Agenda The value proposition for collaboration Examples of - - PDF document

1

Collaboration between Business Schools and Enterprises

Professor Chris Styles Associate Dean, Executive Education

2

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

3

The value proposition for collaboration

• Business Schools:

– Maintain relevance in teaching and research – Access to the phenomenon we study – Resources

• Business:

– Ensuring future talent – Knowledge creation – Being associated with thought leadership – Contribution to the communities in which they

• perate

4

3

5 6

4

7 8

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

5

9

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.

10

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

6

11

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

12

CEMS Corporate Partners

7

13

CEMS Corporate Partners

14

CEMS Corporate Partners

8

15

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.

16

CEMS MIM structure

• 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

Note: 6 credit points = 7.5 ECTS

9

17 18

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…..

10

19

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)

20

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.

11

21

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