Shakespeare’s Henry V with his cry of “Once more unto the breach, dear friends” to rally his troops and urge them to fight on is often used as a case study in leadership. So it is perhaps surprising that business schools, which pride themselves on teaching leadership skills, have been so woefully bad at appointing deans who inspire and stay the course
What Rebekah Brooks can teach us about power http://t.co/lIcLIBljFP— Jeffrey Pfeffer (@JeffreyPfeffer) March 20, 2015
...In the real world, outcome interdependence is common. If I choose a subordinate, select an advisor, or help pick a co-worker or teammate, my own outcomes depend on the skill and drive of the person selected. Absent that outcome interdependence, I am much more likely to evaluate others on their likeability, which is partly determined by how they conform to role expectations, including gender role expectations.
A Stanford doctoral student, Peter Belmi, and I have a manuscript in preparation summarizing three studies showing this effect: outcome dependence changes how people weigh competence versus likeability when evaluating others. Likeability is more important when study participants’ outcomes don’t depend on the other person, and competence becomes comparatively more important when they do...
(multi-format, incl. PDF 468 pages)
The latest research from Prof. Bruce Kogut: Economists Aren't As Nonpartisan As We Think http://t.co/18eKu1GaaO— Bernstein Center@CBS (@bernsteincenter) December 8, 2014
Dec 8, 2014
According to purists, the field of economics is supposed to be free of political ideology. Economics views itself as a science1 and the prevailing consensus, best articulated by Nobel-winner and Chicago-school doyen George Stigler, is that “the dominant inﬂuence” in economics “is the set of internal values and pressures of the discipline” which help keep it nonpartisan.
With this knowledge about actual ideology in hand, we built an algorithm that discovered the relationships between political leanings and word choice in about 18,000 academic papers written by our sample of economists.
We first found that an economist’s research area is correlated with his or her political leanings. For example, macroeconomists and financial economists are more right-leaning on average while labor economists tend to be left-leaning. Economists at business schools, no matter their specialty, lean conservative. Apparently, there is “political sorting” in the academic labor market.
"Mary Robinson: Why Europe needs to set the pace on climate change", Irish Times, October 20, 2014
Opinion: The importance of acting now cannot be overstated: every euro spent on fossil fuels today condemns parts of the world to hurricanes, drought and infectious diseases
The meeting of the European Council – the gathering of the EU member states – in Brussels on Thursday and Friday will lead to a decision that will have far-reaching consequences. The summit is expected to see the adoption of a new framework for Europe’s climate and energy policy, including a set of targets for 2030 to cut our greenhouse gas emissions, boost renewable energy use and reduce overall energy use. These pledges matter, for Europe and the international community.
Mary Robinson, former president of Ireland, is the United Nations secretary-general’s special envoy on climate change and a member of the European Climate Foundation’s advisory board
"The future is green for business schools", FT Soapbox, October 5, 2014
Business education needs to be more integrated, more interdisciplinary and more oriented towards thinking about the bigger “system-level” picture. A second order level of thinking is required. Moving beyond the direct relationship between action and value, business schools must offer education that addresses the complex systemic challenges we are all facing.
New organisational forms have evolved in Europe. My own organisation, Climate-KIC, is Europe’s largest public-private partnership with more than 230 partners drawn from prestigious universities, research institutions, blue-chips and SMEs. The EU created the KICs to address the innovation challenge of Europe and make existing models obsolete. These organisations are creating new knowledge and will be a stimulus for business schools to evolve and change.
HOW DOES PEER PRESSURE AFFECT EDUCATIONAL INVESTMENTS?
Leonardo Bursztyn Anderson School of Management, UCLA and NBER Robert Jensen Wharton School, University of Pennsylvania and NBER
Chicago Booth business-school professor
faculty.chicagobooth.edu/amir.sufi/ co-author of "House of Debt".
Why is this any more politically acceptable than just helicopter drops of euros over greece? http://t.co/Ig1pNV58u1— Amir Sufi (@profsufi) September 30, 2014
One of several books: www.amazon.com/Chip-Heath
"Decisive..." October 31, 2011 - We all know that change is hard. It's unsettling, it's time-consuming, and all too often we give up at the first sign of a setback.
Dan Heath is a Senior Fellow at Duke University's CASE center, which supports entrepreneurs who are fighting for social good. He is the co-author, along with his brother Chip, of two New York Times bestsellers: Made to Stick: Why Some Ideas Survive and Others Die and Switch: How to Change Things When Change Is Hard.
A graduate of the University of Texas and Harvard Business School, he lives now in Raleigh, NC.
Chip Heath is a Professor of Organizational Behavior in the Graduate School of Business at Stanford University. His research examines why certain ideas - ranging from urban legends to folk medical cures, from Chicken Soup for the Soul stories to business strategy myths - survive and prosper in the social marketplace of ideas. His research has appeared in a variety of academic journals, and popular accounts of his research have appeared in Scientific American, the Financial Times, the Washington Post, BusinessWeek, Psychology Today, and Vanity Fair. He lives in Los Gatos, California. Dan Heath is a consultant at Duke Corporate Education, one of the world's top providers of executive education. Prior to joining Duke, he was a researcher at Harvard Business School, writing 10 cases on entrepreneurship that are used in business school programmes.
