www.knewton.com
Jose Ferreira (Wikpedia), Founder and CEO, MBA Harvard Business School 1997
Knewton COO, David Liu, @dliu8, (Columbia, MBA) at Georgetown's inaugural Innovation Summit, April 2012
MBA
Monday, 11 February 2013
Friday, 04 January 2013
Sunday, 04 November 2012
Tuesday, 31 July 2012
Friday, 27 July 2012
Wednesday, 18 July 2012
Saturday, 14 July 2012
Tuesday, 12 June 2012
Sunday, 27 May 2012
Thursday, 01 March 2012
Monday, 21 November 2011
Friday, 11 November 2011
Wednesday, 12 October 2011
NSHMBA 2011 Annual Conference (National Society of Hispanic MBAs) Oct. 13-15. Anaheim
www.nshmba.org/2011_conference
Explore job opportunities with globally renowned and Fortune 500 companies looking to hire Hispanic talent
Saturday, 08 October 2011
Thursday, 06 October 2011
Monday, 22 August 2011
Friday, 08 July 2011
Monday, 04 July 2011
Sunday, 03 July 2011
Thursday, 30 June 2011
MBA Journal: Reflecting on B-School
"Looking back, Georgetown was the perfect fit for me. I wanted an urban school, with an international focus and a globally known brand name"
I started business school at Georgetown's McDonough School of Business (McDonough Full-Time MBA Profile) with panic attacks. Once I met my classmates (incredibly accomplished people who were arriving from all walks of life and all corners of the world) and realized the full magnitude of our course load (four new classes every seven weeks, plus four residencies), I thought that a person like me (background in education, no real business experience) could never make it...
Monday, 27 June 2011
Monday, 20 June 2011
Friday, 03 June 2011
Wednesday, 01 June 2011
Thursday, 26 May 2011
Saturday, 07 May 2011
Tuesday, 03 May 2011
Saturday, 09 April 2011
Wednesday, 02 March 2011
Saturday, 05 February 2011
Wednesday, 13 May 2009
The HBR debate - How To Fix Business Schools - Jay O. Light is the Dean of Harvard Business School
Jay O. Light is the Dean of Harvard Business School
This following post is taken from the "How To Fix Business Schools" blog.
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.
Thursday, 23 April 2009
Sunday, 19 April 2009
The Party's Over: The Coming B-School Shakeout - Edward A. Snyder is the dean of the University of Chicago Booth School of Business.
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...
Thursday, 16 April 2009
Thursday, 12 March 2009
Paul Danos yesterday on "Great Debate" of Reuters - A middle ground in the banking crisis
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.
Monday, 26 January 2009
The 2009 Horizon Report - emerging technologies in Education
(via SlashMobs January 24th, 2009 and The Higher Chronicle January 22th, 2009)
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
Executive Summary
Technologies to Watch
Key Trends
Critical Challenges
The Horizon Project
One Year or Less: Mobiles
One Year or Less: Cloud Computing
Two to Three Years: Geo-Everything
Two to Three Years: The Personal Web
Four to Five Years: Semantic-Aware Applications
Four to Five Years: Smart Objects
Methodology
2009 Horizon Project Advisory Board
Technologies to Watch
Key Trends
Critical Challenges
The Horizon Project
One Year or Less: Mobiles
One Year or Less: Cloud Computing
Two to Three Years: Geo-Everything
Two to Three Years: The Personal Web
Four to Five Years: Semantic-Aware Applications
Four to Five Years: Smart Objects
Methodology
2009 Horizon Project Advisory Board
Monday, 10 November 2008
Humboldtian Faculty and Mavens - Santiago Iniguez
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.
|
Humboldtian Faculty |
Mavens |
|
|
|
|
|
|
Saturday, 08 November 2008
Discussing Social Responsibility in Shanghai - Santiago Iniguez
www.SantiagoIniguez.com, Dean of IE Business School
Click here to download the Conference presentation 
(4.9 MB)
Every other year, the vibrant city of Shanghai becomes the venue of several major management education conferences arranged sequentially in one week. These conferences -organised, respectively, by Antai Business School, EFMD, AACSB and APBS - congregate a good sizeable number of scholars, business school officers and corporate managers, particularly from China and South East Asia.
