Year: 2015

AABS Will Pay for 500 High-Quality Case Studies for Member Schools

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A wonderful opportunity for African faculty members to get access to high-quality teaching cases at no cost to them or their schools has opened earlier this month.

Through an agreement with the Wits Business School Case Centre (WBS), the Association of African Business Schools (AABS) will pay for 500 copies of WBS case studies to be used for educational use by faculty members of AABS member schools. This offer is open to all AABS members who have not yet bought cases from WBS this year.

The agreement went into effect September 1, 2015, and will last until 500 copies have been purchased.

WBS has a collection of close to 200 high-quality cases covering the full range of management disciplines. The cases are set in companies as diverse as small entrepreneurial ventures, listed corporations, and public sector organizations.

Faculty members of qualifying AABS member schools will be able to view inspection copies of the cases in the WBS collection and order cases they would like to use in their courses after specifying the number of students who will use each case. WBS will bill AABS for the cases.

To take advantage of this agreement, faculty members can access the WBS Case Centre website here, search through the WBS case collection by category, and then order cases directly from WBS by clicking on the links provided.

GBSN was part of the inception of AABS.

Lagos Business School Making a Case for Success 24 Years on…

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new_lbs_logo_for_light_backgTwenty-four years ago, Lagos Business School (LBS) was a small institution in the Lagos metropolis offering management courses relevant to the Nigerian environment. Today, it is ranked by the Financial Times of London among globally renowned business schools in open enrolment and custom executive education.

This record-breaking achievement has been possible, thanks to the School’s efforts to empower participants in its programmes to succeed with sound knowledge, the right ethical attitude and a solid network. The Dean, Dr Enase Okonedo, continually emphasises that a good business school should go beyond simply having an undergraduate and master’s programme in business administration, but also offer courses that can make participants remain competitive in the global space.

Offerings

In maintaining its standards as a repository of knowledge, the School engages the services of world-class local and international faculty to facilitate its MBA and Executive Education programmes. In the course of both programmes, participants are equipped with the right ethical attitude in management and business, and internalise values that will stand them in good stead in the real world such as integrity, professionalism, spirit of service, mutual respect and community. After the programme, they join an influential network of over 5000 alumni whose experience they can leverage on in their quest to achieve success.

The School’s full-time MBA programme is designed to prepare managers to succeed in the increasingly complex global business environment. Its part-time variants, the Executive MBA (EMBA) and Modular MBA (MEMBA) are designed for busy professionals looking for quality management education that combines flexibility with a strong academic background.

“While LBS is not the only business management education institution in Nigeria, we are proud of our programmes,” says MBA Director, Dr. Uchenna Uzo. “We attract the best and the brightest faculty members who impart knowledge and conduct research to ensure the institution is at the cutting edge of management education and business practice.”

Executive Education at LBS is no less comprehensive, drawing on the experiences of multinational faculty and participants to design a curriculum that offers management knowledge and skills through the case-study and group-work approaches to learning. These courses, delivered in the School’s purpose-built learning facilities, attract thousands of participants from multinational and indigenous companies yearly, who attest to the expert teaching, relevance and overall benefits derived from active participation.

“The Executive Education landscape in Nigeria is evolving by the day, with more organisations and individuals identifying the value it provides,” says Henry Onukwuba, Director, Executive Education. “There is a departure from the more traditional role where Executive Education provides general and functional knowledge, to one where it has become a driver of organisational change and builds the depth of leadership talent.”

Making a Difference

In recent times, several of the School’s MBA students have proved their mettle by making a difference with the quality of business and management education they have received. Last year, Onyanta Adama (MBA 12) made the shortlist for the FT MBA Challenge with UK charity World Child Cancer. She joined five other students from Lagos and abroad to draft a plan on how Ghana could treat childhood cancer in a self-sustainable manner. In the same year, a group of MBA students participated in the African Business Practicum organised by the Yale School of Management and came tops. This set the stage for their participation in the International Leadership Case Competition (ILCC) 2015 held in the same institution recently, where they got accolades for being the only participants from Africa, as well as the rare skills in business case analysis they displayed.

Alumni of the School’s executive programmes have also driven positive change in their respective spheres with the practical aspects of their intensive training in class. Earlier this year, Paul Orajiaka (AMP 20) was featured in the celebrated Forbes magazine for starting his doll manufacturing company, Auldon Limited, with a paltry $30, and making it a success story in the industry.