There are strident disagreements these days over every aspect of American educational policy, except for one. Everyone thinks it would be great if we could better teach students how to innovate.
So shouldn’t we be paying a great deal of attention to the educational method that produced, among others, Larry Page, Sergei Brin, Jeff Bezos, Jimmy Wales, Peter Drucker, Julia Child, David Blaine, and Sean “P. Diddy” Combs? They were all students in Montessori schools. According to a Wall Street Journal article by Peter Sims, there’s a “Montessori Mafia” among the creative elite. So maybe there’s something to the method Italian physician Maria Montessori came up with around the turn of the 20th century..
But research indicates that Montessori methods work even for disadvantaged kids who are randomly selected to attend
The main thing I learned there is that the world is a really interesting place, and one that should be explored. Can there be any better foundation for an innovator in training?
Findings of Harvard Business School’s 2013 – 14 Survey on U.S. Competitiveness
"Michael E. Porter Jan W. Rivkin with contributions from Joseph B. Fuller, Allen S. Grossman, Rosabeth Moss Kanter, and Kevin W. Sharer"
The report also showed a split between small businesses and larger businesses, with alumni from the former more pessimistic along almost every dimension surveyed.
+ September 9, 2014, Boston Globe, Harvard study finds ‘troubling’ divergence in US economy
Executive Summary (page 4)
In 2013–14, Harvard Business School (HBS) conducted its third alumni survey on U.S. competitiveness. Our report on the findings focuses on a troubling divergence in the American economy: large and midsize firms have rallied strongly from the Great Recession, and highly skilled individuals are prospering. But middle- and working-class citizens are struggling, as are small businesses. We argue that such a divergence is unsustainable, explore its root causes, and examine actions that might mitigate it. We ask in particular, how can we create a U.S. economy in which firms both thrive in global competition and lift the living standards of the average American? Four patterns that shed light on this question emerged from survey respondents’ assessments of the U.S. business environment:
• In gauging the future of U.S. competitiveness, the survey respondents were pessimistic on balance. By a ratio of three to two, those who foresaw a decline in U.S. competitiveness in the next three years outnumbered those who predicted an improvement. Reflecting the divergence described above, respondents were much more hopeful about the future competitive success of America’s firms than they were about the future pay of America’s workers.
• Though pessimistic overall, respondents were less negative about the future of U.S. competitiveness than they were in prior surveys. This trend seems to reflect the cyclical rebound of the U.S. economy. Accordingly, respondents were more favorable this year in their assessments of every element of the U.S. business environment. Respondents saw relatively small gains, however, in areas that pose some of the nation’s toughest challenges, including America’s tax code, its K–12 education system, its political system, and its regulations.
• Overall, respondents saw weaknesses in those aspects of the U.S. business environment that drive the prospects of middle- and working-class citizens—for instance, the education system, the quality of workplace skills, and the effectiveness of the political system. And they saw strengths in aspects that influence company success, such as the quality of management, the vibrancy of capital markets, and firm access to innovation. This dichotomy is likely at the root of the divergence described above. • Compared to the typical respondent, alumni working in small businesses had more negative (or less positive) views of virtually every aspect of the U.S. business environment. This finding echoes growing evidence from other sources that small businesses are disadvantaged in America.
Beyond a general assessment of the U.S. business environment, the survey explored three areas of concern where smarter approaches might improve the prospects of the average American: the K–12 education system, workplace skills, and transportation infrastructure. In each of these areas, this report draws not only from the survey but also from wider HBS research efforts.
"Hong Kong is a wonderful, thriving society to be part of. If you don't believe me, go outside today," Sunil Kumar, dean and George Pratt Shultz Professor of Operations Management, said in his opening remarks at the inaugural ceremony’s keynote panel discussion, “Which Capitalism for the 21st Century?”
Impressed by Pres. Obama’s open mind. Today he invited me and other economists to lunch to better understand the needs of the country— Zingales_en (@zingales) July 2, 2014
July 2012, BookTV: Luigi Zingales, "A Capitalism for the People"
In a plea to bolster free markets and not big business, he shared insights from his new book, A Capitalism for the People: Recapturing the Lost Genius of American Prosperity, (Basic Books (June 5, 2012))
Comportamiento espectacular del mercado laboral - http://t.co/UpaOz5qVTK— Rafael Pampillón (@Rafaelpampillon) July 26, 2014
@Rafaelpampillon El mayor descenso trimestral del paro en valores absolutos registrado nunca en la serie histórica de la EPA (desde 1964).— Luis Perez Lopez (@luisperezlopez) July 24, 2014
Francia es un país que se ha descuidado y ha cogido grasa. Necesita ponerse a régimen e ir al gimnasio para ajustarse y ganar competitividad— Rafael Pampillón (@Rafaelpampillon) August 3, 2014
Francia necesita reducir costes (sociales, fiscales y laborales), eliminar subsidios y reformar su mercado laboral para ganar competitividad— Rafael Pampillón (@Rafaelpampillon) August 3, 2014
A la fuerza ahorcan: Francia hace una importante reforma de sus administraciones públicas. http://t.co/COeEWrKIR0— Rafael Pampillón (@Rafaelpampillon) August 3, 2014
en.wikipedia.org/wiki/Richard_Florida is currently a professor and head of the Martin Prosperity Institute at the Rotman School of Management at the University of Toronto (not the author of the IMF report)
Pinning down the precise relationship between growth and inequality is a challenge. Some studies reckon inequality is mildly bad for growth. Others suggest the relationship changes as poor countries grow rich, while still others reckon it is the trend in inequality rather than its level that matters.
