Proposal for a joint Executive Master s degree program with IE Business School

Transcription

1 ProposalforajointExecutiveMaster sdegreeprogramwithiebusinessschool ExecutiveSummary This proposal recommends the establishment of a joint degree Executive Master of Business Administration(EMBA)offeringbetweenBrownUniversity(Brown)andtheIEBusinessSchoolinSpain (IE).BrowncurrentlypartnerswithIEtodelivertheIEBrownEMBA,withthedegreegrantedsolelyby IE.This15monthprogramofblended,onlineandinresidencelearning,wasofferedforthefirsttimein March 2011 and has enrolled 79 students. The partnership with IE is highly collaborative and the programisasuccess,witha94%graduationrate.thecurriculumcontentisinnovative,andrepresents animportantexperimentindeliveringabusinesseducationtogloballeadersthatbetterpreparesthem foraculturallydiverse,constantlychanging,globalbusinessenvironment. OtherbenefitsaccruetoBrownastheprogramdelivers ValuetoBrownfacultyandstudents Enhancedglobalengagement,visibility,andimpact Accesstonewintellectualresources Newandengagedmidcareeralumnipopulation Increasedexpertiseinonlinemethodologies Newsourcesofrevenue LeadersatIEandBrownrecognizethevalueofandpotentialforgrowthoftheIEBrownExecutiveMBA program. The proposed jointdegree validates Brown s commitment to the program, broadens the globalreachandimpactofbothinstitutionsandmeetsstudentdemandforcloseraffiliationwithbrown. GivenapprovalforthejointdegreeIEBrownExecutiveMBAprogrambysummer2014studentscould enrollintheprogramstartinginmarch Rev.3/28/20149:30AM

2 Partnership:TheIEBrownExecutiveMBAprogramtoday In December 2009, Brown partnered with IE to develop a unique EMBA program that integrated the humanitiesandsocialsciencesintoacorebusinessadministrationcurriculum.theieisfullyaccredited by the three leading accreditation agencies in the management education arena: EQUIS (European Quality Improvement System), AMBA (Association of MBAs) and AACSB International (Association to AdvanceCollegiateSchoolsofBusiness).Thistripleaccreditationisachievedbyveryfew,andonlythe verybest,businessschoolsintheworld. IEoffersmanyMBAprogramsthatareconsistentlyrankedinthetoptierbytheinternationalpress.For example,theirexecutivembaprogramsareranked4 th ineuropeand12 th worldwidebythefinancial Times,2 nd worldwidebytheeconomist,and4 th worldwidebybloombergbusinessweek.theiebusiness Schoolwasranked#1inEuropeforthepasttwoyearsand#1intheworldinonlineMBAprogramsfor 2014bytheFinancialTimes.IEwasalsodistinguishedinthe2011AspenInstitutesrankingsasthe1 st businessschoolineuropeand3 rd worldwideforintegratingsocialandenvironmentalimpactintotheir MBAprograms.CollaboratingwiththeIEenablesBrowntocrediblyandmeaningfullycontributetothe evolutionofmanagementeducationandfuturemultinationalcorporate/organizationalleadership. Already in its current form, Brown and IE share responsibility for the design, delivery, quality, and growth of the IE Brown Executive MBA, and share the income from this program that has been profitablesinceitsinception.taughtbyfacultyfromieandbrown,this15monthprogramenrolledits firststudentsinmarch2011andusesacombinationoffacetofaceandonlinelearning.studentstake classesoncampusatbothinstitutions,continuetheircourseworkonline,andengageinexperiential learningatglobalsites. Currently, candidates with significant professional experience are recruited and selected by IE, and enrollatie.studentsearnanmbafromieandacertificateofcompletionofcoursesfrombrown.three cohortstotaling79studentshaveenrolled,andofthose,25studentsarenowprogressingthroughthe program. The graduation rate in this program is 94%, which is well aligned with Brown s 6year graduationrate(95%in2006). IErecognizesthevalueofBrown suniquecontributioninthehumanitiesandsocialsciences.offeringa jointdegreewouldincreasebrown scurricularcontentandinstructionalresponsibilitytomatchthatof IE. Builtonsharededucationalvalues BrownandIEconcludedaMemorandumofUnderstanding(MOU)toexploreareasofmutualscholarly andeducationalinterest.undertheauspicesofthismou,theiebrownembaprogramwasdeveloped toofferthemostinnovativeexecutivembaprograminthemarket.thisgoalisstatedinthe2010mou agreementbetweenbrownandie: 2 Rev.3/28/20149:30AM

