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Category: business school strategy

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Looking ahead: educating leaders for a fast-changing world

Given management education’s importance to the evolution of Russia’s economy, the MGIMO School of Business and International Proficiency is training a new type of manager, says its Director, Angelika Mirzoeva. Interview by David Woods-Hale

In a landscape that is effectively defined by disruption and change, preparing leaders and managers to not just ‘cope’ with volatility, but to also make an impact, is the overarching challenge shared by Business Schools the world over. 

Business Impact caught up with Angelika Mirzoeva, Director of the​ MGIMO School of Business and​ International Proficiency, to find out how Schools could be doing more than​ just reacting to this environment and​ instead, help to set the scene themselves. Her advice:​ innovate, collaborate and diversify​ wherever you can…

Why is management education important in Russia and what is the value it brings to your community? 

The global community is faced with new challenges, which will define the framework of business education both in Russia and beyond. 

Today’s management education is not simply a process of consuming knowledge. It is a creative process involving both teachers and students. Managers that are able to think outside the box are in demand and, in turn, the demand for business education is becoming more focused and stringent. 

The responsibility for finding the right solutions to modern challenges should lie with leaders who are highly qualified managers those who are able to see what lies ahead, and to transform and improve the present in line with this forward-thinking vision. 

Training these leaders of the future requires a revised system of business education. It becomes lifelong learning, implying complex training in science and humanities, providing students with knowledge, and, most importantly, developing certain beliefs and values in them, and a socially responsible code of conduct in a professional environment. 

Given the importance of management education in forming a new economy in Russia, the MGIMO School of Business and International Proficiency trains managers of a completely new type: those who possess fundamental knowledge, aim to work in an innovative way, and take effective management decisions.

How healthy is the current market for business education in Russia, and the surrounding region, and what are the main challenges? 

Business education in Russia has aroused public interest for almost two decades. The market is not homogeneous and, in different segments, it develops differently. 

I would point out two main challenges for Russian business education. First, business education is often confused with training, short programmes, and masterclasses. It should be noted that business education is a large market and constantly changing. The other challenge is the imbalance between practice and theory in the curricula, and lack of educational innovations.  

The biggest hurdle facing our business programmes is not retaining high-quality staff or recruiting sufficient numbers of students – the problem is innovation in the classroom. Today’s most effective managers are the ones who are able to organise interaction between various groups, find additional resources and attract partners. These are the people we see apply to Business Schools when seeking out new competencies. 

I believe that over the coming two years the MBA/EMBA market will continue to develop steadily in certain segments. Whether the economic growth of the labour market is high or low, demand for MBA programmes will remain. Specialists planning to reach a new level of professional development will have no alternatives.  

What type of people study at your School and what have graduates gone on to do in the local region and beyond? 

The target audience is top and middle managers, business owners, people with successful careers, and ambitious people with leadership potential. An average MBA student at our School is aged 34, has higher education (mostly specialist level) and between eight and 13 years of experience; the bulk of students are Russian citizens. Gender breakdown has not changed significantly over the past three years. In 2019, it was 56% men, 44% women.

We do not target a specific geographic location; instead, the programmes are made with the global market in mind.

The Business School’s students include those studying PhDs, master’s, specialist degrees, and bachelor’s, and more than nine out of 10 enrolled students (91%) successfully complete the MBA programme and achieve their diplomas. Our graduates become members of the MGIMO Trusteeship Council, and some of them even go on to become visiting lecturers at the School.

In terms of jobs, many graduates enjoy greater career opportunities with government agencies, both in Russia and abroad. Established entrepreneurs, meanwhile, might use the knowledge acquired to expand and diversify their businesses, while others use it to begin building their own companies.

What do you think makes your portfolio of programmes stand out from others that are available in Russia and the surrounding region?

Our programmes have an international component. Moreover, we have a number of very popular specialisations, which meet current trends and requirements.  

To make the MBA programme truly international, we seek to help students understand the styles and methods of management used in different cultures and parts of the world, citing examples and studies of diversity. 

Diverse concepts and styles of management are made part of the curriculum by mapping leadership development; holding joint sessions with students from other groups and years; citing international examples in virtually all courses; and organising external modules and internships at international Business Schools.Today’s world needs applied knowledge first and foremost, and our School strives to make the knowledge we provide to be of actual benefit to our students, the economy, and the general public. 