Research by economists at the International Monetary Fund aims to add clarity to the debate. In a 2011 paper Andrew Berg and Jonathan Ostry argued that it is the duration of spells of growth that is most important for long-run economic performance: getting an economy growing in the first place is much easier than keeping the growth spell rolling. They reckon that when growth falters, inequality is often a culprit. Latin America’s Gini index is about 50, well above that in emerging Asia, which has a Gini of about 40. (A Gini index is a measure of income concentration that ranges from 0, representing perfect equality to 100, where all income flows to a single person.) Were Latin America to close half of that gap in inequality, its typical growth spurt might last twice as long, on average.
Others reckon that it may not be inequality itself that harms growth but rather governments that tax and spend to try to reduce it. In a new paper Messrs Berg and Ostry and Charalambos Tsangarides tease out the separate effects of inequality and redistribution. They turn to a data set put together by Frederick Solt, a political scientist at the University of Iowa, containing Gini indices for 173 economies spanning a period of five decades. Mr Solt provides Ginis for both market income and net income (after taxes and transfers). The difference between the two gives the authors a measure of redistribution (see chart). In America, which does relatively little of it, redistribution trims the Gini index by roughly ten points. In Sweden, in contrast, it cuts the Gini by 23 points—more than half. Using these figures, the economists can separate out the different effects of redistribution and inequality on growth.
Up to a point, spreading the wealth around carries no growth penalty: growth in income per person is not meaningfully lower in countries with more redistribution. But economies that redistribute a lot may enjoy shorter growth spells, the authors reckon. When the gap between the market and net Ginis is 13 points or more (as in much of western Europe) further redistribution shrinks the typical expansion. The authors caution against drawing hasty conclusions. Details surely matter; nationalising firms and doling out profits would presumably be worse for growth than taxing property to fund education.
Inequality is more closely correlated with low growth...
"Inequality and unsustainable growth: Two sides of the same coin?", Andrew Berg and Jonathan Ostry, IMF Staff Discussion Note, April 2011.
"Redistribution, inequality, and growth", Andrew Berg, Jonathan Ostry, and Charalambos Tsangarides, IMF Staff Discussion Note, February 2014.
"Inequality, the Great Recession, and slow recovery", Barry Cynamon and Steven Fazzari, January 2014.
I am Professor of Finance at the School of Business, Trinity College Dublin. You are welcome to this site, wherein you can find some more details of my research and teaching. Please feel free to contact me by email on email@example.com or on +353 1 8961552. A full CV is available
In addition to my academic work I also write a fortnightly column on matters economic and financial in the Irish Examiner
Research quality assessment tools: Lessons from Italy | vox http://t.co/mdqKihmom7 Bibliometrics are as good as peer evaluation— brian lucey (@brianmlucey) 29 Juillet 2014
Property market resurgence a case of deja vu all over again – but can it be stopped? http://t.co/FNtc4yv6Aq— David McWilliams (@davidmcw) 26 Juillet 2014
A politician’s fate is controlled by the economy, rather than the other way around. If they chose an economic vision and were prepared to do something about it, then things would be different, but they don’t have such a vision.
David Schweidel (faculty page) joined the Goizueta Business School faculty in 2012. His research focuses on the development and application of statistical models to understand customer behavior, specifically in the context of customer relationship management and customer valuation. His current research explores the use of social media as a means of marketing intelligence.
— Emory Goizueta (@EmoryGoizueta) February 12, 2014
Brazil, an emerging global power http://t.co/HDDKd96onU— Lourdes Casanova (@lourdescasanova) 17 Juin 2014
Two decades of the Real, the currency that helped Brazil trust financial stability — MercoPress http://t.co/jvrCLU4gwp— Lourdes Casanova (@lourdescasanova) 3 Juillet 2014
Congratulations to all Brazilians! Against all odds, excellent matches, excellent organization of the World Cup! http://t.co/BMOLajksGy— Lourdes Casanova (@lourdescasanova) 21 Juin 2014
In this nine-week course you will learn how to get the most out of people in the workplace. Aimed at people who have, or are about to have, managerial responsibility in any type of organisation, this course will introduce you to reflective practice in people management.
