MGT 6209: High Performance Collaboration

Individual Assignment of the Final Project

Examining Shifts in Collaborative Practices
 

 

The changing role and functions of management education

 

Trend & Development of Management Education

 

Friga Bettis & Sullivan (2003) stated that in early 20th century, management education was conducted in the business schools by those practicing or retired corporate managers through their working experience in real life.  However, in 1954, the Ford Foundation proposed a reform on the management education and encouraged the business schools should be academic and research based, and analytical, more like universities.  In 1970s, the Carnegie Commission proposed that the business schools should focus on more organizational behavior, team work and entrepreneurial topics.

In 1980s, management education became more popular, even, the media introduced a ranking system for business schools in 1988 and at the same time, a “significant report on the status of management education identified its lack of significant changes and business school complacency regarding strategy shifts in the future” (Friga et al., 2003, p. 235). Since then, the curriculum of the management education emphasized more on basic management research, also business schools designed more tailored-made marketing programs and to pursue new markets abroad. 

Friga et al. defined the “management education by identifying its key processes and value-creating activities.  By using the value chain analysis, management education defined as "creation, assimilation, and dissemination of knowledge about business management. (Friga, et al., 2003, p. 234).   With the rapid changes of the world, there are four functions leading to the shift practices of management education, they are globalization, disruptive technologies, demographic shifts, new workplace and deregulation.  

Now, we are in the 21st century, the global forces and international contexts have made pressing needs to business schools, individuals and organizations to keep pace with the development of the business environment in order to have a sustainable growth.   Especially for the business schools, the increasingly private funded higher education means the less involvement or investment of government participation in management education, therefore accreditation become the “rules of the game and players” for example, Association of Advance Collegiate Schools of Business (AACSB) proposed that they have to make effort to the collegiate business education to “provide global leadership in advancing management education through accreditation and by fostering international interchanges, key business linkages, sharing of best practices and professional development (Friga et al, 2003, p.239)

Moreover, Ashridge’s survey in 2010 on “CEO perspectives on the role of management education in helping organisations adapt to a changing context” indicated that 86% of respondents believe the organizations should invest in “enhanced training of managers to integrate sustainability into strategy and operations” (Ashridge Survey 2010, p.16), as “management education can help overcome many of the barriers identified, including the complexity of implementing strategy”.

From the above analysis, we found that an imperative of business schools to design the curricula of management education in a way to foster students to cope with the challenges of the complexity and fast-changing business environment.

Driving Forces to Shift Practices of Management Education

The trends of globalisation and technology advancement have brought a great impact to the business environment, organizations have been facing great challenges towards their businesses, we believe that with well-versed management education to the students in business schools, it could enhance the students to deal with the complexity issues of business environment nowadays.

 

  

 

“The traditional classroom delivery needs to be changed with more innovative teaching approaches” (Arian & Tipu, 2007, p. 326), therefore, the management education should not only impart the business knowledge but also contain a blend of diversified business knowledge, for example, how to do business globally in the this advance technology era. 

 

 

Katie & Amy stated that to develop "organizational knowledge and integrating that knowledge into everyday practice can be a powerful tool for multiplying an organization’s impact” (Katie & Amy, p. 46). 

Knowledge management

In today's highly competitive environment, we believe "knowledge management" is important to individuals an organization.  The term "knowledge management is a process of creating, acquiring, sharing and managing knowledge to augment individual and organizational performance” and “a firm’s competitive advantage depends more than anything on its knowledge: on what it knows - how it uses what it knows – and how fast it can know something new” (HR Magazine, 2009, p.2).   However, we should note what Davenport pointed out, “knowledge management system requires that information be useful, timely, and accurate” (Davenport, p. 24). 

Considering the pivotal role of management education in fostering the individuals to keep pace with the challenging business environment, it is essential that the curriculum of the management education should design in a way that could impart “relevant, current and cutting edge knowledge to the students” (Arain & Tipu), 2007, p. 325).

 

Collaborative Practice Shift of the

Roles and Functions of Management Education

 

Now, we are going to examine in details how the global forces and international contexts leading to the shift of  collaboration practices of management education.  We believe that the changing roles and functions of management education are not only for business schools alone, at a certain extent, the individuals and organizations are also affected by the global environment.   As business schools impart business knowledge and skills to individuals, individuals manipulate the knowledge and skills in their organizations or daily life, it actually is a chain effect in the whole.  We are going to examine the shift practices in the following three areas: 

 

• Business Schools
• Individuals
• Organizations

Business Schools  

                          

Arain & Tipu stated that the “rapid trend of globalization and technological changes have made difficult for organizations to survive in the competitive world” (Arain & Tipu, 2007, p.326).  So for the business schools which aim to impart quality management education, they need to adapt to the changes around the globe in order to provide cutting edge knowledge to the students. 