The School’s ties to industry are also a differentiating factor. Russia’s largest companies, such as OJSC Russian Railways and the Ural Mining and Metallurgical Company, are among our corporate clients. We also have agreements with other leading Russian companies, as well as those overseas, in terms of internship programmes, outreach units, and graduation projects for students of our MBA programmes. 

Can you provide an example of how your School is using forms of new technology to meet the needs of its students?  

The Business School seeks to use innovation to boost its students’ personal growth and learning outcomes. Since 2016, the School has been recording and publishing its distance courses on Coursera. MBA and EMBA students can access these Coursera courses for free, giving them the extra option of distance learning. 

Currently, Coursera contains 13 of the School’s courses and one specialisation. We believe this project has been a success and opens opportunity for outstanding potential to be used, especially in the context of global digitisation. Online learning and technology, it seems, will impact heavily on the executive education space in the coming years, revolutionising the way we approach the development of our personal and professional skills. Business Schools always need to look ahead because they educate leaders and decision makers for a fast-changing world that is being greatly disrupted by the digital era. 

Which single new programme, course, or initiative are you most excited about and why?

The School has developed a new MBA specialisation recently, in strategic marketing and management. 

Elsewhere, we have started combining our use of distance and multimedia learning methods with traditional methods (lectures, seminars, role plays, trainings, and masterclasses) and are working actively on developing blended MBA distance programmes. As for training areas, we continue to expand our programmes in digital economy, entrepreneurship and international business, developing markets, and the fashion industry.

Does your School engage with businesses, government and other public-sector organisations in your region? 

Public and private sector representatives are partners, as well as corporate customers and employers of our graduates. 

In addition to this, we involve employers in discussions relating to the admissions office, the final certification commission, the selection of the final project topics, external modules, and internships. Employers are eager, for example, to set the challenges each student has to address as part of their final project. Employers are also members of the School’s Expert Council, and function as professors – wherein senior managers of companies come to us to deliver lectures and masterclasses. 

We have also worked in partnership with Russia’s Ministry of Agriculture to open a new department focused on global agricultural markets and foreign economic activity in the agricultural sector, and to launch a vocational retraining programme and a global agricultural markets master’s programme. The School’s Odintsovo branch, meanwhile, has opened a base department of the Ministry of Housing and Communal Services of Moscow Region to explore urban infrastructure and territorial management.

Further examples of industry collaboration include: launching a new advanced training programme in political management in co-operation with the consulting company, Baikal Communications Group; coordinating the discussion of an idea to set up the Expert Center for procurement activities in the UN system together with UNIDO (United Nations Industrial Development Organisation); and launching an open course in sports marketing together with our partner, VTB United League, and in conjunction with the School’s sports diplomacy master’s programme.  

How is the School working to boost the employment prospects of its graduates? 

Through a culture of entrepreneurship, open-mindedness, non-conformism, pragmatism, and leadership,  the School has trained managers who are experts in the challenges posed by business. Working with companies to help them in their search for interns, apprentices and future executives, we maintain close ties with the corporate world to co-design teaching and anticipate graduates’ future careers.

In today’s fast-changing and complex world, talent acquisition is key. Businesses need high potential talent that possess a global mindset and are ready to make an impact from day one. Our aim is for MGIMO students and graduates to deliver just that. For this, the School of Business and International Proficiency, in conjunction with MGIMO career centre, hold coaching sessions, networking events, and job fairs. 

The career centre is designed to support international-profile professionals and their employment goals. Among its partners are major Russian and international companies. 

MGIMO University’s traditional job fair takes place twice a year and gathers representatives of Russian and international companies. About 25 employers and more than 1,000 students have taken part in the poster session.

What plans does your School have for the next three years and what developments would you like to see?  

To further its international partnerships, the Business School has defined a number of core strategic goals for the next three years. 

These include: adding to the learning process’ international dimension and creating an international atmosphere at the School; improving integration in international education and research networks through joint research projects involving international professors and experts; creating an    infrastructure and institutional conditions for greater student, professor, and researcher mobility; opening joint MBA programmes with ADA University in Azerbaijan and Cambridge Judge Business School in the UK; and expanding the exportation of educational services (such as external MBA modules for the UK’s Henley Business School). Aside from these objectives, the need to be innovative and creative in EMBA programme delivery has been a compelling finding among our recent experiences. This is a market trend to which we have to adapt, in terms of our teaching ideals and objectives. Indeed, the focus on innovation and creativity in EMBA delivery is important to us and we are keen to differentiate our offerings in an increasingly crowded market. 