This year, the Antai Conference –the first of the weekly intense networking events- focused on the social responsibility of business schools and I was invited to speak at the opening session. Normally, when I address issues related to business ethics or social responsibility I try to avoid the overselling of my school. I believe that if I would speak profusely about the different initiatives related to social responsibility at IE Business School I could be compared to those individuals who show off when practicing charitable deeds. In this respect I find pertinent the popular quote from the Gospels that says “when you do a charitable deed, do not sound a trumpet before you as the hypocrites do”.
Indeed, social responsibility initiatives should not be merchandised as communication or marketing tools by business school representatives. What is decisive is that those initiatives permeate the curriculum and the experience that students learn and live. Actually, students themselves should be the ones who testify if their schools and professors have influenced positively their views and lives. After all, educating is about moulding better persons, good citizens, promoting good habits and behaviour, isn´t it? If the MBA is a transformational experience, and participants learn new knowledge and acquire new skills, they should also be encouraged to improve their ethical attitudes and their business deontology. For those who may be still sceptical about the teaching and the learning of business ethics at business schools, or those who may hold the Freudian thesis that individual ethics is formed in early childhood and unchangeable afterwards, I recommend the classical and stimulating book “Can Ethics Be Taught”.
When I am asked summarily about what is the social responsibility of business schools, like I was at this Shanghai conference, I respond with a simple statement: It is nothing less than preparing leaders, managers & entrepreneurs who transform the world. Interestingly, Francis Estrada, Dean of the Asia Institute of Management in Manila, who made a very interesting presentation after mine, formulated a very similar statement.
My presentation, which you will find in the PDF attached- covered three main challenges that business schools managers have to face if they aim at achieving their social responsibility goals. First, choosing the strategic group that better suits their schools in the global context. Second, the role of business schools in the new knowledge value chain. And thirdly, the ideal profile of the faculty in order to achieve the intended results in the learning process. Many thoughts delivered at the Shanghai conference have been previously shared with the readers of this blog and I thank them for their valuable comments.
“Education is not the filling of a pail, but the lightening of a fire”, a favourite and evocative quote from the Irish poet William Butler Yeats You may disagree with me, but I hope you will acknowledge the passion for education that I try to convey in my addresses.
Monday, 29 September 2008
Sunday, 28 September 2008
Economist Intelligence Unit 2008 MBA rankings - released two days ago.
Click here for Economist Intelligence Unit 2008 MBA rankings, Friday 26, September 2008.
Click here to download 20th anniversary edition, 41 pages (PDF 1.62 MB)
Wednesday, 17 September 2008
Deans convene in China to discuss the future of management education
Click here for the original Press Release from the Tuck website. September 12, 2008
CONTACT: Kim Keating, 603-646-2733
Download Shanghai Roundtable Synopsis.pdf, 
588 KB
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.
Saturday, 16 August 2008
Monday, 11 August 2008
Teaching Law, Testing Ideas, Obama Stood Slightly Apart
Click here for article of the New York Times
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...
Sunday, 10 August 2008
Business Schools Try Palm Scans To Finger Cheats
Click here for the article of the Wall Street Journal
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.
Friday, 08 August 2008
Yesterday Chronicle of H.Ed - Academic Ranking of World Universities, published annually by Shanghai Jiao Tong University online
Click here for the article of The Chronicle of Higher Education, August 7, 2008
The Academic Ranking of World Universities, published annually by China’s Shanghai Jiao Tong University, has been posted online.
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.
Education minister Valerie Pecresse used the relatively weak showing of French institutions to underscore the need for reforms championed by the government.
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
Sunday, 13 July 2008
Monday, 07 July 2008
Thursday, 03 July 2008
A New Round of MBA Student Attitude Research - Aspen Insitute
Click here for reports and webpage of "Where Will They Lead? 2008" Aspen Institute
Aspen Institute's Center for Business Education has just released two research reports on MBA student attitudes about the role of business in society:
The first surveyed 1943 students at 15 leading business schools in the U.S. , Canada and the U.K. Where Will They Lead? 2008 MBA Student Attitudes about Business & Society was released in April 2008.
The second surveyed 748 students attending leading business schools in China. Where Will They Lead? China 2008 MBA Student Attitudes about Business & Society was released in June, 2008.
Friday, 27 June 2008
Monday, 23 June 2008
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