Globalization

In an era of globalization, when we speak of global managers, management faculty should come out of traditional grooves and think of an all pervasive type of management education, namely how best the faculty could well combine to impart management knowledge to students through approved MBA curriculum with development of student’s soft skills (R. Neelamegam, 2010).  Corporations must play their role as true partners in building the management education programs by supplying ideas, knowledge, capital, financial investment and on site experience for students, enabling them to learn in real-world situations (CEIBS prefatory remarks)” (Gupta, 2011).

We know that with the globalization, the business schools should examine the curriculum of their management education in order to maintain the standard of excellence.




Curricula of Management Education

In early stage, business schools “enthusiastically seized on and applied a scientific paradigm that applies criteria of precision, control, and testable models” (Bailey & Ford, 1996:8) and also as what McKibbin (1988:65) identified, the quantitatively based analytical techniques received too much attention while there was too little attention given to developing leadership and interpersonal skills, and too little emphasis on communication skills” (Pfeffer& Fong, 2002).

Pfeffer & Fong (2002) stated that now the management education in business schools has been shifted from the academic base to a more practicable base, they addressed to the issues of the business schools which are relevant as follows:

• concentrate on more experienced students, often practicing managers who attend class.  Teaching working adults helps with readiness-to-learn issue
• design is multidisciplinary, the conventional set of functional courses has been changed , the design of the case studies become more practice because of the real life experience from the practicing
• manager focus not only on learning concept and techniques, but also on changing how people think about business issues, what they do and how they manage  
• learning is couple with the individual’s current job and company

Arain & Tipu stated that “the external business environment is continuously changing and evolving, the business school should “take a more balanced approach and offer business education curricula which contain a blend of diversified business areas”. (Arain & Tipu, 2007, p. 329).  An example illustrated the practice shift of the management education was conducted by Arain & Tipu (2007). The research was about the MBA degree course provided by the following eight leading international business schools:

1) Kellogg School of Management, Northwestern University, USA

2) The Wharton School of the University of Pennsylvania, USA

3) Graduate School of Business, Stanford University, USA

4) Sloan School of Management, Massachusetts Institute of Technology, USA

5) Yale School of Management, Yale University, USA

6) London Business School, UK

7) Indian Institute of management, Ahmedabad, India

8) Lahore University of Management Sciences, Lahore, Pakistan

Arian & Tipu stated that the MBA courses provided by the above business schools have covered the core courses like marketing management, strategic management, operations management and financial management.  They also found that those international business schools have realized the importance of the courses like leadership and negotiations, for leadership, all the eight schools covered this topic whereas the course of negotiations has also included in seven out of eight business schools.   Nevertheless, the courses like crisis management, ethics, corporate responsibility, and interpersonal dynamics have also been included in the curricular of some of those business schools nowadays (Arain & Tipu, 2007, pp.327-329).



Below is a video showing that the  evolvement of management education, Mr. Carlos Cavalle, Dean Emeritus, IESE stated that there are three pillars important to the management education, they are:

• going international
• emphasis of corporate responsibility to society and ethical issues to the management
• develop strategic management and thinking

 

 

(Source: IESE.  Retrieved from https://www.youtube.com/watch?v=f-LM1qCFj40)

The above video showed that even the academia recognized the evolvement of management education should be changed to cope with the rapid changing environment. 

In order to align the program curriculum with potential employers or clients’ needs and strategic objectives, some business schools would use a combination of interactive and experiential methods.

Cross Broader Learning Experience

Students of the management education might come from different countries, cross-cultural interaction could facilitate the students to value the differing perspectives around the globe.

Doing businesses globally, the people should familiar with the cultural context of the country, if not, the failure of the business would stay high.   For example, the eye-contact, “when doing business with French people, you need to look at their eyes when making an important point but avoid direct eye contact in Southeast Asia until the relationship is firmly established”.  Sebenius also stated that for cross-cultural etiquette and behaviour, a list of “dos and don’ts” should draw for reference, like, greetings, degree of formality, gift giving, touching, eye-contact, deportment, emotions, silence, eating, body language and punctuality. (Sebenius, 2002).


For example, the project based learning experience and study trips abroad allow students to broaden their cultural horizon and this is a majority shift from local base management education to globalize management education.

We are going to illustrate how Tuck School of Business at Dartmouth (Tuck) adopts an action-learning project on its management education.