Our current focus for developing EMBA programmes is on increased ‘flexibility’ and adapting to the way students learn. In this, it is worth noting that there could be a link between being innovative and creative in EMBA delivery, and adopting and upgrading digital technology. This innovation is underway and continues; specialist EMBA programmes are a growing trend. Of the current specialist EMBA programmes on offer, the most popular are in the fields of finance, innovation and entrepreneurship. 

Anzhelika Mirzoeva is the Director of MGIMO School of Business and International Proficiency in Moscow, Russia. 

This article was originally published in Business Impact magazine, issue #4 (June 2020)

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Reaching the right audience: Business School communications part II

How Business Schools can use the high potential of social media platforms effectively, with examples of best practice, from London Business School EMBA graduate, Sarah Seedsman

An executive MBA graduate of London Business School’s prestigious Sloan Masters programme, Sarah Seedsman specialises in market research and marketing for Business Schools.

In the second of a two-part interview (the first part can be found here), the focus shifts in more detail to how Business Schools can use the high potential of social media platforms effectively, with examples of best practice. Seedsman also discusses the importance of ensuring approaches remain aligned with an individual institution’s goals and strategy.   

Can you offer some examples of how Business Schools have taken advantage of social media’s power to great effect?

We are seeing a lot of examples during this pandemic crisis. Social media comes into its own in terms of mobilising a School’s communities and allowing them to communicate. For example, INSEAD has set up a group on Facebook, Project Green Cross, to enable alumni to work with each other to support local communities through fundraising and finding ways of moving medical supplies and equipment.

In tracking how active Schools have been on social media over the last year, Imperial College Business School’s Dean has stood out for being really active, which has helped build a real sense of community. Now, the School is reaching out in the community to fundraise for new research which Imperial College is at the forefront of. They already had an engaged audience with which to do this though.

We are also seeing a lot of useful thought leadership, for example how to lead and manage people though a crisis is now popping up on all the different social media channels, including LinkedIn – of course, sometimes we should really think of LinkedIn as being a professional platform and not a social platform. 

In addition, there are campaigns where Schools have thought about the theme that they want to gather content around with a particular hashtag, for example ‘#whyIlovelbs’. Over a period of a couple of years they then have student and graduates, alumni and faculty post across different topics using photos, videos and comments with that common hashtag. This collated content becomes really good information for prospective students in terms of seeing what the community has said about the Business School.

Some deans have used LinkedIn effectively, which helps raise the brand profile of the School. It’s a very competitive market and deans can help build a community and keep a School’s alumni community around the world engaged. Media Minds tracks 100 deans on LinkedIn and top of the list for activity is Geoffrey Garrett, Dean at the Wharton School. He has almost half a million followers on LinkedIn and posts regularly. To put that in context, the Financial Times – an important publication to Business Schools because of its rankings – only achieved one million subscribers last year. Garrett already has access to an audience of half a million, so it is a very helpful channel for raising the School’s profile.

How can Business Schools spot fads on social media, how can they tell if it’s just a trend or if it’s here to stay?

The first thing we say to Business Schools is that they shouldn’t feel like they have to play with every shiny new toy. The important thing for Business Schools is to be quite considered in what’s going to work for their goals and strategy.

Start with the audience you want to reach and understand the best place to reach them with content they want and can engage with. Sometimes it’s a matter of being quite ruthless and quite focused. Keep an eye on data and analytics to see trends.

Instagram is just coming into its own for Business Schools, for example, and many Schools had been relatively slow in starting to use it. However, Instagram is now getting the highest inquisition of new followers. The platform doesn’t just need to be for photos, the Harvard Business Review’s Instagram account uses long posts and gets lots of engagement. Business Schools can still use this platform to promote their faculty’s thought leadership.

It’s a matter of having one eye on your audience and one eye on what you are trying to achieve and then making some decisions based on common sense.

How can Business Schools ensure that their thought leadership reaches its target audience?

