management, Temple University

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Nicole Koppel, associate professor, School of Business, Montclair State University David Radosevich, assistant professor, School of Business, Montclair State University

 ● ■ ▲   (D3) Leveraging the Power of Experience in Management EducationResearch indicates that people learn most effectively from their experiences, but most management education does not take full advantage of this knowledge. UNC has developed a set of techniques that can be used at any level of business education to address this mismatch between knowledge and practice. The newest tool is called ExperienceBase, a web-based application for capturing and sharing the lessons of experience. The tool was initially created for executive development, and is currently being used by Microsoft in their high-potential leadership program. The speakers will explain the background of learning from the development experience, and then demonstrate how the software works. The tool allows students to identify and reflect on the lessons of their experience, to share these experiences and lessons with others, and to engage in threaded discussions based on these experiences with their peers.

James W. Dean, Jr., senior associate dean for academic affairs, Kenan-Flagler Business School, University of North Carolina, Chapel Hill   

Noon 1:00 p.m. ● ■ ▲    

Luncheon and Table Topics A Table Topic is a professional development opportunity for a small group discussion. Participants can choose from a variety of offerings by sitting down at a table with a topic of interest. The discussion leader introduces the topic and offers some thought and then opens it up for discussion. Participants are encouraged to engage in the conversation. 

Program Concludes 

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University of Lagos (UNILAG) Business Faculty Visit*November 18-21, 2007

Kansas State UniversityCollege of Business Administration (CBA)

AGENDA

SUNDAY, November 18 

5:00 p.m.

6:00 p.m.

Arrive Manhattan & Check into Holiday Inn 

 Dinner (TBA)MONDAY, November 19 

7:30 a.m. – 8:30 a.m.

8:30 a.m. – 9:00 a.m.

9:00 a.m. – 10:00 a.m.

10:00 a.m. – 11:00 a.m.

11:00 a.m. – 12:00 p.m.

12:00 p.m. – 1:00 p.m.1:00 p.m. – 2:30 p.m.

Breakfast (Holiday Inn)

Meeting with Dean Ebadi

CBA Administrative Council

CBA Course & Curriculum Committee

CBA Assessment Committee

Lunch (Bluemont Restaurant)

Orientation of the Hale Library2:30 p.m. – 3:30 p.m.

3:30 p.m. – 5:00 p.m.

5:00 p.m. – 7:00 p.m.

7:00 p.m. – 9:30 p.m.

USAID Project Personnel

AACSB Conference Debrief

Personal Time

 Dinner (TBA)

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TUESDAY, November 20 

7:30 a.m. – 8:30 a.m.

8:30 a.m. – 10:00 a.m.

10:00 a.m. – 11:00 a.m.

11:00 a.m. – 12:00 p.m.

12:00 p.m. – 1:15 p.m.

1:30 p.m. – 3:00 p.m.

3:00 p.m. – 4:30 p.m.

4:30 p.m. – 7:00 p.m.

7:00 p.m. – 9:00 p.m.

Breakfast (Holiday Inn)

Use of Hale Library Resource

Career & Employment Services

Center for Teaching and Learning

Lunch (TBA)

Tour of NISTAC

K-State African Studies – Hemisphere Room, Hale Library

Personal Time

Dinner (TBA)WEDNESDAY, November 21  6:00 a.m.

7777mber 20 

Depart for Kansas City Airport (9:05 a.m. flight)

*Visiting Faculty:

Dr. John Ezike, FinanceDr. Sola Fajana, Industrial Relations and Personnel Management Dr. Ben Oghojafor, Business AdministrationDr. Sunday Owualah, Finance

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