The University of Oxford Saïd Business School announced the appointment of Professor Soumitra Dutta as its new incoming Dean today. He will take up his new post as Dean of Oxford Saïd on June 1st. Professor Dutta was appointed as Chair of the GBSN Board of Directors on April 10, 2018. Dutta will continue to… Read more >
What does it take to thrive in a virtual classroom? At the William Davidson Institute, we’ve had plenty of opportunity to explore this question in the past couple of years, as our Global Virtual Learning Center has been busily running online management programs. Even pre-Covid, we were running many virtual programs — the pandemic put that into high gear. Here are some things that will help students in online programs, based on our experiences.
In true fashion of “Going Beyond” for the 2021 virtual conference, GBSN was honored to continue our partnered track competitions from last year – the HUMLOG Challenge Student Competition in partnership with the HUMLOG Institute at Hanken School of Economics and the Microsimulation Development Lab faculty competition in partnership with CapsimInbox, while also introducing our leader’s track competition, the Going Beyond… Read more >
What does a former President of Malawi have in common with the VP for Talent and Development at Amazon Web Services, former Chief Operational Risk Officer of the World Bank, Head of Human and Child Rights at the Ingka (formerly Ikea) Group, and the VP for Social Impact at Visa CAMEA? They all are keynote… Read more >
“…under certain conditions, however, art—which not only reflects social reality but also criticizes society, thus forming it—is suited to the diagnosis and cure of its ills.” (Arnold Hauser 1985, “Society as the Product of Art”, The Sociology of Art. Chicago: University of Chicago Press, p. 310) “No one ever made a decision because of a… Read more >
GBSN CEO Dan LeClair reflects on recent student involvement with GBSN and how they contribute to the overall mission of GBSN.
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.
Boundaries are everywhere in business education. They inform business scholars about which journals they are supposed to publish in for tenure and promotion. Boundaries help us to neatly organize degree programs into categories, such as MBAs and specialized masters, based on objective criteria. Boundaries can be physical; it is not uncommon for university-based business schools to be physically separated from the main campus.But the environment has changed. Our traditional boundaries have become less helpful. They supported a focus on quality improvement, but are hindering efforts for impact leadership. Quality is about rules and rubrics. Impact is about creativity and collaboration.
The Covid crisis has forced colleges and universities to move to fully online instruction over the last months. Some may yet continue in a fully online mode for parts of the next academic year. However, looking ahead beyond the pandemic, it is very likely that education will not revert back to the “way it was before the pandemic”. Education will evolve to become hybrid in nature integrating the best what in-person instruction can offer and the unique aspects of what online education can provide. Some of these changes, such as flipped classrooms were already starting to appear before the Covid pandemic but these trends will accelerate now. While a small minority of faculty were doing flipped classes before, the vast majority of faculty will integrate such approaches and shift to a different mode of learning and class discussion.