 

Case Study:  Tuck School of Business at Dartmouth – Tuck Global Consultancy

Tuck has established a MBA elective in its second year MBA elective course, Tuck Global Consultancy (TGC), this course offers professional quality consulting services to a host of worldwide clients, and also an experiential learning opportunity for its students.



Since 1997, Tuck’s students have involved in more than 180 consulting projects in 55 countries for 120 clients through TGC, through the participation in various consulting projects all over the world, students could put their learning of management skills and business expertise into practical in a global business environment. 
 

Consulting projects are carried out by teams of students working under the supervision of advisors with extensive consulting and project management experience. All projects include an immersive, full-time fieldwork component, typically outside of the U.S.
 

As students strengthen their consulting and project management skills, they also learn to successfully navigate new business environments and cultures - a prerequisite for success in a globalized economy.

 
A Field Study in International Business Follow Tuck’s six- person team on their Tuck Global Consulting project in Machu Picchu, Peru.  After 16 weeks study in the field, they engaged in 36 interviews and to make recommendations to TGC's client. The project of Machu Picchu, Peru has valuable experience to the students.

 

(Source: Tuck School of Business at Dartmouth.  Tuck Global Consultancy - The Field Study of an International Business.  Retrieved from https://www.youtube.com/watch?v=y_gafs52SfA)





From the above analysis about business schools, we note that globalization and the curricula of management education reflected collaborative practice shift of business schools from the traditional classroom learning to field study learning.   Business schools should shift from the historical perspectives of classroom learning to focus on "learning business knowledge and analytical" to "strategic and ethical management".
 

Individuals

Life-long learning

 

With the rapid changes of the environment and the concept of global village, the managers or leaders should strive for a life-long learning in order to cope with the complex issues in the global business environment. 
 

According to the survey conducted by Graduate Management Admission Council (GMAC), 50% of full-time two year MBA programs reported increase application volume compared with 2012 of 43% of programs. (GMAC 2013 Survey Report, p.5).  From the above statistics, we note that the demand of management education is still on the rise, individuals are eager to strengthen their knowledge base to have a long term career development. 

The following video is from Harvard Business School, Mr. Bill George, Professor of Management Practice stated that the life long learning is essential.  He indicated that due to the rapid changes of the environment, even though the engineering knowledge he learnt 10 years ago is obsolete.  Also, the leadership skills is of utmost importance in today's business environment.    He believed that the lifelong learning is essential to deal with this phenomenon.
 

(Source: Harvard Business School.  Lifelong Learning. Retrieved from https://www.youtube.com/watch?v=VjlPOafjLJs)
  
Networking Opportunities 

We know that for the students who study management education programs, like a MBA degree, it is not only to impart the knowledge to them but also embedded a symbolic status to the students as they would build a social network.   

Students of the management education are came from diversified businesses with substantial working experience, through the studying, it would no doubt help to establish peer-to-peer relationship.  The alumni network of the business schools represents the status of the students and their social circles locally.
 

 

Especially the businesses went globalize have further strengthen the social network into a global network instead of the local business circle amongst the students.

 

 

 

 

 

Organizations

 

Organizational Learning

 

Milway & Saxton indicated that “developing organizational knowledge and integrating that knowledge into everyday practice can be a powerful tool for multiplying an organization’s impact (Stanford Social Innovation Review, 2011, p. 46).

To achieve the organizational learning, a partnership program of management education could be developed, that is the collaboration with the business schools to deliver or tailor-made management or leadership programs.   A win-win situation could be achieved for both the business schools and organizations as the interaction between the academia expertise and the business world practitioners' working experience. 

 

Case Study:
 

Wharton School of the University of Pennsylvania in partnership with BBVA

After the financial crisis in 2008, Banco Bilbao Vizcaya Argentaria (BBVA), one of the world’s largest internationally diversified financial groups, took initiative to introduce a new corporate strategy to achieve its goals.  They have in collaboration with Wharton School, University of Pennsylvania to design a tailor-made program.  Following is the illustration of this case:

Banco Bilbao Vizcaya Argentaria (BBVA), one of the world’s largest internationally diversified financial groups, introduced a new corporate strategy in 2008 in response to the global financial crisis. Its mission: “We aim to be the world’s best universal bank, providing customers with more benefits and making their lives easier.”  In order to achieve this ambitious goal, BBVA sought the professional guidance from Wharton School of the University of Pennsylvania (WSC).  WSC then collaborated with BBVA to design a leadership development program for BBVA and set the goals as follows:

• Empower directors to create new financial products and services tailored to customers’ needs.
• Strengthen the brand and the business.
• Expand the company’s learning agenda and become an educational hub.
• Triple the bank’s business in five years.