3 Combining the global management education experience of a leading European business schoolwiththedepthandbreadthofknowledgeofapremierusresearchuniversity,theparties seek to bring highly relevant insights from the humanities, liberal arts, critical studies, social sciences,andappliedscienceandengineeringintomanagementtraining,creatinganewmba thatrespondstothepressingneedsofseniormanagersinaglobaleconomy.capacitiesofmind thatendurebeyondimmediateproblemsolvingisthegoalthisdegreesetsouttoengender. TheIEBrownEMBAaimstocreate reflectiveleaders,whichrequiresanewapproachtomanagement education.traditionalmbaprogramshavebeenlargelybasedontheteachingofcoresubjects(strategy, finance,marketing,etc)insilofashion,tohelpmanagersbecomeeffectivedecisionmakersinfunctional fields.whilethisapproachhasbeenvalidhistorically,the21 st centurymanagermustengagewiththe organization and the environment as complex social systems where professionals from different backgroundsinteracttoachievecommongoals.thisperspective,constitutesthefocusoftheintegrated scholarship model shared by Brown and IE. The new model surpasses more conventional managerial trainingasoutlinedfurtherbelow. TheIEBrownEMBAprogram,whichenrolleditsfirstcohortof24studentsinMarch2011,exemplifies the integrated scholarship approach outlined in the Brown strategic plan for the coming decade. By combininganadvanced,professionaldegreewithacademiccontentdrawnfromthebreadthofbrown's strongliberalartseducation,thisprogramredefinesmanagementeducationforthe21stcentury.this newdefinitionemphasizesbothcoremanagementdisciplines(organizationalbehavior,finance,strategy, etc.)andthe"humansciences"(humanities,socialsciences),thusprovidingmanagerswiththedomain knowledge and the qualitative, analytical, and interpretive tools for understanding our complex, interconnectedworld.theanalysisofcultural,social,political,andeconomiccontextsisakeyprinciple ofthesocialsciencesandthehumanities,andbrownisuniquelyqualifiedtodeliverthiscontentina curriculumtailormadetocomplementthembacorecurriculum. Learning methods are also critical for the development of reflective leaders. The IE Brown program offers a combination of managerial science foundations, casebased discussions, analytical and interpretativereadingsoftexts,andexperientiallearningtopromoteauniquelearningenvironmentfor theembastudents.othercharacteristicsoftheprogram smethodologicalapproachare: Enrollment and degree progress pursued by students fully engaged in professional responsibilities, enabling reflection on, and application of lessons within the context of the workplace,thusblendinginclass,onlineandexperientiallearningexperiences. Theadoptionofablendedlearningmethodology,bywhichparticipants,whomustembedthe programintotheirprofessionalandpersonallives,areabletostudywheneverandwherever theyare,andreceivetimelyfeedbackandguidancefromprofessorsandpeers. The combination of facetoface sessions, synchronous videoconferencing and asynchronous onlinediscussionforumsthatallowsmultipleformsoflearninginahighlyinteractiveway. Theintroductionofsimulatorsandinteractivecasebaseddiscussions,whichfacilitate virtual handsonpractice andfurtherreflectiononmanyofthetheoriesandframeworkspreviously presentedtoparticipants. The engagement with local communities through facetoface immersion, such as the recent studytriptosouthafrica,enablesinteractionwithlocalstakeholdersandreflectionuponthe 3 Rev.3/28/20149:30AM

4 complexitiesassociatedwithdifferentculturesandsocioeconomicrealities. Developingajointdegreeprogram AcommitteeofBrownUniversityfacultyandadministratorshasworkedwithcolleaguesatIEtodevelop thejointdegreeiebrownexecutivembaprogram. TheprogramdevelopmentcommitteemembersatBrownare AngusKingon,Chair UniversityProfessorofEntrepreneurshipandOrganizationalStudies Professor,Engineering RichardLocke Director,WatsonInstituteforInternationalStudies Professor,PoliticalScience PatrickMcHugh Director, IE Brown Executive MBA Program, Continuing Education Lecturer,Engineering KarenSibley Dean,ContinuingEducation MichaelSteinberg Director,CogutHumanitiesCenter Professor,HistoryandMusic AdvisorstotheprogramdevelopmentcommitteeatBrownare SoniaFeigenbaum AssociateProvostforGlobalEngagement JosephMeisel DeputyProvost MarkSchlissel Provost PeterWeber Dean,GraduateSchool SenioradministratorsatIEinvolvedinprogramdevelopmentare MartinBoehm Dean,Programs Professor,Marketing SantiagoIniguez Dean,IEBusinessSchool UlrikeKlausner ExecutiveProgramDirector MariaEugeniaMarin GeneralDirector,InternationalRelations CristinaSimon Director,IEHumanResourceCentre Head,InditexChairofPeopleManagement Rationaleforajointdegreeprogram LeadersinbusinesseducationstrivetomaintainthevalueandrelevanceoftheMBAcurriculumasa means to develop the next generation of leaders in today s intensely dynamic, globalized business environment.universitiesworldwideareseekingwaystomeettheneedsofstudents,toincreasethe impactoftheirprograms,andtodifferentiatetheirprogramsfromthoseofferedatotheruniversities. The IE Brown Executive MBA program is built on the belief that the theory and methodology of the humanitiesandsocialsciences(the humansciences )arerelevanttothemanagementoforganizations andthedevelopmentoftalent,products,andservicesinaglobaleconomy.theskillsofcriticalthinking, dataanalysis,ethicalleadership,andentrepreneurshipthatemergefromthesedisciplinesenrichand inform the training in management science. Formalizing the role of Brown as a degreegranting institutionintheiebrownexecutivembaprogramaddsvalueforthestudentsandforbothinstitutions. InthreeyearsofexperiencewiththeIEBrownExecutiveMBAprogram,welearnedthatstudentsvalue 4 Rev.3/28/20149:30AM