Starts on 12 May
Duration: 9 weeks
4 hours pw
Well, there you have it: GMAC report concludes that: "five decades of alumni, 83 percent say b-school is essential" http://t.co/ip9Z88ymZZ— Bob_Bruner (@Bob_Bruner) March 19, 2014
GMAC asked business school alumni from graduating classes in the past five decades (1959-2013) if their MBA or business master’s degree was essential to obtaining employment and 83 percent said YES.
The new GMAC® 2014 Alumni Perspectives Survey Report is the debut of survey results based on direct collaboration with 132 business schools in 29 countries. The data in this report tell the employment stories of nearly 21,000 business school alumni, and offer feedback about their career progression and the value of their graduate management education.
Schools looking to use data to bolster their outreach efforts have the opportunity to connect this compelling proof from alumni with their own efforts. Survey findings about the value and satisfaction alumni gain from their graduate business education can be used in positioning and promoting unique program features (such as centers of innovation and entrepreneurship, or access to alumni mentors). In addition, the information can be applied across marketing and outreach channels to boost recruitment, fundraising, alumni relations, media interactions and more.
My new op-ed argues why creativity and innovation is perhaps best brought by staying away from info tech http://t.co/IwhJSUynhx— Terence Tse (@Terencecmtse) January 22, 2014
Retweeted by @Terencecmtse
want to thank everyone who has contributed to this thoughtful and vigorous discussion in the finest traditions of the Harvard Business Review. The forum succeeded as promised in sparking an open and fresh dialogue among experts, practitioners, students and readers. It will undoubtedly influence thinking here at Harvard Business School and among all those who participated. I hope it will also be a precursor to many other forums of this type on pressing business and economic issues of our time.
As many contributors have noted, this has been a period of reflection and considerable introspection for business schools. Over the past two years, as we planned and then marked our Centennial in 2008, HBS considered important questions about the future of market capitalism and the future of management education. We never imagined they would come together in such dramatic fashion as we witnessed the financial crisis, a global recession as deep and painful as any since the early decades of the last century, with fundamental questions about the role and responsibility of business schools in the mix.
I recognize merits of both sides of the debate over the extent of business schools' culpability. Ultimately I share the view of Steve Kerr, Andrew Likierman and my colleague Carl Kester: business schools must share some of the blame, but there is plenty to go around. Yes, there are lessons to be learned and things we have to do differently. As I have argued before, there were imbalances both on campuses and in the economy during an extended period of growth, where people became less focused on systemic risks and more focused on the upside and on making money. I agree that we need to move that focus back toward the center.
But to suggest that business schools and the MBA are the root cause of the global financial crisis is simplistic nonsense that ignores the obvious reality of the many complex and interrelated factors that underlie the problem.
This debate, and others like it that have played out in the media and on campuses around the world, helps to illustrate the wide range of challenges and opportunities at hand for business schools. To truly make the most of the reflection we must move from dialogue to action. At HBS, we are making changes in the way we teach risk management (without stifling the focus on innovation and entrepreneurialism), reconsidering the oversight responsibilities of directors, and revisiting the kinds of incentives provided by executive compensation packages. We will respond to the expanding interests of our students who are planning careers not only in traditional business settings, but in healthcare and science-based enterprises as well as non-profit and other social enterprises. And as we have seen all too clearly in the past year, we will need to equip our graduates to operate at the increasingly connected interface of business and government on a global basis.
I believe that business schools can and will be part of the solution. We will need to adapt to meet new economic realities and the wide-ranging ambitions of our students. But we should also recognize that the core of our teaching here at HBS will be more important than ever before. We will help students see the big picture and anticipate the impact of their decisions as well as offer them a deeper understanding of the financial crisis through the daily classroom interactions that are the signature of the case method - with an emphasis on framing the issues and asking the right questions as opposed to simply giving the right answer. We will continue to do research that is close to practice to get to the heart of what caused the crisis. And we will recommit ourselves to teaching the principles of sound judgment, values and ethics, and leadership.
I am grateful for the positive discussion that has emerged from this forum; energized by the evident passion for leadership education; and committed, with you, to ensuring that business schools, and Harvard Business School in particular, play our role in shaping the future of management education to meet the needs of a new century.
Click here for the article of BusinessWeek, April 2, 2009.
Globalization has fueled the good times for business schools. Since the 1980s, billions of people have joined the world's market-oriented economies, and massive improvements in the well-being of diverse societies have spiked demand to learn how to market products, become entrepreneurs, and lead organizations. When properly done, an MBA education provides deep insights into how organizations work and the nature of competition.
For business schools themselves, the good times have meant more money—tuition increases have exceeded inflation for each of the past 27 years. More students have gained entry into management education through a somewhat odd mix of schools, ranging from high-end universities deciding that they couldn't do without a business school to stand-alone entrants in hot spots around the world. The number of new business schools is so staggering that accreditation agencies have only a rough handle on the 10,000 schools now operating throughout the world.
Will the good times come to a screeching halt for management education? Yes. Partly because...