Don’t spray and pray. Don’t put it everywhere and hope that people notice.

I think the key thing is to always use your website as a hub, to have everything there in the first place, so that you can keep linking back to it. In addition, many articles can enjoy a long life if you consider using different extracts from it. You won’t reach your entire audience the first time you put it out there, so share in different ways across your channels.

All social media platforms have an algorithm behind them, which chooses which groups see different things, so try and learn about these algorithms. Think about viral promotion and sharing, think about tagging people who it would be relevant to, or who have a large following. If you tag people, your post will be shown to their followership as well.

You should also never forget that it’s about relevance and impact. If your headline and your first line don’t grab the reader, then you won’t get the attention for your content that you want. So really spend time of polishing that first line and headline.

Are you a lover or a hater of social media in your personal life?

I grew up in an era of black and white television, before the internet and before mobile phones. I would say that I am neither a lover nor a hater but a curious observer. It fascinates me. I look at what’s possible and that fascinates me. I have a great curiosity for it, but I don’t use it as much personally as I am involved in it with work. It’s a great source of information for me but it’s not something that consumes all my waking hours outside work.

Sarah Seedsman is Executive Director for Engagement, Insights and Consulting at Media Minds Global

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Reaching the right audience: Business School communications part I

An executive MBA graduate of London Business School’s prestigious Sloan Masters programme, Sarah Seedsman specialises in market research and marketing for Business Schools.

In the first of a two-part interview (you can find part two here), Seedsman considers how the lines of communication between Business Schools and students have changed and how to get your global alumni network speaking one common language – the language of your Business School. 

What has been the biggest change in how students are communicating with Business Schools?

I think the biggest change now is that prospective students are roving across a large range of platforms to get information online.

They are looking to verify what they’ve heard about a Business School and what the official marketing is saying about a School. They move across social media channels and professional platforms such as LinkedIn, where they use the LinkedIn directory to look at alumni profiles and contact them. They also go to student review platforms. A Business School’s website is still a key site of reference and information, but what we’re seeing is an era of moving away from traditional brochures and forms of communication.

At the same time, the personal touch is still preferred in communications. GMAC did a survey last year that indicated how the majority of candidates still preferred email as their official channel of communication. So, some tried and tested methods still hold true.

How do you turn your alumni into active supporters of the Business School?

This has to start offline rather than online. Students who have a very good student experience have much higher levels of pride. There is that nexus of student experience to alumni. It then becomes about the engagement strategy to keep those feelings of pride and positivity strong.

Within that strategy it’s about what channels you use. It is also about using those channels to build a strong community and sense of belonging. That is where social platforms can serve you well when using alumni groups and enabling them to connect online.

If you just think of alumni as just a list of names, it will sound a little bit cold and more clinical. You create a community through advocacy and, in a community, people will do anything for people in need within that community, including the School itself.

Alumni relations teams who communicate with transparency and honesty in a frank but personal way, are going to be able to enrol that alumni engagement. This will come in handy post-Covid-19 when students might not want to study internationally. You want to get your alumni to talk to potential applicants and convince them that this School and this degree is the right choice.

Business Schools are inherently international. How do you ensure that your communications are relevant to a global audience?

This is about understanding your audience and the audience that you want to reach, and why.

Say, for example, if you wanted to raise your School’s brand profile as an institution with great supply chain management faculty research in it and were looking to reach an international audience.  You need to look for research which is relevant to international supply chain. If you are trying to talk to a global audience about supply chain management in one country only, that won’t work.

It’s thinking about the content and the audience and getting that match right. So many issues around business are global so should work for a global audience. If, for example, you have thought leadership on leadership itself, this will vary in different cultures because they will have different approaches to leadership based on their culture and/or political systems. As long as you contextualise what you are sharing, it can still be relevant to a wider audience.

You can target your presence online for certain regions or countries depending on the tools you are using. I think when you are talking to students and alumni, they become part of your community regardless of where they come from, or where they go and work. They speak the language of your Business School and a global Business language.

Is a Business School’s ranking more about its quality or its ability to tell good stories about their Business School?

I would almost say that rankings aren’t about either. There is much debate over whether rankings’ criteria show the quality of a Business School. There are certainly many good Schools that are not ranked.

Telling good stories is interesting because these can either supplement the rankings position you have ended up with if you are not as high up the rankings as you would like to be, or they can provide evidence about your qualities if you are not ranked. 