5 theopportunitytointegratethehumanitiesandsocialscienceswiththeiradvancedbusinesseducation. ManyIEBrownstudentsstatethattheyhadbeensearchingforanMBAprogrambutwerenotattracted tothoseofferingamorenarrowlyfocused,businesscurriculum.thephilosophyandcurriculumofthe integrated,multidisciplinaryiebrownprogramappealedtothemandreflectedthebroad,humanistic approachtheywanttoenactasbusinessandorganizationalleaders. BenefitstoBrown TheIEBrownExecutiveMBAcontributestotheintellectualvitality,financialhealth,andinternational visibilityoftheuniversity.increasingbrown sroleandpresenceinthisprogramwillleadtogrowthin theprogram,andtogrowthoftheseassetsatbrown. TheIEBrownprogramisvaluedbyBrownfacultymembers. ThefacultymemberswhoengagewiththeIEBrownExecutiveMBAstudentsfindtheexperiencetobe intellectuallystimulatingandacademicallyenriching.thesefacultymembersarechallengedtodevelop curriculummodulesthatcutacrossdisciplinesandaddressbothfundamentalissuesandcurrenttopics, and deliver them to discerning midcareer leaders who contribute their considerable experience to enrichthelearningenvironment.brownfacultymemberstransfertheirpedagogicalexperiencefromthe IEBrownprogramtotheirotherteaching.Theyreportthattheinnovativematerialstheycreatefortheir IEBrowncoursesmigrateintothecoursestheyoffertoundergraduateandgraduatestudentsatBrown, andthetrainingandexperiencetheyhavewithblendedandonlineteachingenhancestheirtraditional classroom teaching. Thus the faculty has access to talented professionals who bring a wealth of information and experience to our campus, and who can facilitate relationships that could lead to researchandotherprofessionalopportunitiesintheirorganizations. TheIEBrownrelationshipbringsintellectualresourcestotheuniversityandcreatesopportunitiesfor Brownstudentsandalumni.IEfacultywhoteachinthisprogrammayagreetoteachinotherexecutive Master s degree programs at Brown, bringing needed expertise to a range of curricula.ie Brown activities bring other experts to campus as well. For example, at the IE Brown Venture Day Brown students and alumni had the opportunity to pitch their business plans to and interact with a jury of faculty and venture capitalists. IE also provides paid internships for two Brown undergraduate marketingstudentseachsummer(sixstudentshavecompletedinternshipsthusfarandreportexcellent experiences), and other academic and training opportunities are being developed. Brown undergraduate students from the BEO program undertake summer research projects in developing regionsthatinformtheembaexperientiallearningcomponents.(seecurriculumdescription). TheIEBrownstudentsareavaluable,newalumnigroupforBrown. ThesealumniplaceahighvalueontheiraffiliationwithBrownandhavedemonstratedtheirinterestin strengtheningthatconnection.recently,severaliebrownalumnicreatedinternshipopportunitiesfor Brown undergraduates, and there are plans to tap the alumni s professional experience and engage them in career advising activities with Brown students and alumni. These accomplished alumni have alreadyrealizedcareersuccessandareavaluableadditiontoouralumnicommunity. TheIEBrowncollaborationenhancesBrown sglobalvisibilityandengagement. Brown s collaboration with the highly ranked IE Business School expands Brown s brand recognition globallyandestablishesawiderreachforallofbrown sprograms.onanindividualbasis,theiebrown studentsandalumniareadiversegroupthatrepresentsmanyethnicities,nationalitiesandcountriesof 5 Rev.3/28/20149:30AM

6 residence.duringtheprogram,thestudentsengageininternationalprojects,suchastheirrecentwork insouthafrica,andmayhelpadvanceprojectsinitiatedbyotherbrownstudentsandfaculty.theglobal networkestablishedbythesestudentsandalumnithroughtheiebrownprogramisanimportantasset totheuniversity. TheIEBrownprogramisasourceofrevenueforBrown. LeadersatIEandBrownrecognizetheappealofandvaluethatstudentsplaceontheirBrownaffiliation, andtheyacknowledgethattheprogramwillscaleasajointdegreeprogramasstudentsareseekinga strongerbrownidentity.currently,brownreceivesalmost$400,000annuallyasitsshareoftheprofits fromthissuccessfulprogram.scalingwillmeanadditionalfinancialresourcesforbrown. Valueaddedforstudentsandsociety RecentdiscussionamongacademicexpertsandcorporateleadersregardingthecurriculaoftheMBA pointstoconcernaboutthefocusofthisdegreeinarapidlychangingmultinationalenvironmentand calls for transformation of the degree to include improved content. The IE Brown Executive MBA is distinct from more traditional MBA programs and leads the transformation of the MBA through the additionofbrown sexpertise.thisprogrammeetstheneedsofstudentsand Advancesmanagementsciencebyintegratingthe humansciences (humanities andsocialsciences)withtraditionalbusinessadministrationdisciplines; Demonstrates the value of multidisciplinary scholarship and of applying the knowledgeandconceptualframeworkofthehumansciencestobusiness; Incorporatesintegrativeexperientiallearningtoembedinpracticethedomain knowledgeandscholarlytoolsofmultipledisciplines. Improvingmanagementeducationanddevelopingreflectivebusinessleadersshouldhaveameaningful societalimpact.educatingsociallyresponsibleleaderswho,inthetraditionofbrown,seektohavean impactontheworldisanimportantmission. Adescriptionofthecurriculum,includingthepedagogicalapproach,isincludedinthenextsectionof theproposal. CurriculumplanforajointdegreeIEBrownExecutiveMBAprogram Brownfacultyengageincurriculumdesignandinstructionthattheyfindvaluableasitcontributestothe development of new content they bring to their teaching of Brown students at all levels. Insights broughttolightbymidcareerstudentsengagedinrigorousintellectualexperiencesareprovocativeand enlightening in a different way than those from a class of younger, more traditional students. Opportunitiestoteachinintensiveresidentialsessions,oncampusandinMadridandCapeTown,and tolearnpedagogicalapproachesofonlineinstructionarealsovaluabletothefaculty.newcolleaguesat IE, new engagement with highly experienced professionals who contribute to instruction, and new intellectual challenges aimed at the development of reflective, socially responsible and highly skilled organizationalleadershaveallbeenvaluabletobrownfaculty.studentsgivehighlypositivefeedbackon theprogramanddemonstratebothincreasingaccomplishmentintheirpostdegreeprofessionallives and a strong commitment to ongoing engagement as alumni of both institutions. International 6 Rev.3/28/20149:30AM

7 recognitionofbrown sexcellencehasbeenenhancedbytheprogramandtheenrolmentofstudents fromover20countries. StructureofthecurrentIEBrownExecutiveMBAprogram Theprogramcurrentlyenrollscohortsof20 30studentseachyear.Studentscompletetheirdegreein 15monthsandattendfiveresidentialsessionsthatalternatebetweenBrownUniversity,IEinMadrid, andaglobalexperienceincapetown,southafrica.whennotinresidence,thestudentscontinuetheir courseworkonline.theprogramscheduleforthecurrentiebrowncohortis: March2013 InresidenceatBrown 2weeks June2013 InresidenceatIEinMadrid 1week October2013 InresidenceatBrown 1week January2014 GlobalexperienceinSouthAfrica 1week June2014 InresidenceatIEinMadrid 2weeks,includesgraduation 18Brownfacultyhavetaughtintheprogramtodate. ContentoftheproposedjointdegreeIEBrownExecutiveMBAprogram ThepedagogicalobjectiveoftheIEBrownEMBAistofacilitatelearningthatyields reflective leaders equippedtodealwiththecomplexitiesandnuancesoftherapidlychanging globalworld.theessentialelementsofthe curriculumdesignareshownin thefigure.theadvanced managementmodules,taughtprimarilybyiefaculty,arecomplementedbytwoothercomponents:the humansciences modules(orcourses)drawnprimarilyfrombrownhumanitiesandsocialsciences;and 7 Rev.3/28/20149:30AM