In other sectors of the Nigerian economy, alumni of the school’s executive programmes are routinely picked to fill high-profile positions where they can drive positive change.

Going Forward

Meanwhile, LBS continues to forge partnerships and affiliations which do not only boost its brand image but also establish opportunities for students to get a truly international management education. The School is now a full member of the European Foundation for Management Development (EFMD), one of the leading international networks in management development and accreditation. It is also affiliated with the Global Network for Advanced Management, IESEG School of Management, IPADE Business School and the Association of African Business Schools (AABS), among a long list of others.

In years to come, LBS will leverage on this sense of innovation to continually improve its service offerings to participants in its programmes. Stakeholders assure that the School will not rest on its oars until it instills a system of sound knowledge, professional ethics and service to the community through the practice of management.


For Press information contact:
Francis Jakpor
Corporate Communications
Lagos Business School
Pan-Atlantic University (formerly Pan-African University)
Km 22, Lekki-Epe Expressway
Ajah, Lagos
Mobile: 08067508296
http://www.lbs.edu.ng

About Lagos Business School:
Lagos Business School is located in Nigeria’s commercial and industrial hub, Lagos. The School was established in 1991, and is committed to teaching management with a humanistic approach, delivering general management education to high potential professionals, across all levels in organisations, in a wide range of industry sectors. A premier business school in Africa’s largest country, LBS is uniquely positioned to develop visionary business leaders capable of maximising the high growth opportunities in key industry sectors to move Africa to economic prosperity.

Over the years, LBS has collaborated with other business schools in Africa and around the world on programmes to develop responsible business leaders. LBS is a member of the Association of African Business Schools (AABS), the Global Business School Network (GBSN), the Principles for Responsible Management Education (PRME) and AACSB International – The Association to Advance Collegiate Schools of Business. LBS has been ranked every year since 2007 by the Financial Times of London among the top 55 business schools in the world in the area of open enrolment executive education programmes. It is the only Nigerian school to attain this world ranking.

LBS is the business school of Pan-Atlantic University (formerly Pan-African University).

Lagos Business School is a GBSN Executive Board Member School[/cs_text][/cs_column][/cs_row][/cs_section][/cs_content]

Design Thinking Pedagogy and Practice Webinar Highlights

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Jeanne Liedtka, Darden School of Graduate Business
Jeanne Liedtka, Darden School of Graduate Business

On September 9, 2015, GBSN hosted a webinar called, “Design Thinking Pedagogy and Practice,” featuring Jeanne M. Liedtka, a professor of business administration at the Darden Graduate School of Business at the University of Virginia.

The webinar discussed the process of Design Thinking using a case study, and the methods in which it can be taught to students. About 91 percent of the people who have attended the webinar had some to no experience with Design Thinking, and 84 percent planned to either incorporate elements of Design Thinking into their courses (42 percent) or design their own Design Thinking course (42 percent).

What is Design Thinking?

Design Thinking is a problem-solving approach in which managers apply the mindset and approaches of designers to develop innovative products, processes and business models to fuel growth and innovation. Design Thinking centers around identifying stakeholders’ needs, brainstorming solutions to these needs without constraints like budgeting, and testing these solutions in the most cost-effective way. It is very much a hypothesis-driven approach.

According to professor Liedtka, there are 15 steps to designing for growth:

  1. Identify an Opportunity
  2. Scope Your Project
  3. Draft your Design Brief
  4. Make Your Plans
  5. Do Your Research
  6. Identify Insights
  7. Establish Design Criteria
  8. Brainstorm Ideas
  9. Develop Concepts
  10. Create Some Napkin Pitches
  11. Surface Key Assumptions
  12. Make Prototypes
  13. Get Feedback from Stakeholders
  14. Run Your Learning Launches
  15. Design the On-Ramp

While professor Liedtka did not go over all 15 steps for designing for growth, she did segment the steps into the following groups: “What Is?” “What If?” “What Wows?” and “What Works?”

Steps 1-4 require managers to identify the problem.

Steps 5-7, which fall under the “What Is?” category, require managers to conduct research into the stakeholders’ experience with the product and service. Here, professor Liedtka highlights journey-mapping, a design tool that traces the journey of a customer as they experience a product or service. Journey-mapping seeks to understand the customers’ emotions when they interact with a product or service, and therefore requires managers to establish a deep understanding of human needs and motives.

