How would you describe the work of business schools? Most people go straight to the teaching. Business schools teach business and management through a wide range of degree programs and executive education, helping learners to build and navigate careers as managers. Those more familiar with the industry add that business schools conduct objective and rigorous research to inform practicing managers and policy makers, as well as support teaching. In short, business schools develop skills, insights, and opportunities for organizations and the people who manage them.
Education reform should be high on the agendas for governments and societies in both developed and developing economies. Business schools and universities are stubbornly resistant to change, often due to resistance from multiple stakeholders including faculty. With a rapidly decreasing half-life of knowledge, education has to be retooled to become affordable, effective and flexible. This will help our alumni to smoothly transition from one job to another and make education a nimble, lifelong endeavor. The GBSN community, as an engaged group of business school leaders should strive to take a leading role in helping our alumni (especially women and minorities) transition effectively across jobs and create satisfying careers for themselves.
I much enjoyed reading a recent book by a former GBSN colleague and friend, Jim Dean, and his co-author Deborah Clarke: “The Insider’s Guide to Working with Universities. Its tag line: Practical Insights for Board Members, Business people, Entrepreneurs, Philanthropists, Alumni, Parents, and Administrators.” This core of the book – as far as I know the first of its kind – explains to very senior non-academic people, especially corporate CEOs who become presidents, deans, trustees and such, of academic institutions how universities differ from businesses, and what makes them tick. My favorite quote: “From 1948 to 1953 former Supreme Commander … Read More
GBSN promotes the expertise and interests of our members by providing a platform to communicate news and open opportunities to global audiences and share how they are innovating in management education to the benefit of their colleagues around the world. The New Member Spotlight series serves as a way for new member schools to introduce themselves to the network.
Six months ago I joined the Global Business School Network (GBSN) for what I call the three P’s—the purpose, the potential, and the people. So you might ask, have I found what was looking for? Is the purpose everything I thought it was? What is GBSN’s potential? Have I connected with new and interesting people? It seems like a good time to reflect on my experience and share thoughts about the journey.
While the acceleration of innovation presents a formidable challenge for most business school leaders, it also presents an exceptional set of opportunities for the few who dare to innovate and change. The few who are inspired to re-imagine the future and take risks. The few who are disciplined to execute with determination and resilience. So how should business school leaders react to these accelerations in the pace of innovation?
It’s clear that business schools play a critical role in advancing the SDGs through higher education. But how can we ascertain these impacts and best practices for the SDGs? While good works advancing the SDGs proliferate throughout global business schools, presently, there is no comprehensive reporting system dedicated to sharing specifically how these schools contribute to the SDGs.To begin to address this information and management gap, the Haub School of Business at Saint Joseph’s University has developed the SDG Dashboard–a new reporting and data analytics tool that allows business schools to showcase and share their SDG-related best practices.
The OECD held the 20th anniversary Forum in Paris on 20-21 May. The Forum has grown significantly over the last couple of decades and brings together a wide range of government ministers, leaders from the public and private sectors, representatives from civil society including not-for-profits and college students. Each year, the OECD chooses a theme for the Forum. Perhaps aptly, the theme for this year was “World in eMotion.” It was a play on words to emphasize the rapid pace of change being brought about by digital technologies. The Forum had a rich agenda with many sessions exploring different facets … Read More
Education as a sector has proven stubbornly resistant to change. Despite significant progress in technology, classroom instruction remains largely unchanged from decades ago. While students have rapidly adopted social media, online collaboration and learning tools are poorly utilized in most courses. While the consumerization of other slow-to-change sectors such as healthcare is in full swing, educational technology systems remain cumbersome to use and are far from the ease of use and embedded customer focus seen in online leaders such as Amazon and Netflix. The big data and analytics revolution is sweeping multiple sectors, yet education operates in an environment characterized by poor data and the rare use of analytical tools. It is no surprise that educational institutions today are under pressure to both improve the effectiveness of learning outcomes and to provide more personalized learning delivery in a cost effective manner.
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