8 theintegrativeexperientialcomponents,emphasizingentrepreneurialaction,anddesignedtoembed bothdomainknowledgeandscholarlybasedtoolsforactionfromallthecurricularcomponents. TheIEBrownEMBAcurriculumdeliveryissharedbetweenfacultyatBrownandIE,witheachschoolin theproposedcurriculumdeliveringabouthalfofthemodules.thefollowingfivecurricularcomponents, leveragingdistinctivebrowncompetences,areguidedbybrownfaculty,anddrawonbrownstrengthsin multidisciplinary scholarship, and from its distinctive topical strengths in the humanities and social sciences: 1.Ethicalandhistoricalfoundationsofmarketeconomies 2.Globalmarkets 3.Artsandhumanities 4.Socialstructuresandglobalcultures 5.Innovation,entrepreneurialmanagement,anddecisionmaking Thehumansciencespartofthecurriculumhasbeenstructuredaroundthesefivecomponentsasthey represent complementary academic traditions with distinctive content, contextual framing, and tools that together provide the learners with knowledge, perspectives, and the qualitative, analytical and interpretive tools for understanding our complex world. All components, but particularly the fifth, providelearningexperiencesthatadditionallypromptactioninresponsetothisreflexiveunderstanding. In delivering these curricular components, each component has a portal course that provides an overviewoftheacademictradition,anddemonstrateshowtheacademicframingwithinthistradition, coupledwiththedomainknowledge,illuminatesselectedtopics.theportalcoursesaresupplemented by multidisciplinary supportive courses that add to this domain knowledge, context, and tools. The design intent is for the portal modules to be relatively fixed and for supportive modules to change periodically in order to provide both faculty and program flexibility.in every case course material is designedbothtorenderanaccurateandrigorousrepresentationofanupperleveluniversitycoursein therelevantdiscipline[s].additionaldetailsonthefivecurricularcomponentsfollow. Note that the intent of this document is degree approval, not specific course approval. Final course proposalapprovalsforbrowncoursesintheprogramwillbedealtwithseparatelyperregularprocesses withinbrown'sgraduateschool.whereacourseisjointlytaughtbybrownandiefacultythecourse willrequirejointproposalapprovalbybothinstitutions. CurricularComponents Ethicalandhistoricalfoundationsofmarketeconomies Thecurricularcomponentethicalandhistoricalfoundationsofmarketeconomiesexaminestheideas that shape business ethics and the resulting business practices. The notion of business ethic is ambiguous.itcommonlyreferstothesetofmoralvaluesthatoughttoconstrainbusinesspractices(e.g., respectfortherightsofworkers,perhapsrespectfortheenvironment,andthelike).businessethicso understooddefineswhatcountsasamorallypermissiblebusinesspractice.businessethicalsorefersto thesetofrulesbywhichabusinesspracticeshouldbegovernedinordertoachieveitsobjective,suchas greaterproductivityorprofit;theserulesareessentiallypragmatic,ratherthanmoral.however,neither ofthesetwokindsofbusinessethicdefineswhatisgoodaboutbusinessactivity.thisistheobjectof 8 Rev.3/28/20149:30AM

9 businessethicunderstoodinalesscommonsenseway namely,theethicaloutlookthatdefinesthe distinctivevalueofbusinessactivity,orofalifedevotedtothisactivity. AccordingtohistorianNiallFerguson,theextraordinarydominanceenjoyedbytheWestoverthepast fivecenturiesmustbeexplainednotsimplybytheeconomicandsocialsuccessofcapitalism,butbythe appealofthedistinctiveethicaloutlookthatunderliesit.capitalismis,atleastinpart,theproductofa powerfulnewsetofethicalideasaboutwork,business,andtheacquisitionofwealthdevelopedinthe contextofthechristianreformation,particularlyinsomeofitscalvinisticforms.centralamongthese ideasisthefundamentalandsurprisingnotionthatacapitalistculturerestsonavaluationofthepursuit of wealth, in contrast to the resting on, and enjoyment of, it.the objective of this component is to engage business students to reflect on the fundamental values inherent in the types of business activitiescharacteristicofaparticulartime,suchasourmodernistcapitalistculture. TheportalcourseforthiscurriculumcomponentisTheEthicalFoundationsofCapitalism.Thecourse examinesthedramaticchangesintheevaluationofwork,business,andthepursuitofmaterialwealth that were ushered in by the Protestant Reformation and are thought to have made possible the emergenceanddevelopmentofcapitalism.thiscoursecircumscribestheethicalcoreofearlycapitalism, namely,the seeminglyparadoxicalnotionthatcapitalistentrepreneurshiprestsonavaluationofthe pursuitofmaterialwealthandacorrespondingdevaluationoftherestingonandenjoymentofit. Supportive courses include the Shared History of Slavery and Capitalism and Illicit globalization: the clandestine side of the global economy.to date, courses in this area have been taught by Brown ProfessorsBernardReginster,SethRockmanandPeterAndreas. Globalmarkets Theglobalmarketscurricularcomponentinvestigateshowourworldischanginginfundamentalways. Theinstitutionsandregulationsgoverningourglobaleconomyareclearlyinflux.Recenteventshave shownthattraditionalnationalregulations(orlack thereof)are nolongeradequateyetinternational accordsoveraid,trade,laborstandardsandahostofotherissuesarefiercelyandfrequentlycontested bycompetinginterests.thefinalresultsofthesedebates,andtheeconomicsystemsandpolicieswill determinewhowinsandwholosesinthenewglobaleconomy.understandingtheinteractionbetween this shifting politicaleconomicregulatory environment and individual firms, even entire industries, is keytodeterminingboththepossibilitiesforandconstraintsonglobalbusinessintoday'sfastchanging economy. The portal course, titled Global Markets, provides the conceptual tools necessary to understand and workeffectivelyintoday'sglobalworld.thecoursedoesthisinthreecloselyrelatedways: Analyzinghowthemacroeconomicandinstitutional/regulatoryenvironmentforbusinessvaries aroundtheworld,includingwhatthismeansforbusinesspeopleandpolicymakers. Discussing efforts to construct and enforce "rules of the game" for the global economy. In particular,weexaminecontemporarydebatesandcontroversiessurroundinggrowth,aid,fiscal monetary,andtradepolicies,andlaborandenvironmentalstandards. 9 Rev.3/28/20149:30AM