In 2011, Fortune magazine named BBVA the best European company in leadership management, crediting the strong relationship between BBVA’s business strategy and its approach to leadership.

The above example illustrated that the collaborative practice between the business school and private organization has made a success in their partnership.

 

Projection and Prediction of the Changing Role and Functions of Management Education

From the above explanation and analysis of the development of management education, we consider that collaboration would lead to sustainable growth in the business schools, individuals and organizations.   Followings are some of the insights about the projection and prediction of management education: 

 
Specialized & Executive Education Programs

When we talk about the management education, we usually think that it is a MBA degree.  However, the business schools nowadays have developed various programs to cope with the demand of the market, like Dual Degree Program, Executive Education Program, Leadership Skills Program and etc.  Although some of them might not be award-bearing program, however, the practicability of the course context could make the individuals sharpen their management skills and critical thinking.


We believe the business schools would continue to develop more specialized program to deliver the business knowledge like strategic management, leadership skills, corporate social responsibility and ethical issues.  Following is an example from the Graduate School of Business about the development of a well-established master degree program, i.e. MSx Program





Example:  Stanford MSx Program:

To deal with the rapid changes of the global business environment, we foresee that the business schools would redesign their management program from time to time in order to provide a "relevant, current and cutting edge" (Arain & Tipu, 2007, p. 325) program to the students. 

For example, the following video is about the Stanford MSx Program, the program was established in 1957, it was a one-year full time executive management program in Stanford, aiming to train the future business leaders or teachers. Until 2001, this program is only accepted corporate managers who were sponsored by their organizations.  "In 2013, the program became the Stanford Master of Science in Management for Experienced Leaders, or Stanford MSx.  The name change reflected a renewed focus on the diversity and experience of the Fellows entering the program".  Also, this master course is now accepted the “experienced fellows, employees of major global corporations, or self-made entrepreneurs, the chance to reassess and broaden their focus at mid-career without the distractions of work” (Stanford Graduate School of Business’ website). 

 

(Source:  Graduates School of Business, Stanford University.  Retrieved from https://www.youtube.com/watch?v=n7A87iHUq2w)

New Management Program in a Dynamic Business Context

 

Gupta (2011) identified that “the essence of good management education is to train people for managerial positions in corporations.  Educational institutes should work towards a system that is not limited to academic alone.  He proposed that the management education should focus on the following three perspectives because of the rapid changing business environment.  :

 1) Management Education as Sharp Edge Weapon to Face Changing Business

• Corporate restructuring
• New organization designs
• Changing job profile
• Changing workforce profile
• Increasing role of women employees
• Emphasis on knowledge management
• Change in values, beliefs and culture

2) Management Education as Stepping Stone to Develop Entrepreneurship Activities

 

Gupta proposed that the management education should develop the entrepreneurship spirit with the practical aspects of doing businesses.  It should also cover the areas like industrial culture, case studies, project, field survey and etc. It is said the “cultural differences can influence business negotiations in significant and unexpected ways, as many a hapless deal maker has learned” (Sebenius, 2002, p.4).  A few questions should be noted talking about who to negotiate, like “what are the players?”, “who decides what?”, “what are the informal influences that can make or break a deal”.  In considering this, Sebenius proposed the organization or individual could consider to use an adaptive approach, like top down, consensus, multistage coalition building.  Top down approach is whether who will have the ultimate power, being a successful negotiator, he or she should avoid to negotiate with the one who has less power.  The consensus is talking about a process that there might require agreement from other stakeholders or governments during the negotiation process.  Like in Japan, “what goes on at the negotiation table is ritual approval as decisions have been made before through various informal gatherings. (Sebenius, 2002, p. 11)

3) Management Education as Lightening Lamp to look forward the academic side

Gupta also proposed that the MBA curriculum should include the topics like, shape perfectly the, future managers, build internal and external competencies and develop synergic approach.  For example, why the topic should include "develop synergic approach, we know that deal to the complex business environment, for business executives, negotiation skill is important, "many negotiators are unable to come up with a creative, integrative proposal is the failure to create trust among negotiators (Mehta, 2012, p. 53). “The more you know about the people sitting across the table from you, the greater your chances of making creative initial offers or counteroffers that will align their interests with your own (Mehta, 2012, p. 54).   Therefore, the curricula of the business schools should also include the topics mentioned above.

