An introduction to An introduction to EFMD accreditations: EFMD - - PDF document

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An introduction to An introduction to EFMD accreditations: EFMD accreditations: EQUIS and EPAS EQUIS and EPAS Prof. Julio Urgel Prof. Julio Urgel 2008 International Business School Accreditation Symposium 2008 International Business School

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  • Prof. Julio Urgel
  • Prof. Julio Urgel

2008 International Business School Accreditation Symposium 2008 International Business School Accreditation Symposium Shanghai, November 2008 Shanghai, November 2008

An introduction to An introduction to EFMD accreditations: EFMD accreditations: EQUIS and EPAS EQUIS and EPAS

www.efmd.org www.efmd.org

1.

  • 1. Introduction to EQUIS and EPAS

Introduction to EQUIS and EPAS 2.

  • 2. Differential features of EFMD

Differential features of EFMD accreditations accreditations 3.

  • 3. Benefits and challenges for Chinese

Benefits and challenges for Chinese business schools business schools

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www.efmd.org www.efmd.org

Introduction to Introduction to EQUIS and EPAS EQUIS and EPAS

www.efmd.org www.efmd.org

What is EFMD? What is EFMD?

  • An international, not

An international, not-

  • for

for-

  • profit, institutional

profit, institutional membership organization of business schools membership organization of business schools and corporations based in Brussels, Belgium. and corporations based in Brussels, Belgium.

  • Currently there are 700+ institutional

Currently there are 700+ institutional members in 70+ countries members in 70+ countries

– – 72 members in Asia Pacific region 72 members in Asia Pacific region – – 14 members in China 14 members in China

  • A catalyst to enhance excellence in

A catalyst to enhance excellence in management education and development management education and development from Europe with a worldwide reach from Europe with a worldwide reach

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www.efmd.org www.efmd.org

What is EFMD? What is EFMD?

  • “

“Bridge Bridge” ” between the corporate and between the corporate and management education worlds. management education worlds.

  • Best known for our accreditation labels

Best known for our accreditation labels EQUIS and EPAS EQUIS and EPAS

  • Other activities:

Other activities:

– – Networking events Networking events – – Advisory Seminars Advisory Seminars – – Knowledge, Surveys and Information Knowledge, Surveys and Information

www.efmd.org www.efmd.org

What is EQUIS? What is EQUIS?

  • Launched in 1997 to satisfy the demand for an international

Launched in 1997 to satisfy the demand for an international accreditation scheme for business schools accreditation scheme for business schools

– – Higher education institutions Higher education institutions – – Degree granting Degree granting – – Management and business administration Management and business administration

  • Contemplate diversity effectively while not compromising

Contemplate diversity effectively while not compromising expected level of quality expected level of quality

  • Designed to evaluate and accredit high quality international

Designed to evaluate and accredit high quality international business schools business schools

  • Perspective beyond that of national accreditation agencies

Perspective beyond that of national accreditation agencies

  • To provide

To provide – – Firstly, continuous quality improvement Firstly, continuous quality improvement – – Secondarily, international recognition and effectiveness Secondarily, international recognition and effectiveness

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www.efmd.org www.efmd.org

EQUIS in the World EQUIS in the World

  • 113 Accredited schools

113 Accredited schools (in 33 different countries)

(in 33 different countries)

– – 40 outside Europe 40 outside Europe (in 17 countries: Argentina, Australia, Brazil,

(in 17 countries: Argentina, Australia, Brazil, Canada, China, Chile, Colombia, Costa Rica, India, Mexico, New Z Canada, China, Chile, Colombia, Costa Rica, India, Mexico, New Zealand, ealand, Philippines, Republic of Korea, Singapore, South Africa, USA, Ve Philippines, Republic of Korea, Singapore, South Africa, USA, Venezuela) nezuela)

– – 48 accredited for 3 years 48 accredited for 3 years

  • 35 reviews scheduled in 2008

35 reviews scheduled in 2008

– – 8 initial reviews 8 initial reviews – – 27 re 27 re-

  • accreditation reviews

accreditation reviews

  • 20 Schools formally in the pipeline

20 Schools formally in the pipeline

– – of which 10 outside Europe

  • f which 10 outside Europe
  • New applications: 15

New applications: 15-

  • 20 per year

20 per year

Updated November 2008

www.efmd.org www.efmd.org

EQUIS Framework EQUIS Framework

STUDENTS STUDENTS EXECUTIVE EDUCATION EXECUTIVE EDUCATION RESOURCES RESOURCES & ADMINISTRATION & ADMINISTRATION CONTRIBUTION CONTRIBUTION TO COMMUNITY TO COMMUNITY RESEARCH RESEARCH & DEVELOPMENT & DEVELOPMENT PROGRAMMES PROGRAMMES FACULTY FACULTY

PERSONAL PERSONAL DEVELOPMENT DEVELOPMENT

CONTEXT CONTEXT & & STRATEGY STRATEGY

INTERNATIONALISATION INTERNATIONALISATION CORPORATE CORPORATE CONNECTIONS CONNECTIONS

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www.efmd.org www.efmd.org

What is EPAS? What is EPAS?