10 Developingtoolsandframeworksdrawnfromthefieldsofeconomicsandpoliticalsciencethat helpmakesenseofourincreasinglyglobalandcomplexworld. SupportivecoursesincludePoliticaleconomyofemergingmarketsandCriticalfinance.Todatecourses inthisareahavebeentaughtbybrownprofessorsnitsanchorev,melanicammett,richardsnyder,and MarkBlyth. Artsandhumanities The arts and humanities component of the curriculum introduces scholarly practices in the arts and humanities. By the humanities we mean both the disciplines and domains associated with the humanitiesintheliberalartscurriculumforexamplephilosophy,history,literature,music,andvisual artsaswellastheconvictionthatscholarlypracticeshouldseektounderstandand,wherepossible, strivetoamelioratethehumanconditioninitsuniversalityanditsvariety.humanisticunderstandingis essentialtothenegotiationoftheglobalizedworldanditschallenges.howdotheincreasedexchange, access, and flow of persons, products, and markets associated with globalization negotiate cultural, political,andsocialdifference,particularity,andinequality?howdoglobalsystemsnegotiatebetween shared benefit and exploitation? How do these systems negotiate between cultural exchange and innovationontheonehandandthepreservationofheritageontheother? Howdopeopleunderstandtheirownlivesandmakethemmeaningful?Howdoessuchunderstanding vary over space (geographical, cultural, and political difference) and time (historical evolution and transformation)?overthelastthousandyears,theuniversityhasdevelopedanddividedthiskindof knowledgeintofacultiesanddisciplines.buthumanunderstandingalsodevelopsintransdisciplinary ways,andisthereforerelevanttoallareasoftheuniversityaswellastotheworldatlarge. Theglobalizedworldhasdramaticallyincreasedboththepotentialofandthechallengestohumanistic understanding.ontheonehand,wehearaboutthe flat world,wherethingsandlivesare orshould be more or less the same and measurable by common denominators. On the other hand, the globalizedworldcreatesencountersacrossenormousandsustainedculturaldifference.knowledgeand highlevelcompetencethusrequiresanunderstandingofdifferenceacrossspaceandtimeevenmore thanitrequiresacompetenceincommonmeasurables. Moreover,negotiatingculturaldifferenceandcultural otherness isalsothebestwayofunderstanding oneself.thesurestway,forexample,tounderstandinghowone sownnativelanguageworksistolearn asecondlanguage.theopacityofanotherpersonorcultureisoftenasignaloftheopacityoftheself andthedifficultyofselfknowledge. TheportalcoursetotheArtsandHumanitiescurriculum,GlobalizationandtheArts,proceedsbywayof anindepthcasestudylinkingaspecificlocationwithtraditionandpracticesinthearts.thiscasestudy, forexamplemusicalandvisualartsinsouthafrica,issupplementedbymodulesexpandingthequestion both in terms of place and genre other places, other art forms of imaginative genres (literature, painting and sculpture, architecture, dance, etc.).to date courses in this area have been taught by BrownProfessorsMichaelSteinbergandPatriciaRose.Prospectivefacultyandtopicalareasofinterest tothissectionof the curriculumincludejazzstudies(professorgooley), ethnomusicology(professors Inglese and Miller), Middle East and digital humanities (Professor Muhanna), 10 Rev.3/28/20149:30AM

11 colonialism/postcolonialism,europe/africa(professors.steinberg),liberalismandliterature(professor Anderson),andarchitecture(ProfessorNeumann). Socialstructuresandglobalcultures The social structures and global cultures curricular component introduces students to the critical consideration of social structure and global cultures leveraging the research tools of sociology and anthropology.theresearchtoolsassociatedwith thedisciplinesofthesocialsciencesareextremely usefulforglobalbusinessleaders.ethnographicmethods,forexample,helpustoanswerquestionssuch as: Whydoglobalbusinessventuresandphilanthropicprojectsalikeoftenproduceunintended outcomes(orfailentirely)whenimplementedinnewculturalcontexts? Whatprinciplesandvaluesmattermostforpeopleintheirdecisionmakingprocesses? Howcancompaniesdevelopworkplaceculturesthatfosterthegreatestproductivityonthe partoftheirworkers? Whatculturalfactorsmotivatepeople schoicesinbusinessandinlife? How can we make sense of some of the most puzzling global trends like the apparent resistance on the part of many people to adopt selfprotective strategies that maximize their health and longevity, or the hostility many people express against investments designedtoimprovetheirlives? Inthetwopartportalcourse,SocialStructuresandGlobalCulturesanditsApplicationtoGlobalHealth Challenges,studentslearnthebasictoolsofethnographicresearchandthenapplythemtowardgaining anuancedperspectiveononeofthemostpressingpublicissuesfacingsouthernafrica:thehiv/aids epidemic. Inthefirstpartofthecourse,studentsdevelopbasicskillsinusingethnographicresearchmethods,a vitalmethodologyforanalyzingwhypeoplebehavethewaytheydo.thecourseconcentratesonthe twokeyelementsofethnographicmethodology:participantobservationandinterviewing. In the second part of the course students apply ethnographic methods in an experiential learning environmentagroupassignmentrelatedtothecurriculum sglobalexperiencefieldwork:thesocial impactofthehiv/aidsepidemic,theeffectsofphilanthropicanddevelopmentinterventions,andthe culturalandpublichealthfactorsassociatedwithissueslikestigma. Thecourseobjectiveistohelpstudentsdevelopskillsforunderstandinghowcultureaffectspeople s decisionmaking processes, behaviors, values, and attitudes, encouraging the development of a sensitivitytoculturalfactorsandarecognitionofthecomplexitiesofhowcultureimpactshumansocial life. The emphasis is on learning how to recognize and make sense of different social and cultural contexts.supportivecoursesincludehealth,ethicsandsociety.todatecoursesinthisareahavebeen taughtbybiancadahl(currentlyassistantprofessorofanthropologyattheuniversityoftoronto)and Sherine Hamdy.Prospective faculty and topical areas of interest to this section of the curriculum include:global/publichealth(professorsmith),urbanstudies(professorshellerandvarshney),gender studies(professorgutmann)andreligiousstudies(professorssingh,bermanandlewis). 11 Rev.3/28/20149:30AM

