Collaboration between Business Schools and Enterprises. Professor Chris Styles Associate Dean, Executive Education

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1 Collaboration between Business Schools and Enterprises Professor Chris Styles Associate Dean, Executive Education Agenda The value proposition for collaboration Examples of different types of collaboration Case example at the University of Sydney: Cocreation of management education programs Outcomes and challenges 2 1

collaboration Examples of different types of collaboration Case example at the

2 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 operate 3 4 2

Resources Business: Ensuring future talent Knowledge creation Being

3 5 6 3

4 7 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 cocreated, 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 8 4

process Approach: Co-creation (Vargo, Maglia and Akaka, 2008, EMJ): value is cocreated, jointly and reciprocally, in interactions among providers

5 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. 9 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 10 5

professional experience. Currently 27 academic members (23 full members and 4 associate members) and over 50 corporate partners.

6 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 11 CEMS Corporate Partners 12 6

7 CEMS Corporate Partners 13 CEMS Corporate Partners 14 7

8 CEMS MIM CEMS MIM (MSc. in International Management) degree is a one-year preexperience 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. 15 CEMS MIM structure Note: 6 credit points = 7.5 ECTS 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 16 8

Designed by both academic and business leaders Exclusive to students studying at the member schools in a Masters in Management programme.

9 17 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 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) 19 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

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.

11 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 21 11

into actions Develop more innovative forms of

Westpac Travelling Scholarship University of Otago Business School Established in 1953 by the Trustees of the Dunedin Savings Bank (now Westpac).

Westpac Travelling Scholarship University of Otago Business School Established in 1953 by the Trustees of the Dunedin Savings Bank (now Westpac). 1. The scholarship will be awarded to students studying