  • EFMD Programme Accreditation System

EFMD Programme Accreditation System

  • Launched in June 2005 to satisfy demand for an international

Launched in June 2005 to satisfy demand for an international programme accreditation scheme programme accreditation scheme – – High quality degree programmes High quality degree programmes – – Strong international perspective Strong international perspective

  • Partially motivated by the implementation of the Bologna

Partially motivated by the implementation of the Bologna reforms in Europe reforms in Europe – – Institutions often need guidance in times of reform and Institutions often need guidance in times of reform and turmoil turmoil – – Markets need transparency to aid vertical student mobility Markets need transparency to aid vertical student mobility

  • Contemplate diversity effectively while not compromising

Contemplate diversity effectively while not compromising expected level of quality expected level of quality

  • To provide:

To provide:

– – Rigorous, thorough and detailed assessment Rigorous, thorough and detailed assessment – – International recognition and effectiveness International recognition and effectiveness

www.efmd.org www.efmd.org

The EPAS Portfolio The EPAS Portfolio

24 accredited programmes

  • 21 institutions
  • 13 countries
  • 4 Bachelor programmes
  • 6 Master programmes
  • 10 (E)MBA programmes
  • 4 other programmes

44 eligible programmes

  • 30 institutions
  • 18 countries
  • 13 Bachelor programmes
  • 14 Master programmes
  • 13 (E)MBA programmes
  • 4 other programmes

Total: 68 programmes, 50 institutions, 26 countries

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www.efmd.org www.efmd.org

EPAS Framework EPAS Framework

Programme Value Chain Model

www.efmd.org www.efmd.org

Benefits of Benefits of EFMD Accreditations EFMD Accreditations

  • Information to the market on the basis of substance

Information to the market on the basis of substance

  • International recognition of excellence: international

International recognition of excellence: international development development

  • Mechanism for international benchmarking with the

Mechanism for international benchmarking with the best best

  • Sharing of good practice and mutual learning

Sharing of good practice and mutual learning

  • Agenda for quality improvement and future

Agenda for quality improvement and future development development

  • Acceleration of quality improvement in international

Acceleration of quality improvement in international management education management education

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www.efmd.org www.efmd.org

Specific EPAS Benefits Specific EPAS Benefits

  • Detailed analysis by programme team on key

Detailed analysis by programme team on key attributes of programme according to EPAS attributes of programme according to EPAS framework framework

  • Assistance with programme focus and definition

Assistance with programme focus and definition

  • Strategic development process for programme

Strategic development process for programme

  • Multiplier effect to other areas and programmes

Multiplier effect to other areas and programmes

  • Safer platform for on

Safer platform for on-

  • the

the-

  • job learning about

job learning about international accreditations international accreditations

www.efmd.org www.efmd.org

Differential features of Differential features of EFMD Accreditations EFMD Accreditations

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www.efmd.org www.efmd.org

EFMD Quality Services Challenge: EFMD Quality Services Challenge:

Single systems to cover a vast diversity Single systems to cover a vast diversity

  • Institutional Diversity

Institutional Diversity

– – National education systems National education systems – – Organisation of Higher Education Institutions Organisation of Higher Education Institutions – – Private vs Public Private vs Public

  • Programme Diversity

Programme Diversity

– – First degree, Postgraduate, Executive Education First degree, Postgraduate, Executive Education – – Diverse programme formats Diverse programme formats – – Single, dual, multiple, joint degrees Single, dual, multiple, joint degrees

  • Geographical and Cultural Diversity

Geographical and Cultural Diversity

– – Different values and expectations Different values and expectations – – Leadership styles Leadership styles – – Professorial roles Professorial roles

  • Focus on quality while preserving freedom of strategy

Focus on quality while preserving freedom of strategy

– – Move towards good practice without sacrificing diversity Move towards good practice without sacrificing diversity

www.efmd.org www.efmd.org

The EFMD QS Response The EFMD QS Response

  • Promotion of diversity

Promotion of diversity

– – Source of Innovation and Creativity: a richer world Source of Innovation and Creativity: a richer world

  • There is no single model

There is no single model

– – European origin: diversity is the rule European origin: diversity is the rule – – Not based on any national or historical background Not based on any national or historical background – – Some things are better for certain purposes: no best way Some things are better for certain purposes: no best way

  • First learn...

First learn...

– – Understand the local context Understand the local context – – Understand vision and strategy (Programme objectives) Understand vision and strategy (Programme objectives) – – Bring an international perspective Bring an international perspective – – Be open to persuasive evidence Be open to persuasive evidence

  • ...

...only then, assess.