12 Innovation,entrepreneurialmanagement,anddecisionmaking Inthe innovation, entrepreneurial management, and decisionmaking componentofthecurriculum, we make the connections between the study of economic and business systems (which takes the approachofclassicaleconomicsandistaughtintheadvancedmanagementcurriculumdeliveredbyie faculty)andthecomplementarystudyofdecisionsciencesandentrepreneurialmanagement. Classicaleconomicsassumesthatmarketstendtowardsequilibrium,andthateconomicagentsmake rational decisions. But studies in the behavioral sciences demonstrate convincingly that humans are pronetowardsbiasinmakingjudgmentsanddecisionsincomplexsituations.wethereforedrawfrom researchincognitiveandsocialpsychologyandbehavioraleconomicsandapplyittoastudyofhuman biasesandtheuseofheuristics,withparticularemphasisonthecontextofeconomicactors,managers andentrepreneurs. We further complement the understanding of economic systems with the study and application of entrepreneurialmanagement.thisapproachfocusesonthesourcesofinnovationandthemicrolevel processesandactionsthatleadtoeconomicgrowthandproductivityincrease.itutilizesthecreationof newbusinessopportunitiesasthevehicleforlearning.itisfurtherbroadenedtofocusontheindividual as an entrepreneurial leader: seeking opportunities and creating growth; leading in complex environments;andbuildingsustainableorganizationsinarapidlychangingglobalenvironment. Thisareaofthecurriculumalsoplaysaspecialroleinprovidingaplatformforexperientiallearning.We recognizethatinordertoachievethelearningobjectives,insomeareasourusualteachingmethods such as Socratic discussion need to be supplemented by experiential learning methodologies. Entrepreneurialmanagementasanareaisprimarilyaddressedthroughexperientiallearning,withthe cohort working in teams to seek entrepreneurial opportunities and build growth ventures. But, importantly,theexperientialprojectsalsoservethepedagogicalobjectiveofprovidinglearningvehicles thatrequiretheintegrationofcontentandacademicapproachfromallpartsofthecurriculum. Asanexampleofthis,thefourthfacetofaceofthecurriculumtakesplaceinacomplex,developing world environment, such as South Africa. This residential session is the culmination of courses from differentareasofthecurriculum,aswellastheportalcoursecreatingentrepreneurialopportunitiesin Developing Regions. Various teaching faculty in the program, representing the different curricular components, participate together in supporting, critiquing and mentoring the teams. This integrating and experiential component of the curriculum has been assessed by the students to be particularly valuable. Supportivecoursesinclude:PsychologyforManagers;EntrepreneurialManagementforExecutives;and ManagerialEconomics.TodatecoursesinthisareahavebeentaughtbyBrownProfessorsKingon,Malle, Krueger,McDermottandFishman. AdvancedBusinessCurriculum IEFacultyResponsibility As part of the IE Brown EMBA program, IE faculty teach the majority of the advanced management courses. Note that in the EMBA the management courses are taught at a level appropriate for participantswhoalreadyhaveanumberofyearsofbusinessexperience.withinthefunctionaltopics, theemphasisisnotsomuchonthehowtousethetoolsofthetopic,buthowtostrategicallymanage 12 Rev.3/28/20149:30AM

13 eachfunctionalarea.thefollowingcoursesmakeupthecoreoftheadvancedmanagementcurriculum: ManagerialEconomics This module provides participants with a framework to understand the main economic variables and dynamics that affect business activity. Economic expansion or recession will change all business forecasts; market structure will affect profitability; fluctuating exchange rates will have an impact on costs, sales, risk perceptions and debt levels; and the state of the national budget or interestrate decisionscancoloracompany sfuture. CompetitiveandCorporateStrategy This course aims to provide participants with a thorough understanding of the internal and external factorsthatshapeafirm sabilitytocreatevalue.thecoursestrivestoinstillastrategicmindsetthatwill enableparticipantstogobeyondasimpleapplicationoftoolstoderiveadeepunderstandingoffirm competitivebehaviorinordertoenhancetheirownfirm sperformanceinanygivensituation. FundamentalsofMarketing This course is designed to introduce participants to the field of marketing while studying the role of marketing in today s world. The discipline of Marketing focuses on the exchange process between companies and customers; the role of marketers is to create, capture, and sustain value for organizationsalongthelinesoftheirstrategicdirections.participantsareexpectedtobecomefamiliar withthedifferenttrendsinthedisciplineandimplicationsonmarketingprocess,evaluateandprioritize informationthatinfluencesmarketingdecisions,andapplyquantitativeandqualitativeanalysistohelp solve marketing problems. They will use their newly acquired knowledge to develop marketing strategies and draw up marketing plans for companies from different sectors, environments and situations. ManagingCommunitiesofWork 21st Century organizations are experiencing a growing prominence of the role of employees for the purposes of business differentiation and competitive advantage. This sets important challenges for managers, who have to influence their teams in order to elicit competencies such as collaboration, creativity or entrepreneurial drive, and put them in play in their daily activities. Managing people effectively along these lines, however, should involve a careful analysis of organizational dynamics, overcoming subjectivity and developing critical thinking about how to capitalize the best of people talentforboostingcorporateperformance. Thedevelopmentofsuchskillsisthepurposeofthissubject.Participantswillbeprovidedwithasetof analyticaltoolsthatwillhelpthemthinkstrategicallyabouthowworkcanbeorganizedandindividuals and communities motivated (and demotivated). Specifically, participants will explore ways in which bettermanagementofworkplacecommunitiescandelivercompetitiveadvantage. 13 Rev.3/28/20149:30AM

