1 the student diversitycomparability professional levance quality assurance

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All business is localJohn Quelch and Katherine Jocz “Some praise globalization, while others point

to cultural divergences...One thing is certain: competing trends are pulling multinational firms in all directions at once. The right answer is that there is no answer... accepting this premise means accepting that place still matters, that the local is still as significant as the global and vice versa”.

EFMD Newlsetter issue 7 January 2012

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Business schools are reactive, creative,complex and fragile organizations.

They defend essential values in a challenging and changing environment

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Complex and fragile

• Complex – Broad missions– So many actors– So many interactions– At so many levels

• Fragile – They are fragile because of this complexity– They are intermediaries between two markets– They are under financed– They invest in the long term with short term revenues

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Reactive and creative

• Reactive– To instant messages from their two markets– They have many natural sensors– They can change fast

• Creative – They thrive on intellectual freedom– They can renew contents and formats – They can invent new ways of doing things

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A key mission and essential values • A key mission

– Preparing tomorrow– By providing the right added value – To a crucial dimension : the human factor

• With essential values – Responsibility towards students – Responsibility towards corporate world– Responsibility towards society

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A competitive and challenging environment Competitive

Schools operate on a free market Different systems compete An international market is emerging

Challenging More and more is expected from schools What is expected is not always clear Tomorrow is largely unpredictable

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F1 piloting

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You need a robust system

Rope dancing !

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You need fine balance

Defending values !

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You need a clear sense of mission

Reading the future !

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You need to prepare for the uncertain

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Global Focus volume 5 issue 3

“Management education has to regain diversity in thinking and acting: today it too often produces lemming-like role-holders instead of individual personalities” Thomas Sattelberger Chief HR Officer Deutsche

Telekom

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EFMD Community news

“ My school, ESADE, is dealing with the delicate situation of sliding 12 places in this year’s Financial Times ranking to number 33. Most of the inputs have held steady, explained school administrators, but recently more MBAs have taken jobs in industry, rather than consulting, which has lowered the average graduate salary. The Financial Times rank is highly sensitive to salary, hence the drop. ..The instinct is to treat rankings as what they are—spreadsheets that shoehorn very different schools into a common measuring standard ”

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How can an accreditation help ?

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Need for fine balance

Quality assurance

Need for a robust system

Learning outcomes

Need for anticipation

Networking

Need for a clear vision

Benchmarking

How can an accreditation help ?

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Need for fine balance

Quality assurance

Need for a robust system

Learning outcomes

Need for anticipation

Networking

Need for a clear vision

Benchmarking

A Scandinavian school(an MBA programme)

TSE 9 December 2011 18

Strengths Weaknesses

Opportunities Threats

High grade faculty Research- led programme

New international faculty Strong competition

Fragmentation of programme Little faculty ownership

PROGRAMME ILOS

How can an accreditation help ?

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Need for fine balance

Quality assurance

Need for a robust system

Learning outcomes

Need for anticipation

Networking

Need for a clear vision

Benchmarking

A French school

TSE 9 December 2011 20

Strengths Weaknesses

Opportunities Threats

Close to corporate needsGood ILO structure

Core faculty on the small sideInsufficient academic intensity

Booming recruitment Feeble national network Competition on the French scene

QUALITY SYSTEM

How can an accreditation help ?

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Need for fine balance

Quality assurance

Need for a robust system

Learning outcomes

Need for anticipation

Networking

Need for a clear vision

Benchmarking

A Chinese school

TSE 9 December 2011 22

Strengths Weaknesses

Opportunities Threats

Well qualified faculty Excellent hard working students

Small international networkLimited international core faculty100% national student body

Increased interest for international careers in China

Competition

POSITIVE BENCHM

ARK

How can an accreditation help ?

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Need for fine balance

Quality assurance

Need for a robust system

Learning outcomes

Need for anticipation

Networking

Need for a clear vision

Benchmarking

An American school

TSE 9 December 2011 24

Strengths Weaknesses

Opportunities Threats

A truly international programmeWeak international network

Need for global managersEmphasis on lifelong learning

Shrinking pool of applicants owingto economic conditions

NETWORKING

OPPORTUNITIES

How can an accreditation help ?

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Need for fine balance

Quality assurance

Need for a robust system

Learning outcomes

Need for anticipation

Networking

Need for a clear vision

Benchmarking

The three dimensions of accreditations Depth

Relates to the level of the requirements

Breadth Relates to the perimeter of the accreditation

Focus Relates to the specific approach of the

accreditation procedure

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Accreditation approaches

- Organic approach - Input driven

- Finalistic approach- Output driven

- Systemic approach- Process driven

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Organic approach

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OrganicORGANICSYSTEMICFINALISTIC

Input drivenFocus on key production factorsUse of ratiosExample : AACSB

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Finalistic approach

Finalistic ORGANICSYSTEMICFINALISTIC

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Output drivenFocus on production qualityUse of Value chainExample : EPAS / AMBA

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Systemic approach

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SystemicORGANICSYSTEMICFINALISTIC

Process drivenFocus on interactionUse of strategic toolsExample : EQUIS

Criteria for choice

Depth Compatibility with the school’s performance

Breadth Compatibility with the school’s strategy

Focus Compatibility with the school’s needs

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