Click here for the article of The Times, March 25, 2009
Entrepreneurship has become the second most popular specialisation at leading business schools after finance, according to the latest Top MBA Applicant Survey. Some 27 per cent of MBA applicants would like to run their own businesses after graduating.
Many business schools offer electives on the subject, while there are a wealth of initiatives to encourage any student with a bright idea to test it out and carry it through. In America, Stanford, Wharton and Harvard are leaders in the field. In Europe, IE Instituto de Empresa, Insead and London Business School are investing in promoting start-ups and linking students with venture capitalists...
Click here for the article of Paul Danos on Reuters, March 11, 2009
"Paul Danos is the dean of the Tuck School of Business at Dartmouth College. The views expressed are his own" (Reuters Great Debate)
A major question in the government response to the banking crisis is choosing between the “evils” of nationalization of banks that would however provide stability, versus the “benefits” of saving of the private banks that would innovate and compete in a market system.
As the dean of the Tuck School of Business I’m privileged to speak with a wide range of economists, bankers, Wall Street executives and our own students, and what I’m interested in is finding an answer somewhere in the middle ground:
* First decide what major businesses absolutely need in banking services and then set up a ‘facility’ to assure that that those prime banking services will be available. This facility would initially be owned by the government but with an explicit goal of going to full private ownership as soon as feasible.
* Make that facility a separate legal entity from private banks.
* Let the private banks operate these “franchised” facility under close scrutiny.
* Have a process by which the private banks ultimately benefit from the operations of the ‘facility’ by having them acquire an increasing ownership in them.
* Though managed by private banks after absorption, the facilities would remain legally separate.
The trick is to be able to absorb the facility into the private banks after the crisis and not along the way destroy the private banking system as we know it, which means that the private banks must seen as benefiting from the scheme. To the extent that the facility does well, the banks would benefit in that they would have the ultimate ownership; and if the facility does poorly the government would have to absorb the losses, at least in the initial stages.
If the government did set up an initial $200 billion facility it could then be leveraged to say $2 trillion in loans. The “good” facility would be available to all companies for a limited list of transactions for the duration of the crisis, with say a minimum of five years. We could then let the markets settle the bad assets issues in the private banks. Some would fail and some would survive.
After the absorption of the facility the resulting private banks would have two parts, one highly regulated that would provide on-going assurances to the business community, and one relatively unregulated that would allow innovation and society would glean whatever benefits we are supposed to get from that kind of activity.
The government would over time get compensated by the investments made by the payment for the ownership of the facilities.
The annual Horizon Report (367KB) describes the continuing work of the New Media Consortium (NMC)’s Horizon Project, a long-running qualitative research project that seeks to identify and describe emerging technologies likely to have a large impact on teaching, learning, research, or creative expression within learning-focused organization
When I ask my colleagues about the main challenges our schools face today many point at the attraction, development and retention of good faculty as one of the most serious. Indeed, today schools compete to attract those scholars who combine the best credentials in research with solid teaching skills and who also interface with the top management of respected companies. I have sometimes refer to these well-rounded academics as “kangaroos”, as opposed to “gurus”, because the former are able to jump from research to class to consultancy in large corporations, performing excellently in the three facets. Let me now further elaborate on this multifaceted type of academics by opposing two models of faculty, which I will name “Humboldtian Faculty” and “Mavens”.
“Humboldtian Faculty” was moulded at the eponymous institution in Berlin in the early Nineteenth Century and has inspired the model of academic prevalent at all Western universities in the past two hundred years. Wilhelm Von Humboldt believed that, in order to make a significant leap in the sciences and in the humanities, the career of academics should become specialised –until then, university professors may teach different discipline- and universities should be organised in schools and departments. A number of consequences for the academic profession followed over the decades and I summarise some of these features in the chart included below.
The Humboldtian Faculty model has rendered many positive results. Knowledge has experienced an unprecedented advance across the board. At the same time, a significant number of education analysts and scholars have warned about some undesirable effects of the model such as the “silos syndrome” derived from an extreme specialisation and lack of integration of both academics, teachings and research at large.
In addition, the demands from stakeholders, the formidable impact of technologies in the learning process and the origination and distribution of knowledge are transforming the role and the ideal profile of scholars. I believe that the concept of “Maven”, widely popularised by Malcolm Gladwell in his book “The Tipping Point”, can adequately illustrate what is expected from business schools’ professors today. Mavens are active gatherers of new trends, ideas and data and have the key skills of identifying which of them may transform the world.
Furthermore, they exercise the necessary influence to have these ideas diffused through other major opinion makers in society –whom Gladwell calls “connectors” and “vendors”. I include a number of characteristics of faculty as Mavens in the chart below. I hope this idea contributes to a constructive debate on how to better shape the academic profession and adapt it to current changes and demands. I do not believe that I am proposing a revolutionary change, but rather an evolutionary but significant adjustment of the role that faculty play in the modern learning process.
