Agenda The value proposition for collaboration Examples of - PDF document

Collaboration between Business Schools and Enterprises Professor Chris Styles Associate Dean, Executive Education Agenda • The value proposition for collaboration • Examples of different types of collaboration • Case example at the University of Sydney: Co- creation of management education programs • Outcomes and challenges 2 1

The value proposition for collaboration • Business Schools: • Business: – Maintain relevance in – Ensuring future talent teaching and research – Knowledge creation – Access to the phenomenon – Being associated with we study thought leadership – Resources – Contribution to the communities in which they operate 3 4 2

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7 Co-creation of Management Education Programs • Context: – Entered Management Education space following a change in institutional arrangements – Issue: crowded market with well established players – Opportunity: start with a clean sheet of paper and place business at the heart of the development process • Approach: – Co-creation (Vargo, Maglia and Akaka, 2008, EMJ): value is co- created, jointly and reciprocally, in interactions among providers and beneficiaries through the integration of resources and application of competences. – Used to develop pre-experience and post experience programs 8 4

CEMS • CEMS = Community of European Management Schools • CEMS is a strategic alliance of leading business schools and multinational companies in Europe which is expanding globally. • Its first mission is to set a global standard of excellence for pre-experience Master’s in management that offer international, post graduate students a unique blend of high quality education and professional experience. • Currently 27 academic members (23 full members and 4 associate members) and over 50 corporate partners. 9 CEMS Academic Members • Austria: Wirtschaftsuniversität Wien • Belgium: Louvain School of Management, part of Université Catholique de Louvain • Czech Republic: University of Economics, Prague • Denmark: Copenhagen Business School • Finland: Helsinki School of Economics • France: HEC Paris • Germany: Universität zu Köln • Great Britain: London School of Economics • Hungary: Corvinus University of Budapest • Ireland: Smurfit School of Business, Dublin • Italy: Università Commerciale Luigi Bocconi, Milan • Netherlands: RSM Erasmus University, Rotterdam • Norway: Norges Handelshøyskole (NHH), Bergen • Poland: Warsaw School of Economics • Sweden: Handelshögskolan i Stockholm (Stockholm School of Economics) • Spain: ESADE, Barcelona • Switzerland: Universität St. Gallen 10 5

CEMS Academic Members (2) • New Full Members – Australia: University of Sydney – Brazil: Fundação Getulio Vargas – Mexico: EGADE – Portugal: Faculdade de Economia da Universidade Nova de Lisboa – Singapore: National University of Singapore – Russia: St. Petersburg School of Management • Associate Members – Canada: Richard Ivey School of Business – China (Beijing): Tsinghua University – China (Hong Kong): Chinese University of Hong Kong – Japan: Keio University 11 CEMS Corporate Partners 12 6

CEMS Corporate Partners 13 CEMS Corporate Partners 14 7

CEMS MIM • CEMS MIM (MSc. in International Management) degree is a one-year pre- experience program simultaneously taught by CEMS schools and delivered in conjunction with a Master's degree from a CEMS school. • Designed by both academic and business leaders • Exclusive to students studying at the member schools in a Masters in Management programme. • 2nd place in 2006 Financial Times (FT) ranking of pre-experience Master’s in Management degree programmes, with 14 CEMS schools ranked among the top 35 programmes - including the number one spot for HEC Paris. 15 CEMS MIM structure Note: 6 credit points = 7.5 ECTS • Students must complete two semesters at two different CEMS schools. One of the schools may be his/her home university • Requirement for CEMS member Schools to have a high quality pre-experience Masters in Management which can be the platform for the MIM 16 8

17 Post experience programs • “Build and test” method: – Start with ‘state of play’ – criticisms within and outside academia – Construct a model – Share with business – Revise model – Submit to business – etc….. 18 9

Key feedback from business • Enhancing leadership capabilities should be a major focus of all MBA programs. • Active learning is vital. Management and leadership are about ‘doing’ and business schools must have active learning to enhance students’ ability to do. • Joint programs with other business schools and with other parts of universities are important for infusing creative and different ways of thinking, learning and doing. • A global perspective is crucial, with substantial focus on understanding and dealing with cultural differences. • Schools have been discipline driven and therefore siloed and not integrative - more supply than demand driven. Integration is critical. That schools prepare people technically is a given, but it is not sufficient . • Real innovations these days are in doing away with the core as we know it, creating truly integrative cores, and also having leadership development experiences throughout the programs Source: conclusions from roundtable of 30 Deans from leading business schools, including Stanford, Harvard, McGill, MBS (as reported in AFR Boss, September 2006, p.53) 19 Outcomes • Programs look very different…. • …business is impressed by the result and the process • ...but the School and its faculty are forced to confront some very difficult challenges • ...and expectations are raised. 20 10

Final collaboration challenges • Boost the value proposition for all concerned • Turn good intentions into actions • Develop more innovative forms of collaboration • Measuring success • Encouraging experimentation 21 11