For example, Harvard Business School has offered various management programs, like the “Program for Leadership Development (PLD), a six-month module to “advance the leadership capabilities and provide immediate value to the organization” (Harvard Business Review’s website). In order to let the students to have a broader perspectives about the business challenges and to build up a network of executives around the world, Harvard Executive Education would choose the participants in a mix of backgrounds, cultures, career interests and management roles.  

 

The substantial experience of the senior executives or entrepreneur could bring a lot more insights of the real life business environment.   They have distinct backgrounds and coming from diversify industries with different cultures.  We believe that management education could create more programs on this segment, through the exchanges of their valuable experience and insights, it could enhance the information sharing among the academia and the expertise from various industries or cultural. 

 Fischer & Boynton stated that for a work group whom they could produce outstanding and innovate results, they called it a “virtuoso teams”, it is said that “the traditional teams are more concerned with doing than with thinking whereas in virtuoso teams, thinking is more important than doing: Individual members are hired for their skills and their willingness to dive into big challenges” (Fischer & Boynton, 2005, p.118).  However, everyone in the work group is “star”, it is no easy for them to compromise.  As Fischer & Boynton stated that there is hard to have a group consensus in virtuoso teams” (Fischer & Boynton, 2005, p.119), so it is challenging for the business schools to run the entrepreneurship program.

The following video is from Harvard Business School, students learnt from the interaction in the class and exchange of views from various business cases. 

 

(Source: Harvard Business School.  Retrieved from https://www.youtube.com/watch?v=5tqvYjj4TvI)

Collaboration between Business Schools

 

Collaboration is about bringing ideas together, about sharing perspectives and insights and effort, for the purpose of getting useful things done.  The Collaborative Enterprise is about people, both inside and outside the organization, working together in new ways with the help of new tools.  Collaboration enables organizations to achieve levels of performance and innovation for superior to what any one person or unit could do alone. (Building the Collaborative Enterprise, 2009, p. 2)

Overtime, the orientation of the organization shifts from vertical with pre-determined relationships, to horizontal, collaborative and networked (Building the Collaborative Enterprise, 2009, p. 2).  Collaboration can be a powerful driver of success in our business.  It can increase the accuracy of forecasts improve decision-making, identify opportunities, monitor threats, and provide a lot of other benefits.  Co-creating products, services and experiences, the collaborative intent, the business outcome is relevant offerings, stronger customer loyalty. (Building the Collaborative Enterprise, 2009, p. 14).

For example, Tuck School of Business at Dartmouth has in collaboration with the other three famous business schools, joined by the Stanford Graduate School of Business, Stanford Law School, and the University of Chicago Booth School of Business, to held a Directors' Consortium.



Tuck School of Business at Dartmouth promoted the Directors' Consortium as "The Power of Three Universities".  This is what the business noted their influence in the academia.



This unique partnership harnesses faculty knowledge, research, and expertise to provide a dynamic, cross-disciplinary executive program focusing on the role of directors in driving and sustaining corporate success, combines powerful ideas and strategic insights to deliver an incomparable executive learning experience for corporate board members. 

(Source: Tuck School of Business at Dartmouth. Directors' Consortium.  Retrieved from https://www.youtube.com/watch?v=B4MTNsou2cA)

We noted that not only the business environment is highly competitive but also the business schools, for example, the MBA ranking studies by the Financial Times and The Economist, sometimes are arguable whether the ranking could truly reflected the standard of those business schools. However, the international accreditation organizations, like the Association of Advance Collegiate Schools of Business (AACSB),  the business schools should design their curricular of management education, according to the requirements from AACSB in order to obtain an international recognized status of them.

International Accreditation




Going global, an international accreditation for the management education is “greatly influenced the curriculum development and functional orientation so prevalent in today’s business schools”, it becomes the “rules of the game and players” in management education” (Friga et al., 2003, p. 239), like the Association of Advance Collegiate Schools of Business (AACSB), the European Foundation for Management Development (EFMD), the Graduate Management Admission Council (GMAC).  For example, the AACSB is to ensure the collegiate  management education to “provide global leadership in advancing 

management education to pursue excellence.  

 

 Conclusion

To effectively deal with the challenges from the complex business environment nowadays, management education is important to everyone of us.  The business schools are playing pivotal role to foster individuals of a holistic business knowledge and immersing them in a new way of thoughts.  From the above analysis, we see that globalization has indeed made a great impact to the businesses schools, as "go global" is not only the phenomenon, it is a "must" for all the people to learn and to keep pace with the highly competitive environment.  The role and functions of management education has shifted from traditional business perspectives to global perspectives, collaboration amongst the business schools and organizations are seen to be the prevalence in the years to come.

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