Which business schools have the best admissions Web sites? We looked at the Web sites of BusinessWeek's
top 20 business schools to determine which were a challenge to navigate
and which flowed smoothly and intuitively. To do this, we selected five
important pieces of information every prospective MBA student would
likely be looking for: application deadlines, a list of application
materials, the admissions director's name and contact information,
financial aid information, and a description of the curriculum. Then we
timed how long it takes to locate that information on each site.
Not surprisingly, results varied widely. Some sites slowed the user down with small or low-contrast typefaces. Others created delays by burying one piece of critical information, such as an admissions director's name, deep in the site. Most had sophisticated graphics and images, and attractive designs. But the schools that shone were the ones who created the simplest, most straightforward experience. After all, most visitors to a B-school Web site know what they're looking for and would rather find it quickly than be wowed by snazzy visuals. Our results follow, ranging from easiest to hardest to use.
Click here for Economist Intelligence Unit 2008 MBA rankings, Friday 26, September 2008.
IMD - International Institute for Management Development
|IESE Business School - University of Navarra||2|
|Chicago, University of - Graduate School of Business||3|
|Stanford Graduate School of Business||4|
|Dartmouth College--Tuck School of Business||5|
|California at Berkeley, University of--Haas School of Business||6|
|Cambridge, University of - Judge Business School||7|
|New York University - Leonard N Stern School of Business||8|
|London Business School||9|
|IE Business School||10|
|Hong Kong University of Science and Technology -- School of Business and Management||11|
|Harvard Business School||12|
|Cranfield School of Management||13|
|Vlerick Leuven Gent Management School||14|
|York University - Schulich School of Business||15|
|Northwestern University - Kellogg School of Management||16|
|Pennsylvania, University of - Wharton School||17|
|Massachusetts Institute of Technology - MIT Sloan School of Management||18|
|Henley Business School||20|
|Columbia Business School||21|
Click here for the original Press Release from the Tuck website. September 12, 2008
CONTACT: Kim Keating, 603-646-2733
HANOVER, N.H.—Deans from top international business schools recently gathered to discuss the current and future state of management education in China. The event was the latest in a series of roundtables held around the world and organized and moderated by Paul Danos, dean of the Tuck School of Business at Dartmouth, and Santiago Iñiguez, dean of Instituto de Empressa. The assembly was hosted by Deans Weijiong Zhang and Rolf Cremer of CEIBS in Shanghai. Other deans in attendance were Leonard K. Cheng of HKUST Business School, Yu-Sheng Zheng of Cheung Kong Graduate School of Business, and Xiongwen Lu of Fudan University.
"Globalization is changing business education just as surely as it has changed international business," says Danos. "These roundtable discussions have been a valuable tool for comparing regional business school models and ensuring that our MBA programs reflect the realities of the modern marketplace."
Deans from more than 25 schools around the world, senior faculty members, business education reporters, education consultants, and professional development executives from top corporations have joined together for the five roundtable sessions held to date.
At the most recent roundtable in Shanghai, the deans spoke about a wide range of topics, including the demand for more faculty and PhD training, government regulations and funding of Chinese business schools, and student work experience prior to starting MBA programs.
During previous roundtables, the deans discussed the unique traits of each region's business education system, compared them with other international models, and discussed the impact of globalization on business schools. For example, in Germany the discussion focused on the Bologna Accord, which has established a model and standards for higher education in Europe. And in Brazil participants discussed how Brazilian schools differ from the U.S. and European models in their standards, curriculum, and degree of focus on faculty research.
Specific experiences and issues ranged from one region to the next, but all five discussions reported that globalization is influencing the curriculum and strategy of today's business schools. Particularly in Europe and China, deans reported that international political entities and NGOs are affecting business education through standards and accreditation. They also noted that market forces are bringing schools closer to corporate partners and highlighting the importance of faculty research. As prospective students consider schools across country borders, top schools must show that their faculty can compete not just within their region but also with schools from around the globe.
This roundtable series is one piece of Tuck's sustained international outreach in recent years, which includes initiatives for Europe, Latin America, and India as well as the Tuck Ambassador Program with representatives in 25 countries.
For more information on all roundtable discussions and conversation on business education, please visit www.deanstalk.net.
Founded in 1900, Tuck is the first graduate school of management in the country and consistently ranks among the top business schools worldwide. Tuck remains distinctive among the world's great business schools by combining human scale with global reach, rigorous coursework with experiences requiring teamwork, and valued traditions with innovation.
Click here for the article of the Business Week, August 10, 2008.
...Boutique investment firms and middle-market banks, which typically handle transactions below $1 billion, are finding themselves in an enviable position this summer. As the big financial firms tighten the number of internships and job offers they are giving to MBA students, smaller firms that often get overlooked by MBAs during the job hunt are suddenly in demand. In response, many are increasing their hiring quotas and becoming increasingly selective about candidates they do decide to hire...