14 OperationsandSupplyManagement Thedesignandoperatingsystemofacompanymustbecoherentwithitsstrategy.Toachievethisitis importanttoanalyzeandunderstandthedesignofproducts,servicesandworkorganization,thelong andmediumterm managementof the capacityofbothindustrialcompaniesandservices,integrated chain supply management, MRP, total quality management and the management of technology and innovation. Inthiscourseparticipantswillapplyanoperationsstrategyframeworktoassessthelevelofalignment between marketing and operations strategy. Together they will explore how decisions in operations strategyimpactoncreatinganddeliveringafirm scompetitivecapabilities. FinancialandCostAccounting Peopleoftenassumethatcostaccountingisatechnicalandneutralrepresentationofinternalfinancial transactions.infactthisisseldomthecase.figuresproducedbycostaccountingsystemsareinfluenced bysubjectivedecisions,purposesofcalculation,internalorganizationalpoliticsandexternalsocialand economicfactors. Ontheotherside,financialaccountingisaboutcommunicatinginformationtoallthestakeholdersof thecompanyandtothegeneralpublic.annualreportsare messages writteninaspecificlanguage and sent at certain points in time and space. Numbers and words have to be chosen, they are not mechanicallyproducedthroughtheapplicationofroutines. This course focuses on how to appreciate these issues around the disciplines of Cost and Financial Accountingandoffermethodsofinterpretingthedata,resultinginmeaningfulandusefulinformation forthecorrespondingstakeholders. FinancialManagement The objective of this course is to help participants integrate the financial theory with the current businessenvironmentinwhichfinancialdecisionstakeplace.inthiscontext,financialdecisionscanbe brokendownintotwobasicdecisions:(1)howmuchtoinvestandwhatassetstoinvestin,and(2)how toraisethenecessarycash.thecourseprovidesparticipantswithaframeworktoanswerhowthefirm shouldmaketheinvestment,orcapitalbudgetingdecisions,inordertoincreaseshareholdervalue.also, participants will discuss the management of the right side of the Balance Sheet, specifically Capital Structure,ShareholderValueCreationandValuation. EntrepreneurialManagementforExecutives This course provides a forum for the indepth examination of mindsets, methods, and managerial activitiesthatfollowtheentrepreneurialprocessfromopportunityrecognitiontogrowingventures.in particular the course will examine the role innovation plays in the creation of new value, and how leadershipoftheentrepreneurialdimensionsofanenterpriseisparamounttosustainablegrowthand competitiveness. 14 Rev.3/28/20149:30AM

15 Selfawarenessandreflectiveleadershipdevelopment SelfAwarenessandReflectiveLeadershipDevelopmentcomprisesasetofcoursesandworkshopsthat benefit participants personal growth with the aim of increasing personal and organizational effectiveness.creatingselfawarenessallowsparticipantstodiagnose,recognizeandreflectupontheir strengths and to turn such strengths into a leadership toolset to communicate and influence with diversestakeholders.theleadershiptoolsarediscussedandpracticedatthreelevels: Individual tools of leadership based on personality, emotional intelligence, strengths and skills.reflectivepracticesareusedtoenhancethemindfulawarenessofstrengthsandweaknesses ofthesetools. Influencing relationships and groups through communication, structuring, and interpersonal tools.inthiscase,reflectiveandmindfulnesspracticesareusedtoenhancesituationalawareness ofgroupdynamicsinthemomentastheyarehappening. Leading organizational change through visioning and empowering people to implement new structuresandnewwaysofrelating.reflectiveandmindfulnesspracticesatthislevelhelpleaders uncover the blind spots and implicit biases involved in individual and strategic decisionmaking associatedwithmakingchangehappen. Lengthofcourses,comparisontoBrownMaster sdegrees,courseassignments As noted, the IE Brown curricular components are composed of larger portal courses and smaller supportivecourses.theiebrownembadegreecurriculumisdeliveredinsessions.whenasessionis delivered in a facetoface classroom format it is delivered in 1.5 contact hours.when a session is delivered in an online format it is delivered over 4 days of asynchronous discussion; in terms of interactivecontentandfacultyandstudenttimecommitmenteachonlinesessionisatleastequivalent toafacetofacesession.thetotalnumberofsessionsrequiredfordegreecompletionexceeds250, corresponding to 375 facultystudent contact hours (250 sessions x 1.5 hour equivalents).the 375 contact hours are in line with the 320 contact hours required of other Brown professional Masters degrees(40contacthourspercreditx8requiredcourses). Thedeliveryofthecurriculumdescribedinthisdocumentandplannedtobeginwiththeenteringcohort ofmarch2015willbedeliveredalmostequallyintermsofnumbersofsessionsbybrownandiefaculty. Assomecoursescanandhavebeentaughtbyfacultyfromeitherinstitution,wedonotexpecttostrictly enforcethe50:50ratio.itisexpectedthattheratiomayvarywithintherange40:60to60:40from cohorttocohort. PoliciesandProcedures Policies and procedures governing this program adhere to existing Brown policies and procedures as outlinedbelow.thefollowingprovidesclarificationofthemeaningofspecifictitlesastheyrelateto theissuesofacademiccode,studentconductandgrievanceproceduresforthisprogramasreferenced 15 Rev.3/28/20149:30AM

