GBSN CEO Dan LeClair reflects on recent student involvement with GBSN and how they contribute to the overall mission of GBSN.
This past March 12 – May 14, GBSN hosted its first regionally focused virtual student competition, the GBSN Africa Business Challenge, supported by Peaqs, em lyon business school and Localized. Over the course of 6 weeks, student teams across the African continent worked hard to develop and illustrate a business concept that addressed a locally-relevant challenge or problem related to sustainable development and Agenda 2063. Over 80+ teams from 15 countries registered to compete for a chance to win the $5,000 cash prize, sponsored by AACSB International and Stanford Seed.
Just like in business, in business education the winds of change are always blowing. Unlike business, however, these winds usually seem to pass without significantly impacting the industry. In recent years, however, the pressures have been mounting. And the Covid-19 pandemic has spread the view that profound change is inevitable.
Digital transformation plays a central role in the sustainable development of Africa. Yet the continent does not yet have the tech talent to enable this transformation. How do we develop the skills to support the needed investment? How can business, academia, government, and civil society work together to create an environment that unlocks the full potential of Africa’s aspiring entrepreneurs? Can business schools and universities take the lead in connecting diverse talent needed to accelerate innovation? The fifth and final session in the Talent for Africa series aimed to answer these questions.
Details of a new international partnership Lancaster University Management School has recently made with Rotterdam School of Management.
New beginnings (such as the current pandemic) bring about opportunities for transformation if we suppress current realities and augment possibilities. This enables us to adopt agile strategies to create new systems which then become our new realities. I have codified below, the relation between Transformation, Vision, Team, Time, Resources and Resolve in a model which… Read more >
When I was a teenager one of the popular television news magazines aired a segment about women who wanted to become firefighters. Although I’ve lost track of the details, I will never forget my reaction. It was nothing short of a profound awakening. In the segment, women candidates were shown doing physically demanding tests, such… Read more >
Many important questions need to asked today by business school leaders as we start the slow process of coming out of the Covid pandemic and reshaping business school education for a sustainable and inclusive future. Determining which questions to ask is the first and important challenge for a business school leader. If you get this right, you have already overcome the most important challenge of leadership and made significant progress towards your goals.
In anticipation of #worldcaseteachingday, we were honored to be joined by the Director of The Case Centre, Richard McCracken, who discussed the evolution and future of case teaching and writing with leaders from GBSN member schools at our February Cross-Border Collab.
It’s not as if the world was on track to achieve the by 2030. Of the 38 targets assessed in, the UN High-level Political Forum on Sustainable Development declared we hadn’t made sufficient progress on 37 of them. Now, the Covid-19 pandemic is having a devastating impact across all 17 Goals and threatens to turn back progress by years in several areas, such as poverty, hunger, education, and justice.
Meanwhile, in business schools, scholars have been engaged in an epic struggle to replace the dominant intellectual foundations of business with new ones that better reflect the needs of society and the changing rules of business. While there has been steady progress, anyone familiar with higher education knows that paradigm shifts can be painfully slow. It’s not just about what we should start teaching, it is especially challenging to identify and remove the content we should stop teaching.