...Boutique investment firms and middle-market banks, which typically handle transactions below $1 billion, are finding themselves in an enviable position this summer. As the big financial firms tighten the number of internships and job offers they are giving to MBA students, smaller firms that often get overlooked by MBAs during the job hunt are suddenly in demand. In response, many are increasing their hiring quotas and becoming increasingly selective about candidates they do decide to hire...
In his 12 years teaching at the University of Chicago Law School, Barack Obama was both popular and enigmatic.
CHICAGO — The young law professor stood apart in too many ways to count. At a school where economic analysis was all the rage, he taught rights, race and gender. Other faculty members dreamed of tenured positions; he turned them down. While most colleagues published by the pound, he never completed a single work of legal scholarship.
At a formal institution, Barack Obama was a loose presence, joking with students about their romantic prospects, using first names, referring to case law one moment and “The Godfather” the next. He was also an enigmatic one, often leaving fellow faculty members guessing about his precise views.
Mr. Obama, now the junior senator from Illinois and the presumptive Democratic presidential nominee, spent 12 years at the University of Chicago Law School. Most aspiring politicians do not dwell in the halls of academia, and few promising young legal thinkers toil in state legislatures. Mr. Obama planted a foot in each, splitting his weeks between an elite law school and the far less rarefied atmosphere of the Illinois Senate...
In a sign of increasing concern about cheating, the nation's top business schools will soon require a high-tech identity check for standardized admissions tests.
Aspiring corporate executives taking the Graduate Management Admission Test, or GMAT, will have to undergo a "palm vein" scan, which takes an infrared picture of the blood coursing through their hands. The image -- which resembles a highway interchange in a major city -- is unique to every individual. The scans are used widely in Japan among users of automated teller machines but only recently have appeared in the U.S.
Click here for the article of The Chronicle of Higher Education, August 7, 2008
American institutions continue to dominate the top echelons of the influential list: 54 percent of the top 100 universities are in the United States, according to an analysis, with Harvard retaining the top spot, followed by Stanford and the University of California at Berkeley.
The only three non-American universities in the top 20 are the University of Cambridge, at number four, the University of Oxford, at number 10, and Tokyo University, in the 19th spot.
Chinese universities continue to be outperformed by other Asian institutions in regional powerhouses like Japan, but have improved their showing since last year and now occupy 18 spots in the Top 100 Asia Pacific Universities.
The list is not due to be published officially until August 15, but the new compilation has already generated a flurry of headlines in France, where the highest-ranking institution, Université de Paris VI (Pierre et Marie Curie), comes in three places down from last year at number 42.
The French Senate last month “proposed developing a new European university ranking system to counter the powerful Shanghai world ranking, which is said to favor English-language institutions.”—Aisha Labi
Click here for the article from Business Week, June 22, 2008
Potential employers enjoy asking MBA applicants some off-the-wall questions. Here's how to not get rattled
It wasn't long into the meeting, however, before Borden was faced with a question unlike any other he had ever encountered in an interview: "If you could have any superpower, what would it be?"...
Click here for the article of Business Week, June 23, 2008.
More than 1,000 prospective MBA students who paid $30 to use a now-defunct Web site to get a sneak peak at live questions from the Graduate Management Admissions Test (GMAT) before taking the exam may have their scores canceled in coming weeks. For many, their B-school dreams may be effectively over.
On June 20, the U.S. District Court for the Eastern District of Virginia granted the test's publisher, the Graduate Management Admission Council (GMAC), a $2.3 million judgment against the operator of the site, Scoretop.com. GMAC has seized the site's domain name and shut down the site, and is analyzing a hard drive containing payment information.
GMAC said any students found to have used the Scoretop site will have their test scores canceled, the schools that received them will be notified, and the student will not be permitted to take the test again. Since most top B-schools require the GMAT, the students will have little chance of enrolling. "This is illegal," said Judy Phair, GMAC's vice-president for communications. "We have a hard drive, and we're going to be analyzing it. If you used the site and paid your $30 to cheat, your scores will be canceled. They're in big trouble...
If you are in need of money for business school, you may be interested to know about a new student loan program that was launched on June 4th.
Known as GreenNote, the program allows you to obtain low-cost student loans from family, friends, or anyone willing to give you some extra cash. There is no bank to go through, which means there are no credit checks and no co-signers required.
Key Terms of GreenNote Loans:
Click here for the article of The New York Times, June 23, 2008.
A prominent education professor at Harvard has begun leading “reflection” seminars at three highly selective colleges, which he hopes will push undergraduates to think more deeply about the connection between their educations and aspirations.
The professor, Howard Gardner, hopes the seminars will encourage more students to consider public service and other careers beyond the consulting and financial jobs that he says are almost the automatic next step for so many graduates of top colleges.
...I don’t think I would have applied if it wasn’t almost an automatic option,” said Neil Sawhney, 21, a recent graduate who turned down a management consulting job for a paralegal job, and plans to go to law school. “It’s hard to overstate how much everyone is doing it.” ...
