Executive Education and Your Accreditation: Implications and Opportunities

Transcription

1 Executive Education and Your Accreditation: Implications and Opportunities Joan Gabel, Robert J. Trulaske, Sr. Dean Trulaske College of Business, University of Missouri Martin Lockett, Dean of Academic Development Ashridge Business School A new area for AACSB Executive Education is defined as educational activities that do not lead to a degree but have educational objectives at a level consistent with higher education in management Provided by a wide range of organizations: in-house business schools other educational providers consultancies individuals (including business school faculty) Enormous global market worth millions many schools seek revenue growth from non-degree programs 1

2 Executive Education Standard 14 The new standard executive education (activities not leading to a degree) complements teaching and learning in degree programs and intellectual contributions. The school has appropriate processes to ensure high quality in meeting client expectations and continuous improvement in executive education programs. Applies if executive education: is an important part of the mission, strategy, and educational activities of the school normally interpreted as 5% or more of resources... generated Executive Education vs. Degree Programs Shorter Longer Unregulated Regulated Not formally assessed Assessed formally Feedback Feedback + grades Informal processes Formalized processes Management Faculty committees Variable documentation Consistent documentation Internal review (if any) External review Revenue drive Non-revenue driven 2

3 A view of the market Open enrolment programs typically y the origin of executive education competitive, concentrated high-end international market regional and national markets for middle/ lower end Customized programs the majority and growing proportion of corporate spending low barriers to entry at the bottom, high at the top competitiveness based on ability to customize General trends shorter programs with more blended/ virtual learning focus on learning transfer into organization and ROI growing interest in corporate qualifications (e.g. certificates) Challenges for business schools Marketing business-to-business vs. consumer C t f Customer focus fast response with focus on client needs Experienced participants demands different delivery style with consistent high quality Faculty organization shared with degree programs or separate team? Scheduling day blocks vs. weekly slots? Facilities/Infrastructure higher expectations plus different needs 3

4 Robert J. Trulaske, Sr. College of Business A Trulaske View The University of Missouri was founded in 1839 in Columbia, Mo., as the first public university west of the Mississippi River. Today, Mizzou is a $2.1 billion enterprise and an important investment for the state and nation. Mizzou provides all the benefits of two universities in one: It's a major land-grant institution with a statewide mission of service to citizens and Missouri's largest public research university. Member, Association of American Universities Mizzou offers more than 300 degree programs through 19 colleges and schools and is one of only five universities nationwide with law, medicine, veterinary medicine and a nuclear research reactor on one campus. Mizzou enrolls 35,000 students from every county in Missouri, every state in the nation and 120 countries. 4

5 The execmba approach Entering a saturated market required a novel approach, so: we leveraged our unique campus culture, we introduced the program to attendees from quite far away, and we invited our best faculty to be involved. The Advantages We had no existing program which needed changing. Starting from scratch gives us a wonderful advantage. Our faculty work together with staff to include best practices in the development and execution of the program. We have a dedicated course designer. On-campus sessions are planned very carefully to maximize impact with the cohort (relationships matter). We ve priced the program competitively within the market and appropriate for our brand. 5

6 Impact of Std. 14 on our programs Important part of the mission Qualitative assessment Academic & client expectations Faculty Deliverables Continued improvement Robert J. Trulaske, Sr. College of Business Contact: 6

7 AN ASHRIDGE VIEW Ashridge: 700 years in one slide From 13 th century: monastery, royal home, business school Non-profit educational charity founded by business in 1959 One of the few non-publicly funded UK institutions to have degree awarding powers Develops both individuals and organisations Triple accredited with AACSB since

8 Ashridge s portfolio Degree programs postgraduate, post-experience, part-time time Open executive programs individual and corporate purchase Executive and organizational development customized programs: on-site and off-site Virtual Ashridge 150 organizational subscribers plus Ashridge hid programs Ashridge House (190 bedroom conference center) also hosts in-house corporate programs, e.g. GE Recent Ashridge international delivery has taken place within these countries 8

9 Custom case study Five day programme for 20 high potential directors to develop new strategies t and make sense of an uncertain post-crisis ii world. Develops social and political intelligence, leadership skills and instils a culture of innovation. Real-life experiential elements include sessions that take participants out of the "classroom" environment and into the real word. Focus groups with entrepreneurial companies and potential ti future customers provide invaluable insight and lessons. The programme challenges toxic assumptions and is forcing leaders to re-think the way they connect with their future, younger customers. Custom executive education FT rankings: Customized Executive Education (2013) 9

10 Implications: faculty PQ more valuable than AQ 5 years professional/ management experience ideal of both academically and professionally qualified Different delivery style accept participants have more knowledge facilitate debate, learning and action Demand for new skills corporate business development? customized program management How to measure faculty performance? Implications: intellectual contributions Emphasis on applied and pedagogical research conflict with PRJ driver in universities CRED (Centre for Research in Executive Development) Two way connection with management practice participants in the classroom plus access for research impact of research through executive programs Contribution to degree program teaching and learning 2011 QAA Audit feature of good practice the contribution of the consultancy and scholarly activities of academic staff to the enrichment of the curriculum and the learning experience of students How does practice-based IC fit with rankings and faculty careers? 10

11 Opportunities: degree programs Corporate qualifications create value for organization and individual typically postgraduate certificates with masters option Innovative learning approaches instant application through work-based assignments use virtual for global reach and time effectiveness New blended learning approaches flipped classroom in new Ashridge MBA Wider view of intellectual contributions practice-based and action-research Contact: 11

12 Questions? 12