Prospective students use rankings as a tool and reference. They don’t just look at the ranking number. We are finding that they look deeply into the criteria and profile for lots of different Schools to get a wider picture of whether a School is the right match. This is where good stories and the evidence behind them come in – they show what the School’s strengths are and why they are a particularly good fit for an individual candidate.

Read part II of this two-part interview, which focuses on the use of social media.

Sarah Seedsman is Executive Director for Engagement, Insights and Consulting at Media Minds Global.

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Future-proofing the MBA

From immersive experiences in Māori business culture to plans for performance metrics to ensure community impact, hopes are high for the revamped MBA at the University of Canterbury (UC) Business School in Christchurch, New Zealand – the South Island’s largest city. AMBA & BGA’s Tim Banerjee Dhoul caught up with MBA Director and Associate Professor, Chris Vas, to learn more.

Can you tell us a bit about UC’s current MBA programme? 

The UC MBA programme has served the Canterbury, New Zealand and global business communities since 1983. Today, a typical MBA student at UC is 35 years old with more than 10 years of professional experience, studying part time. The cohort is well balanced when it comes to gender diversity, but more can be done to improve the programme’s 15% international footprint.  

What are the principal motivations behind the School’s plans to launch a revamped MBA in 2020?

One of the principal motivations was AMBA’s reaccreditation panel visit in 2017. The School also recognised the changing needs of business in the region, particularly in relation to the impact of ‘digital’ on organisations and leadership practices over the next decade; the need to drive intrapreneurship and entrepreneurship;  connectivity across geographies and, most importantly, instilling a sense of purpose and impact – beyond economic drivers – in organisations, and in those who lead them.  

Which single feature of the revamped MBA are you most excited about?

To be honest, the radical changes that we are putting in place across the programme are exciting as a whole. The MBA will be delivered in the same way that a story unfolds: as a narrative and an experience. The programme will commence with a focus on purpose and impact, while honing in on attributes that support innovative thinking. A focus on agile and innovative leadership, meanwhile, will be woven across the entire programme so that leadership is not just a course or subject delivered at a single point in time. 

Having said that, let me give you a glimpse into one aspect of what we’re all excited about. At the start of the programme, MBA participants will be immersed in experiences with New Zealand’s indigenous people – the Māori community – where the importance of ‘place-based knowledge’ intertwined with Māori business culture will be experienced. As the wider University of Canterbury strategy outlines, this experience is important for our students to ensure they ‘are aware of their own identity and its influence in engaging with any other person or community’.

Its incorporation is one way in which our MBA participants in New Zealand can learn to value difference by recognising place-based knowledge. In today’s world, in which we see the rise of protectionist attitudes to trade, migration and citizenship, it is vital that we place importance on issues of identity, especially as these can help bind communities together. 

Beyond this initial immersion, the programme will incorporate learning experiences in Māori economies, to understand the aspirations of Māori communities better and emphasise the Māori proverb that people are the most important thing in the world (‘he tāngata, he tāngata, he tāngata’). Such focus also ties into the programme’s commitment to the United Nation’s Sustainable Development Goal (SDG) 11 around the building of sustainable communities and cities. 

This commitment is backed up by a new course on ‘societies in smart cities’, which will analyse how organisations strategise and connect their purpose to deliver impact in societies through the lens of smart cities. 

MBA participants will be assessed in these courses through their responses to real-life challenges or mini purpose-driven projects that are tied to organisations. In this instance, we are looking to integrate with Christchurch City’s agenda and Ngāi Tahu, a principal iwi [the largest social unit in Māori society which can be translated as ‘nation’] of New Zealand’s southern region, to reimagine growth through sustainable and smart-city initiatives that will create a positive impact on the local community. 

Can the new programme help its students pursue purpose-driven and impactful careers? 

As a central engine of research, development and innovation in Christchurch, we believe it is imperative to sync with the city’s growth plans and drive a consistent effort in that direction. Consequently, we see the importance of driving entrepreneurial activities in the areas of food, health, tech services and transport. Social entrepreneurship is equally important, and the programme will support MBA participants who are looking to tackle issues of mental health, waste management, education and beyond. 