Steps 8-10, which fall under the “What If?” category, are where managers start to brainstorm solutions to the stakeholders’ unmet emotional and practical needs. Here, professor Liedtka additionally discusses co-creation, a design tool that invites key stakeholders into the design process.

Steps 11-12, which fall under the “What Wows?” category, are where managers begin to create prototypes of possible solutions. These prototypes can be as simple as building a non-functional website or storyboard. In this stage, managers seek practicality of solutions and begin to narrow solutions that were brainstormed. A prototype that is economically sustainable, can be produced, and has the possibility of being desired by stakeholders can be a product that wows.

Once a prototype is decided on, managers can implement steps 13-15, which fall under the “What Works?” category. In these steps, managers run the prototype by stakeholders and review feedback from them. If stakeholders do not like the prototype, managers begin the Design Thinking process again.

Download Presentation

If you would like to suggest a topic for future webinars, please email Lisa Leander, GBSN’s senior program officer at lleander@gbsn.org.

The “un-Conference”

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guy_pfeffermann_webWe all have sat through conferences replete with formal statements and endless powerpoint presentations, Appropriately, as it deals with Disruptive Education Models from the Developing World, ours will be a refreshing “Un-conference,” inspired by Lewis Carrroll’s “Through the Looking Glass.” You remember Alice, congratulating Humpty Dumpty for his splendid cravat. The White King and Queen gave it to me, he said, for an unbirthday present. GBSN’s conference includes an Un-Keynote, and even a Mad Hatter Networking Tea (Party) Break. We are proud to boast an innovative un-conference and a ‘not so typical’ agenda, designed to be proactive, relevant and rewarding for all conference participants. The un-conference format creates space that encourages peer-to-peer learning, collaboration and creativity.

I am excited to be part of it. The conference will, actually, drill in on some of the main challenges confronting educators in the developing world. For example:

Do bricks and mortar matter anymore?
How to offer experiential learning at an affordable cost?
How to reach low-income learners, even in remote areas?
How “big data” can be combined with a focus on individual cultural values?

Deans and senior faculty from many countries of high and low-income will discuss, mainly in small groups, how they are going about overcoming these challenges. On the third day of the conference, join us for our Field Site Visit to GK Enchanted Farm- a “voluntourism” opportunity to see social enterprise in action in the Philippines!

This will be GBSN’s 10 th Anniversary conference and our first in the East Asia Pacific region. I feel really excited about it and my colleagues and I are looking forward very much to welcoming you at the Asian Institute of Management, November 4-6.

Guy Pfeffermann is the Founder & CEO of the Global Business School Network

Tuck School of Business at Dartmouth Joins GBSN’s Executive Board

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guyThe Tuck School of Business (Dartmouth College) decided to join GBSN’s Executive Board – the premier level of membership – and so demonstrates special support for our mission. I am particularly pleased because Tuck was literally present at GBSN’s birth, represented by Joseph Massey, then Director of the School’s Center for International Business, at a 2002 meeting of seven top business schools in New York. Four years later, Tuck hosted GBSN’s first annual meeting on the theme of “Nurturing Business Education in Developing Countries”, gathering deans and senior faculty from 26 schools and 16 countries, many of who will meet again this November at our 10th Anniversary Conference in Manila.

Tuck’s commitment to the developing world has increased over the years. So for example, the School organized a very successful Africa Highlight Week in 2012 focused on business and social impact. The School has a long tradition of fielding MBA student teams, many of who select projects in developing countries. Last year, GBSN and Tuck partnered with the Global Alliance for Improved Nutrition (GAIN) in fielding student teams to C™te d’Ivoire, South Africa, Kenya and India in an effort to evaluate nutrition programs. In the words of Kerry Laufer, Tuck Global Consultancy’s Director, “it was the most complex engagement we’ve ever tried. The scale and geographic footprint were unprecedented”.

Experiential learning is key to ensuring that business education is relevant to solving real-world problems, and running student teams effectively is an art. Tuck shared its huge experience with other schools, including developing country institutions, for example at GBSN’s last year’s annual conference in Barcelona. A team from Tuck co-hosted an international summit Ð “Learning by Doing: The Power of Experiential Learning in Management Education” – in Cairo earlier this year with the American University in Cairo School of Business and GBSN.

