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Sarajevo, 2 6 March 2007

The B-Schools’ Future & International Accreditations Prof. Dr. Eric Cornuel Director General, EFMD. Sarajevo, 2 6 March 2007. Mission. EFMD acts as a catalyst to promote and enhance excellence in management development in Europe and worldwide. EFMD Services. ADVISORY. QUALITY. NETWORK.

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Sarajevo, 2 6 March 2007

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  1. The B-Schools’ Future & International Accreditations Prof. Dr. Eric Cornuel Director General, EFMD Sarajevo, 26 March 2007

  2. Mission EFMD acts as a catalyst to promote and enhance excellence in management development in Europe and worldwide

  3. EFMD Services ADVISORY QUALITY NETWORK PROJECTS ADVOCACY KNOWLEDGE

  4. Benefits for members Quality improvement tools • The European Quality Improvement System (EQUIS) • EFMD Programme Accreditation (EPAS) • Technology-Enhanced Learning Accreditation (CEL) • Corporate Learning Improvement Process (CLIP) Network Services • EFMD Conferences • Learning groups • Special interest groups • Workshops

  5. Benefits for members Knowledge services • Newsletters and magazines • Access to the Executive Education Library On-Line • Research publications • Survey reports Advisory Services • Seminars and workshops on important and strategic issues • In-house seminars/workshops tailored to the individual needs of members • Individual advisory services to individual members

  6. Benefits for members International Advocacy • EFMD active in international forums, such as UNDP, UN Global Compact, World Bank • European Affairs International Projects • EFMD partners with members to create international consortia: • Answers call for tenders/call for proposals of International institutions, such as EU, World Bank, National governments… • Promotes joint initiatives in higher education • Main domain of expertise: Quality and accreditation; e-learning; research and surveys

  7. MANAGEMENT EDUCATION AT A GLANCE • Continental versus Anglo-Saxon Models; • Convergence towards a Bologna-like format; • Public, private, and mixed structures; • Strong development of the “MBA / EMBA”; • English becomes a must; • Good internationalization level; • Accreditation systems: EQUIS, AACSB, AMBA, EPAS.

  8. WE HAVE SERIOUS STRUCTURAL PROBLEMS • Great difficulty to mobilize resources and the critical mass issue • International visibility of diplomas • PhDs and faculty shortage

  9. MANAGEMENT EDUCATION: A ROLE TO PLAY IN EUROPE • Redefine research: more heuristic; • Rethink the role of humanities; • Better test the concept of academic airbus to stay in the global race; • Prepare (quantitatively & qualitatively) the future generation of Faculty and administrators; • Train humble leaders, change agents with a broader vision of their tasks.

  10. QUALITY SERVICES AT EFMD: ACCREDITATION SCHEMES

  11. EFMDQuality Schemes • EQUIS - the EFMD accreditation for international business schools  (institutional accreditation) • EPAS - the EFMD accreditation for international degree programmes in business & management or related areas (all levels: Bachelors to Doctoral degrees) • CEL - the EFMD accreditation for management education programmes with ICT based learning • CLIP - the EFMD accreditation for the global learning units of corporations  (e.g. corporate universities, mgt academies, Executive Training Centres)

  12. Aims of EFMD Quality Initiatives • Definition and raising of standards: a comprehensive framework of internationally agreed Quality Standards • Awarding a Quality Label upon successful completion of the process

  13. Benefits of EFMD Quality Initiatives • Providing market information in view of need for market transparency • International market recognition of excellence • International comparison and mechanisms for international benchmarking • Instrument for and acceleration of Quality Improvement in international management education • Sharing of good practice and mutual learning • Recommendations and guidance for Quality Improvement to institutions/programmes and future development of the organisation

  14. Differentiating Factors of EFMD Quality Initiatives • Internationalisation as a key criterion • Focus on diversity • Quality assessed based upon a Quality Framework • Links academic and corporate needs • Importance of mission/strategy

  15. EFMD Quality Schemes: Management • Run by EFMD Quality & Corporate Services • Designed and managed by • Academics across Europe & the globe • Corporate Learning Heads across Europe • Advised by Steering Committees, including • CLOs from member companies • Members of the EFMD management team • Members designated by the EFMD Board • Members of leading European Business Schools • Accreditation Boards

  16. EFMD Quality Schemes: Processes • Application / Eligibility • Self Assessment • Peer Review Visit (strategic audit) & Peer Review Report • Decision on Accreditation and/or Awarding of a Quality Label • Action Plan for Quality Improvement and Institutional Development

  17. CEL - teChnology-Enhanced Learning accreditation • Must be related to management education, • Must have the equivalent of a minimum of 100 hours of candidate learning effort, • Must include participant feedback mechanism, • Must have been operated at least once. • A programme is considered “ITC-Supported” if 20% of its overall duration is delivered by teaching or learning methods within the range of technology-enhanced learning.