  • nly then, assess.
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www.efmd.org www.efmd.org

EQUIS Differentiating Factors (1) EQUIS Differentiating Factors (1)

  • Institutional Assessment

Institutional Assessment

– – Whole School Assessment: all programmes, research Whole School Assessment: all programmes, research and other activities and other activities – – Degree or non Degree or non-

  • degree programmes, including executive education

degree programmes, including executive education

  • Linked to both academic and corporate needs

Linked to both academic and corporate needs

– – Involves both academic and corporate stakeholders at all levels Involves both academic and corporate stakeholders at all levels – – Balance between academic and professional skills Balance between academic and professional skills – – Emphasis on personal development Emphasis on personal development – – Corporate links: key criterion Corporate links: key criterion

  • Importance of strategy and governance

Importance of strategy and governance

– – Participation of experienced Deans in Peer Review Teams Participation of experienced Deans in Peer Review Teams

www.efmd.org www.efmd.org

EQUIS Differentiating Factors (2) EQUIS Differentiating Factors (2)

  • Internationalisation as a key criterion

Internationalisation as a key criterion

– – Of quality standards Of quality standards – – Of reputation Of reputation – – Of the school culture Of the school culture – – EQUIS managed by international team EQUIS managed by international team

  • Focus on diversity

Focus on diversity

– – Less normative in general but especially on Less normative in general but especially on

  • Curriculum structure and content

Curriculum structure and content

  • Faculty composition and deployment

Faculty composition and deployment

– – Random audit vs exhaustive audit Random audit vs exhaustive audit

  • Consultants rather than auditors

Consultants rather than auditors

  • Quality criteria in 10 areas

Quality criteria in 10 areas

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www.efmd.org www.efmd.org

EPAS Differentiation EPAS Differentiation

  • EPAS accredits individual degree programmes

EPAS accredits individual degree programmes across the full spectrum across the full spectrum

– – AMBA only does MBA and PEM programmes AMBA only does MBA and PEM programmes

  • EPAS does not assess all of an institution

EPAS does not assess all of an institution’ ’s s programmes but a max of 2 programmes but a max of 2

– – AACSB accredits all degree programmes in management AACSB accredits all degree programmes in management

  • f the university
  • f the university
  • EPAS reviews generic institutional aspects only to

EPAS reviews generic institutional aspects only to the extent they affect the quality of programmes the extent they affect the quality of programmes under review under review

– – It can be a learning process for EQUIS. It can be a learning process for EQUIS.

www.efmd.org www.efmd.org

Benefits and challenges for Benefits and challenges for Chinese business schools Chinese business schools

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www.efmd.org www.efmd.org

EQUIS Description of an EQUIS Description of an International School International School 1. 1. Clearly articulated strategy and policies Clearly articulated strategy and policies 2. 2. Active collaboration with international partners: Active collaboration with international partners: student exchanges, joint programmes, research student exchanges, joint programmes, research activity and corporate connections activity and corporate connections 3. 3. Commitment to educating and preparing for Commitment to educating and preparing for management in an international environment management in an international environment

www.efmd.org www.efmd.org

EQUIS Description of an EQUIS Description of an International School International School 4. 4. Attracts students, participants, faculty and staff Attracts students, participants, faculty and staff from abroad and is proactively prepared for them from abroad and is proactively prepared for them 5. 5. Produces a significant number of graduates that Produces a significant number of graduates that end up working in different countries end up working in different countries 6. 6. Contributes knowledge to solve managerial and Contributes knowledge to solve managerial and business problems of international interest, business problems of international interest, relevance and/or scope relevance and/or scope

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www.efmd.org www.efmd.org

EQUIS Description of an EQUIS Description of an International School International School 4. 4. Attracts students, participants, faculty and staff Attracts students, participants, faculty and staff from abroad and is proactively prepared for them from abroad and is proactively prepared for them 5. 5. Produces a significant number of graduates that Produces a significant number of graduates that end up working in different countries end up working in different countries 6. 6. Contributes knowledge to solve managerial and Contributes knowledge to solve managerial and business problems of international interest, business problems of international interest, relevance and/or scope relevance and/or scope

www.efmd.org www.efmd.org

Key observations Key observations

  • The EQUIS schools are significantly

The EQUIS schools are significantly more international than the non more international than the non-

  • EQUIS

EQUIS schools. schools.

  • Internalisation requires resources, both

Internalisation requires resources, both financial and HR. financial and HR.

  • The whole institution must share the

The whole institution must share the vision: some will prefer (and fight for) vision: some will prefer (and fight for) the status quo. the status quo.

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www.efmd.org www.efmd.org

Key observations Key observations

  • Concentrate on faculty, students, and

Concentrate on faculty, students, and content, but don content, but don’ ’t forget the very t forget the very important areas of staff, career, and important areas of staff, career, and communications. communications.

  • Expect resistance, but success breeds

Expect resistance, but success breeds success: success:

You Can Succeed !!! You Can Succeed !!!

www.efmd.org www.efmd.org

Thank you! Thank you!

equis@efmd.org equis@efmd.org epas@efmd.org epas@efmd.org julio.urgel@efmd.org julio.urgel@efmd.org www.efmd.org www.efmd.org