I extend Dean Slaughter and his team a warm welcome to our Executive Board.
Click here to see the list of Executive Board Member Schools

Guy Pfeffermann is the Founder & CEO of the Global Business School Network

Arguing the Case

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richard_mccrackenThe case method is alive and well: reports of its demise have been greatly exaggerated.

When I became Director of The Case Centre six years ago I was unfamiliar with cases and how they are used in business education. I read some cases, researched the topic and became a little skeptical. It seemed hard to believe that students could gain much benefit from studying these cases; some seemed bland and uninspiring in style and I doubted that universally applicable learning outcomes could be derived from them. Perhaps, I conjectured, they might even lead students to believe that management problems could be easily solved like crossword puzzles.

I could not have been more wrong.

Conversion

My conversion came when I first watched a case being taught: it was a revelation. In the classroom, the case method becomes more than the sum of its parts, and in the hands of a skilful teacher the atmosphere becomes electric; students find their most fundamental beliefs and assertions being challenged as they learn to think differently and more effectively, taking on board new ideas and concepts almost by collective osmosis.

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A successful case method session is a thrilling spectacle. No wonder so many case teachers report hearing from students years after graduation who still remember the cases and case method sessions that provided the philosophical, theoretical and practical bedrock for their subsequent management careers.

Vital skills

Students can gain so much from the case method; within the context of real-life decision-making they can learn business and management theory while at the same time developing a wide range of vital skills. These include negotiation, analysis, defending and challenging viewpoints, team and lone working, and the ability to guard against making decisions based on too little information.

The case method both harnesses and challenges the wisdom of the collective. Students find there is rarely a single answer, although a number of preferred solutions can be established. The best outcome is the best one possible in the circumstances Ð although, as in real life, rarely perfect. The case method enables the application and testing of theory, challenges accepted practice, and enables vital dialogue and cross-pollination between business practitioners and academics. There is no place for ivory towers here.

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Flexible and adaptable

It is true that we are dealing with an entirely new, although no less intelligent, breed of student in the 21st century. Some observers may lament their apparently short attention spans and almost physiological connection to the online world, but these are not going to change. However, the case method can, and this is its beauty. Its flexibility and adaptability is unparalleled as a teaching and learning tool; it is able to constantly evolve, easily keeping pace with the rapidly changing demands and expectations of students and adapting with ease to exploit new technologies as they emerge and develop.

A number of case writers and teachers are already making the most of technological advances to reinvigorate cases so they remain relevant and appealing to students while maintaining rigorous learning objectives.

Innovative approach

A perfect example is one of The Case Centre’s recent prizewinners, Teaching the Virtually Real Case Study. This highly innovative approach to case teaching was developed by Sabine Emad, University of Applied Sciences (UAS) Western Switzerland – Geneva School of Business Administration, and Wade Halvorson, SP Jain School of Global Management, Singapore & University of Western Australia. They transformed the written case format by introducing online gaming techniques and virtual simulation, offering a truly engaging experience for a new generation of students who have no patience with text-heavy materials but are comfortable and confident in virtual environments.

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Irreplaceable cornerstone

The case method is endlessly inventive, uniquely able to recreate itself and emerge strengthened and renewed in the face of rapid and irreversible change. As such, it remains an irreplaceable cornerstone of management education in business schools across the globe.

In our technology-saturated world, it’s instructive to recall that the case method, in all its current guises, has its roots in antiquity, calling on the ancient techniques of Socratic dialogue, or ‘questioning’ used to prove the falsity of an assumption, as well as Aristotelian logic and the method of argument and counter-argument. Its longevity has already been proven, and I believe its future remains secure.

Click here for more information on The Case Centre

Richard McCracken is the Director of The Case Centre

Bridging the Gap between Academia and Employers’ Expectations

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guy

Are business schools imparting the skills employers need most? In 2003, soon after GBSN was launched, one of the first things we did was question how companies/employers in developing countries rated local business school MBAs. I was then working at the World Bank’s International Finance Corporation, and we leveraged IFC’s extensive network of developing world companies in order to find out. Looking back at the survey results, how do they compare with the most recent data? Azam Chaudhry, then at IFC’s Economics Department, conducted the survey and published a research paper based on the findings. [1] I am delighted to say that today he is Dean of the Business School at the Lahore School of Economics, a dynamic GBSN member institution. Some 300 company managers from Africa, East Asia, Latin America, Middle East, South Asia and “transition Europe” expressed their views, representing a wide range of industries. Some 70 percent found the technical skills of locally trained MBAs good or adequate. Employers also reported, however, that they lacked work experience, practical knowledge and communications/interpersonal skills. Similar results came out of a 1994 survey about US MBAs of major corporations [2] – US respondents found that most MBA graduates lacked communication skills and were very unprepared in the area of written communication.