With his blockbuster bestseller The Innovator's Dilemma, Clayton M. Christensen created the classic model for growth and change in corporations and cultures. Now, taking a cue from Bill Gates' 2005 critique of the American school system, he applies his theory of "disruptive innovation" to a much-needed evolution in educational technologies-offering new opportunities and challenges for the business community. Christensen brilliantly shows how tomorrow's innovations in education will change the way the world learns-and what businesses can do to meet those changing demands today.
Click here for article of Shanghai Daily.com, 2008-6-18.
A THREE-HOUR deans' roundtable titled "The Future of Business Manage-ment Education in China and Around the World" was held at the China Europe International Business School Shanghai campus recently.
Hosted and moderated by Paul Danos, dean of the Tuck School of Business at Dartmouth, the graduate school of management founded in 1900, these roundtables are part of Tuck's sustained international outreach program.
The frank discussion featured five deans from CEIBS in Shanghai, the Institute Empress in Spain, Fudan Management School, Cheung Kong Graduate School of Business and the Hong Kong University of Science and Technology Business School.
"Globalization is changing business education just as surely as it has changed international business. We'd like to know how education is developing in the world and explore places that we want to learn about," Danos said.
"There is no government control on what education will become. No American model is going to be the majority model globally. It is necessary that new models are adapted. That's why I initiated the event."
Jeffrey David Sachs (born November 5, 1954, in Detroit, Michigan) is an American economist known for his work as an economic advisor to governments in Latin America, Eastern Europe, the former Yugoslavia, the former Soviet Union, Asia, and Africa.
He is currently a professor on the faculty at the School of International and Public Affairs and director of the Earth Institute, both at Columbia University. He is also Special Advisor to United Nations Secretary-General Ban Ki-moon. From 2002 to 2006, he was Special Advisor to United Nations Secretary-General Kofi Annan and Director of the UN Millennium Project.
He proposed "shock therapy" (though he himself dislikes the term) as a solution to the economic crises of Bolivia, Poland, and Russia. He is also known for his work with international agencies on problems of poverty reduction, debt cancellation, and disease control — especially HIV/AIDS, for the developing world. He advocated distribution of free insecticide-treated bed nets to combat malaria. He is the only academic to have been repeatedly ranked among the world's most influential people by Time magazine
School is out, the sun is shining, and the temptation to forget about structured finance and pick up a trashy novel for beach reading is overwhelming. But those who are determined to get ahead of the MBA pack and beat out the competition for jobs in the increasingly competitive business world know that getting through an ambitious summer reading list is an assignment worth accepting.
The best thing about a summer reading list is that you can customize it to meet your interests as though you're your own professor. Also, you can complete it at your own pace, whether you're reading on a chaise poolside or waiting for the bus you take to your internship. And you don't have to do it on your own. You can start with suggestions from some professors at top American business schools, who recently shared their suggested summer reading lists with BusinessWeek.com. Another good source is BusinessWeek's list of best-selling business books.
Article of Wall Street Journal, May 30, 2008
When Duong Pham, a human-resources manager in Hanoi at a technology company, began researching M.B.A. programs on the Internet three months ago, she came across the "MBA Networking" group on Facebook, which connected her to thousands of current business-school students, alumni and prospective students. She fired off all sorts of questions, ranging from how easy it was to get part-time jobs at various campuses to whether Virginia, the site of a student massacre last year, was a safe place to study...
...Such social-networking sites are "a great place to do research. You can get very useful personal advice and opinions from a lot of people," says Ms. Pham, 26 years old. She hopes to apply to business school later this year.
Opportunities Shrink In Western Centers; 'Where the Action Is'
LONDON -- Ankur Mehrotra returned from a trip to Hong Kong and Singapore that he helped organize for his fellow London Business School students this spring break with more than just jet lag: He got a banking sales job in Kuala Lumpur, Malaysia.
And many of the 15 master in finance students who made the trek with him were similarly successful, coming home with either interviews or strong contacts to follow up on, he said.
They aren't alone. With Western economies sagging, many European business schools say they are seeing a jump in the number of M.B.A.s and other students looking East for opportunities.
...The difficulties of getting U.S. work visas are also prompting students who might have sought to go to the U.S. to try Asia instead, Mr. Mercado said.
"Our more globally minded students are increasingly frustrated at the difficulties of breaking through the legal and regulatory barriers of getting work in the U.S.," he said. "They understand the Eastward shift in terms of dynamism in the global economy, vibrancy, growth, advancement."
Click here for article of US News and Report, May 8, 2008.
...Losing step. Frustration over how education has been crowded out of the presidential debate is barely contained among the nation's leading education experts...
"Education is a big issue, but I don't hear much about it, because everyone is going after the 'gotcha' of the day," says former Secretary of State Colin Powell, founder of America's Promise, which is working to draw attention to high school dropout rates.
...Two thirds of all new U.S. jobs require advanced training, and many U.S. companies insist they can't find enough skilled employees to fill openings without hiring foreign workers. For example, while there are nearly 100,000 new jobs annually in computer science, there has been a dramatic decline in tech graduates. As a result, the United States provides 65,000 temporary work visas each year to help make up the shortfall...