  18. CEL QualityCriteria Programme Strategy Pedagogy Economics Organisation Technology Culture

  19. CLIP - Corporate Learning Improvement Process • A Tool for Assessment and Development of the Corporate Learning Function • Focus on Corporate Universities, Management Academies, Executive Training Centres and Learning Organisations within companies. • A Mechanism for International / Intercompany Benchmarking • A Service to EFMD Corporate Members

  20. Objectives of CLIP Mobilisation of the European Corporate Learning Community to work for: • Definition of Standards • Raising of Standards • Mutual Learning • Sharing of Good Practice • Enhanced Internal and External Recognition of CUs • Greater Effectiveness of Corporate Learning • Contribution of the Corporate Learning Function to Overall Company Strategy

  21. CLIP Criteria Framework LEARNING PROCESS QUALITY LEARNING CONTEXT MISSION RESOURCES MARKETS Design model Positioning Alignment Strategy Governance Legitimacy Management • Internal Training • Resources • Core staff • Senior Mgt • Line Mgt • ExternalSuppliers • Selection • Relationship Management • Internal • Business units • Subsidiaries • External • Customers • Suppliers • Participants • Selection • Needs analysis • Measurement Portfolio Design Content Delivery Transfer Coaching Monitoring Evaluation • Innovation and Development • Physical Resources • International Perspective

  22. EPAS - EFMD Programme Accreditation System • Launched in 2005 due to a perceived need and demand for a pan-European or international programme accreditation scheme, especially motivated by the implementation of the Bologna reforms in Europe • Institutions often need guidance in times of reform & turmoil • Markets need transparency to aid vertical student mobility • EPAS designed to evaluate and accredit high quality programmes with a strong international perspective

  23. EPAS – Benefits and Markets Benefits: • International market recognition of programme excellence and of the added supranational dimension of internationalisation • Assistance with programme definition • Quality improvement and benchmarking Target market: Institutions with programmes aiming to • Recruit international students • Take advantage of increasing European & international mobility • Achieve quality standards higher than national norms

  24. EPAS - Accreditation Criteria • Institutional, National and International Context • National HE system, Regulatory & legal framework • European HE Area (Bologna) – when applicable • Institutional context and objectives • Programmes to be assessed • Teaching faculty, resources & facilities Programme Design Programme objectives Target market & intended graduate profile Marketing & promotion Intended learning outcomes Programme coverage & content Delivery modes Assessment methods Programme Delivery Student entry requirements & selection methods Pedagogical methods Quality of pedagogy & learning materials Personal development inc work based learning International opportunities Corporate interaction Programme Outcomes Assessment output Graduate quality Career / jobs Alumni Reputation Quality Assurance Processes Programme Value Chain Model

  25. The EQUIS Challenge: A single system to cover a vast diversity • Institutional Diversity • National education systems • Organisation of Higher Education Institutions • Private vs Public • Programme Diversity • First degree, Post graduate, Executive education • Diverse programme formats • Single, dual, multiple, joint degrees • Geographical and Cultural Diversity • Different values and expectations • Leadership styles • Professorial roles

  26. The EQUIS Response • Promotion of diversity • Source of Innovation and Creativity: a richer world • There is no single model • European origin: diversity is the rule • Not based on any national or historical background • Some things are better for certain purposes: no best way • First learn... • Understand the local context • Understand mission and strategy • Bring an international perspective • Be open to persuasive evidence • ...only then, assess.

  27. EQUIS Differentiating Factors (1) • Institutional Assessment • Whole School Assessment: all programmes, research and other activities • Degree or non-degree programmes, including executive education • Guided Development only after Peer Review Visit • Linked to both academic and corporate needs • Involves both academic and corporate stakeholders at all levels • Balance between academic and professional skills • Emphasis on personal development • Corporate links: key criterion • Importance of strategy and governance • Participation of experienced Deans in Peer Review Teams

  28. EQUIS Differentiating Factors (2) • Internationalisation as a key criterion • Of quality standards • Of reputation • Of the school culture • EQUIS managed by international team • Focus on diversity • Less normative in general but especially on • Curriculum structure and content • Faculty composition and deployment • Random audit vs exhaustive audit • Consultants rather than auditors • Quality framed on 11 criteria • EQUIS differential: Corporate links, internationalisation, personal development and executive education

  29. EQUIS FRAMEWORK CORPORATECONNECTIONS STUDENTS EXECUTIVE EDUCATION CONTEXT & STRATEGY RESOURCES & ADMINISTRATION PERSONAL DEVELOPMENT CONTRIBUTION TO COMMUNITY PROGRAMMES RESEARCH & DEVELOPMENT FACULTY INTERNATIONALISATION

  30. Thank you! www.efmd.org

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