Unfortunately, there are, so far as I know, no recent multicountry surveys of the strengths and weaknesses of developing world business school graduates. Two Indian surveys suggest that only a small number of local business schools meet employer expectations. One survey based on graduates’ responses to simple professional quizzes found that only the very top business schools teach their students basic skills like communication, which are essential for securing management jobs.[3] The second, a survey of 2,264 MBA students based on marks they scored in recruiting company tests suggests that only one-fifth were considered suitable for employment. [4]

At the global level, a recent worldwide survey of MBA employers echoes these findings: “Employers are, broadly, satisfied with the technical skills acquired by MBA students, and this result seems to be independent of the business schools from which the employers recruit. Whether it’s academic achievement, computer skills, languages or skills acquired in finance, marketing, e-business, or risk management, employers seem to have few qualms about the quality of MBA graduates. On the other hand, business school graduates are still not meeting expectations in terms of their soft skills such as communication, interpersonal skills and strategic thinking, which are at a premium. Soft skills are far and away the most important skills employers are looking for from new MBA recruits. Communications, interpersonal, strategic thinking and leadership skills make up four of the five most important skills for new hires to possess. Relevant work experience is the fifth criteria (sic). There has been a long-standing shortfall in terms of leadership and interpersonal skills, which is apparent year after year in this research.” [5]

The message comes across that even today one of the main challenges for business schools, including those in the developing world, is to narrow the remaining gap between academia and employers’ expectations, at a time when they are under huge pressures to lower costs. The various ways in which schools are responding to these daunting challenges will be central to the discussions at GBSN’s 10th annual conference in Manila on November 4-6, 2015.

[1] Chaudrhy,A., “The International Finance Corporation’s MBA Survey: How Developing Country Firms Rate Local Business School Training”, World Bank Policy Research Working Paper 3182, December 2003.
[2] Neelankavil, J., “Corporate America’s Quest for an Ideal MBA”, Journal of Management Development ,1994, Vol. 13, No. 5, page 38-52.
[3]http://www.aspiringminds.in/researchcell/articles/national_employability_report_mba_graduates_2012.html
[4] http://articles.economictimes.indiatimes.com/2012-08-07/news/33083692_1_quantitative-ability-employability-verbal-ability
[5] http://www.slideshare.net/parosu/2015-topmbacom-jobssalarytrendsreportv1?from_action=save

Guy Pfeffermann is the Founder and CEO of the Global Business School Network

University of St. Gallen Global School in Empirical Research Methods 2015

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jasper-mcelrathFor the second year in a row, The University of St. Gallen offered 10 scholarship opportunities to Ph.D. students from GBSN member schools in developing countries, to attend its Global School in Empirical Research Methods (GSERM.)

GSERM is an innovative and preeminent 2-week integrated program teaching methodology and empirical research for Ph.D. students and postdocs from leading universities all over the world. GSERM creates a personalized course-based learning atmosphere offering 23 high-level courses and 4 optional courses. Due to the enormous success of GSERM in 2014, GSERM will expand its flagship program on methodology at the University of St. Gallen.

After enduring the competitive application process, 10 applicants were chosen from our member schools:

David Mathuva Ð Strathmore Business School, Kenya
Ishmael Maina, Strathmore Business School, Kenya
Martin Kang’ethe, Kenyatta University, Kenya
Nkemdilim Iheanachor, Lagos Business School, Nigeria
Folasade Olufemi-Ayoola, Lagos Business School, Nigeria
Ojisola Aina, Lagos Business School, Nigeria
Sana Azar, Lahore School of Economics, Pakistan
Shamila Nabi Kahn, Lahore School of Economics, Pakistan
Mehreen Furqan, Lahore School of Economics, Pakistan
Kenneth Ofori-Boateng, Ghana Institute of Management and Public Administration, Ghana

The students were invited to blog about their experience attending GSERM in Switzerland. Click on the links below to read their blogs:

Ishmael Maina
Nkemdilim Iheanachor
Folasade Olufemi-Ayoola
Mehreen Furqan

GBSN would like to thank JŸrgen BrŸcker, Head of External Relations & Development, Dr. Hans-Joachim Knopf, Program Director, and Dr. Peter Gomez, former President of the University of St. Gallen, for presenting GBSN with the opportunity to provide scholarships to Ph.D. Students from our member schools. Dr. Gomez serves on our Board of Directors and has been a long time supporter of GBSN.