16 inthefollowingbrownuniversitydocuments:academicandstudentconductcodes:graduatestudent, FacultyRulesandRegulationsandGraduateSchoolHandbook.Inthisprogram: Faculty mayrefertofacultyofeitherbrownorie Staff mayrefertostaffofeitherbrownorie Department Chair will refer either to a Department Chair or to Director and/or Executive Directoroftheprogram. Studentconduct The Brown University Academic and Student Conduct Codes: Graduate Student edition will apply to student conduct issues in all cases except when the student conduct in question occurs in Spain, in whichcasethepoliciesofiebusinessschoolwillapply. Grievanceprocedures IEBusinessSchoolpolicieswillapplytostudentgrievancesthatarebroughtinconjunctionwithcourses inwhichbrownfacultyhavenoteachingresponsibility,orininstancesinwhichthegrievancehasno Brown University component. In all other instances Brown University policies regarding student grievancesassetforthinthefacultyrulesandregulationswillapply. ViolationsandAllegedViolationsoftheAcademicCodeofConduct TheBrownUniversityAcademicandStudentConductCodes:GraduateStudenteditionwillserveasthe guidingdocumentwhenitcomestoissuespertainingtoacademicconductandviolationsthereof.while theaforementioneddocumentwillguidepoliciesandprocedures,thejointlyadministerednatureofthis programdoesrequirealternativeproceduresinsomeareas.inparticular,referencesmadetodecisions andactionspertainingtoand/ormadebythedeanofthegraduateschool,will,inthecontextofthis program,bemeanttomeandecisionsandactionsthataretakenjointlybybrownuniversity sdeanof thegraduateschoolandiebusinessschool sdeanofprograms.likewise,referencesmadetodecisions andactionspertainingtoand/ormadebyanassociatedeanofthegraduateschool,will,inthecontext ofthisprogram,bemeanttomeandecisionsandactionsthataretakenjointlybythebrownuniversity AssociateDeanoftheGraduateSchoolandIEBusinessSchoolAssociateDeanofExecutivePrograms. ShouldtheAssociateDeanoftheGraduateSchoolandAssociateDeanEMBA&GMBAdecidethatthe allegationswarrantaformalhearing,thesetwoindividualswillcochairthestandingcommitteehearing thecase.ifthereisnotagreementbetweenthesetwoindividualsonthemeritsoftheallegationthe allegationwillbedeemedtonotrisetothelevelofaformalhearing.inthecasewhereaformalhearing iswarranted,thestandingcommitteeshall,inadditiontotheaforementionedadministrators,consistof twofacultymembersfrombrown,selectedaspertheguidelinesinthebrownuniversityacademicand Student Conduct Codes: Graduate Student edition, and two faculty members from IE, selected in accordance with guidelines from that university. Once formed, Standing Committee procedures and practiceswillfollowguidelinessetforthinthebrownuniversityacademicandstudentconductcodes: Graduate Student edition. Student appeals to rulings handed down by the Standing Committee are madetothedeanofthegraduateschool,brownuniversity,andtothedeanofprogramsatiebusiness School(ortheirdesignees)whosedecisionswillbefinal.ShouldtheDeansortheirrepresentativesnot reach agreement about the appeal the charges against the student(s) will be dropped.technology enabledmeetingsareacceptableforanyandalldeliberationsintheprocess. 16 Rev.3/28/20149:30AM

17 Admissions CandidatesrecommendedforadmissiontotheprogramwillbesubmittedtotheDeanoftheGraduate School(ordesignee),BrownUniversity,forreviewandfinalapproval. Grading Brown University faculty may assign grades of A, B, C or No Credit in the courses they teach in this program. ProgramOperationsandManagement At the highest level, oversight of the IE Brown EMBA program will be through a joint oversight committee of senior representatives responsible for graduate programs and of the academic and administrativeleadersforthisparticularprogram.forbrown,thecommitteemembershipshallconsist of the Dean of the Graduate School, the Academic Director and the Dean of Continuing Education. Equivalent representatives represent IE on the committee. The committee shall convene and communicateonaregularbasistoensurethequalityandeffectivenessoftheprograminadditionto assessingoutcomesanddiscussinganynewdirectionsorconcerns,aswouldbethecaseforanyother graduateprogramatbrown. At Brown the Academic Director chairs a faculty committee responsible for all academic issues.the faculty committee serves as the link to the facultyatlarge within departments throughout the university.aswithallotherbrowngraduateprograms,significantacademicprogramchangesproposed bythefacultycommitteemustbesubmittedforreviewandapprovalbybrown sgraduatecouncil. Atthedaytodayoperationallevel,themanagementstructurewillreflectequalityofresponsibilitiesat both Brown and IE. Two Executive Directors, one at the IE and one at Brown, are responsible for programoperationsandreporting.atbrownthefacultycommitteeprovidesdirectionto thebrown Executive Director on academic matters. Consistent with the above description, curriculum developmentisundertakenbytheappropriatefacultyateachinstitutionworkingtogetherunderthe auspices of the Oversight Committee. Administration is similarly cared for by the appropriate administrativeofficesofeachinstitution. NetworksandCareerSupportServices CriticalcomponentsofanMBAarethenetworkconnectionsandcareersupportservicesprovidedtothe participants, which go beyond the learnings to have an impact on career development. The EMBA graduateshaveaccesstothealumninetworksofbothinstitutions,eachofwhichareextremelyactive and have unique strengths. The career development projects include joint actions with other top businessschoolsintheusandaroundtheworld. 17 Rev.3/28/20149:30AM