For more information on GSERM, please click here. See below for pictures of GSERM 2015 provided by The University of St. Gallen. Jasper McElrath is the Communications and Event Planning Intern at the Global Business School Network

Student Blog – Experience at the Global School in Empirical Research at St. Gallen University

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mehreen_furqanThe opportunity provided by the Global Business School Network, in the form of the scholarship for the Global School in Empirical Research as the St. Gallen University, was an amazing opportunity for learning and networking. To start with, the choice of course selection in itself was a lot exciting as there were a number of courses being offered simultaneously and all were important and relevant for empirical research. The importance of research cannot be stressed upon enough in the 21st century and the program being offered was a very important and informative stepping stone in the area or research.

The courses that I attended were Regression 4: Maximum likelihood models and Advanced Time Series Analysis. Both of the courses helped me learn new methodologies that would be helpful in my dissertation for PhD degree. Working on my proposal for the dissertation, these courses introduced me to a whole new world of methodologies that could be used to analysis data and produce high quality research that would help my area develop new insights.

Since the program had students from all over the world and highly qualified instructors, it provided us with a great opportunity of networking. We got exposure to a lot of different areas in all discipline that people all over are doing research in. It would help in inter country as well as in inter disciplinary collaborations in research.

The program was very well organized overall. It also offered some social events like barbecues and trips to famous tourist spots. These events also provided a platform for socializing and interacting with each other and also to learn about the culture and landscape of Switzerland as a country. The Swiss people were all very helpful and friendly.

I am currently teaching at the Lahore School of Economics as a Senior Teaching Fellow and am enrolled in the PhD in Finance program. I have completed the coursework and cleared my comprehensive exam and am currently working on defending my proposal for the dissertation.Mehreen Furqan is a Senior Teaching Fellow at the Lahore School of Economics. She is currently pursuing her Ph.D. in Finance with a special interest in Accounting and Finance. Her current research focus is, “Effects of Operating Leverage on Profitability in Firms.”

Riding the Tide of Disruption in Higher Education

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This is a modified excerpt; please find the original article here

jasper-mcelrathIn an article posted on Dialogue Review, authors Dr. Mark Farrell and Dr. John Davis addressed the two main triggers of disruption in education: technological change and cost pressures. These disruptions are forcing universities (especially those deemed ‘non-elite’) across the world to evolve if they are to survive and thrive.

Non-elite institutions may be capable and recognizable in their local markets, but are increasingly struggling for relevance and visibility in a global higher education world competing for the best talent (students, faculty, staff, partners). While Dr. Davis and Dr. Farrell don’t believe that all of these universities are under threat, they do believe that a good number of them will struggle unless they develop a value proposition that not only resonates with their stakeholders (students, faculty, employers, the professions, government), but clearly articulates what makes them different and why that distinction is relevant to the market.

The vast majority of students will not study at the world’s elite institutions, enrolling instead in programs that offer a compelling education and prepare them for life post graduation. With the rapid advances in technology providing affordable access to higher education almost anywhere in the world, along with the promise of lower costs, Dr. Davis and Dr. Farrell believe universities must address the challenges [technological changes and cost pressures] head-on instead of merely delivering content. They believe the time is prime for university leadership everywhere to disavow imitation and instead exhibit bold thinking designed to unleash the tremendous intellectual capital that is otherwise constrained by a static education model designed for a bygone era.

The institutions that bravely embrace this opportunity, placing students at the center of learning, and pursuing imaginative new initiatives will find themselves thriving, even with continued cost pressures and technological advances.

To learn more about the inevitable disruption in higher education please consider attending our annual conference in Manila, Philippines, where Dr. Farrell will be presenting on this topic during a highly participatory plenary session, The Great Debate: Do the Bricks and Mortar Matter?

To read Dr. Davis and Dr. Farrell’s full article, please click here

Jasper McElrath is the Communications and Event Planning Intern at the Global Business School Network

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