In consultation with the city and members of our advisory board, we will look to set up performance metrics for the MBA programme to ensure our participation as a Business School is active and has an impact. So, hypothetically speaking, during the next three to five years, I would like to see 25% of our MBA cohort start new, scalable ventures in the US, Europe or Australasia. 

To this end, the MBA programme will work in tandem with the university’s Centre for Entrepreneurship (UCE) which offers access
to a network of industry advisors and mentors. Given the dominance of working professionals in our programme already, I would also like to see 30-40% of the cohort drive transformative change within their organisations, especially around digital transformation, business model changes, products or services.  

It’s no longer acceptable for us as a faculty and industry practitioner team to simply ‘talk the talk’, so we’re setting ourselves a challenge of enabling purpose and driving meaningful impact. For instance, thanks to one of our student projects, we are now in discussions with a major health service provider to operationalise sustainable work practices in the organisation. We will aim to have many such impact stories in the years to come. It’s an interesting experience in which student activity has catalysed opportunity for faculty.

How will the MBA help students identify solutions to emerging technological issues? 

As part of the MBA review and redesign process, we recognised that our MBA was likely to be redundant in about five to seven years. 

A key reason for this is the pace of technological developments, the impact it has on organisations in terms of strategy, leadership, customer experiences and the whole gamut. 

This being the case, in the revamped MBA programme, we’ve chosen to emphasise aspects around digital transformation, technology preparedness and data-driven strategies. Given their profile (mid- to senior-level managers) our students need to be aware and engaged with technological developments rather than become experts in them. They need adequate levels of preparation and knowledge so that they can ask the right questions, understand the limitations of technology, and at the same time be proficient enough to lead teams to deliver on outcomes. 

Consequently, courses will have a focus on emerging technologies, such as the internet of things (IoT), big data, AI and blockchain. A deep dive will be in the area of data analytics, working on livebprojects under the guidance of industry experts to demonstrate the value of technology platforms, such as Python and Tableau, in data analysis, visualisation and optimisation – all of which should inform organisational strategy.

How has the programme’s development sought to incorporate employer demands as well as those of students?

As part of the MBA review process, our current students identified issues that were of high importance to their organisation and in which they sought further development. The top three were: innovation (to create new products and services); sustainability (incorporating social and environmental aspects); 3) digital transformation of business models, people and processes. 

An added element of need that found its way into responses was the challenge of tackling international markets. Similar issues emerged in my conversations with employers and organisations, though they also voiced the need for further preparation in methodologies such as agile, technological proficiency in addition to development in harnessing an innovative mindset, communication, presentation skills and the ability to problem solve in teams. 

The revamped MBA programme will aim to incorporate these aspects in its courses but will also provide several ‘wrap-around services’ outside the programme; for example, workshops on interpersonal skills and media training that help develop well-rounded MBA graduates. 

Students will also have the opportunity to be coached formally by industry experts to tackle developmental challenges. Finally, the programme has introduced a ‘creative challenge’ course in which students will focus on themselves as the creative project, pushing their limits (and where failure is an option).

What does your ideal MBA candidate look like, and what makes a cohort ‘right’ for UC’s MBA programme?

One of the key programme changes will be the blended nature of delivery, wherein there will be an almost equal split of real-time online interaction and in-person intensive block weekends. This will enable participation from across Australasia. With the industry links we activate and the end outcomes we are looking to deliver in three to five years, UC’s ideal MBA candidate will embrace risk, enjoy a challenge, and be keen on making a difference as well as willing to lead and drive change. 

Our ideal cohort will be gender balanced, diverse – with at least 30% representation from both the international and Māori communities – highly experienced, and representing a cross-section of sectors.  

In your opinion, what will be the biggest challenge facing tomorrow’s leaders and what will be the most important skills and attributes required of them? 

Relevance. The pace of technological development means that innovation will continue to thrive, creating new products, services and firms, and forcing organisations to prove their ongoing relevance. 

This will be the real challenge for leaders over the next decade. Not only will the challenge be for leadership relevance in the context of managing and motivating teams while ensuring a sense of followership in people management, but it will also be for leaders to ensure relevance of their organisations. Uber, Airbnb, Facebook, Tesla and Apple’s iPad are all about 10-15 years old. The next 10-15 years will bring about new innovations. So, for today’s organisations and leadership to remain relevant, maintaining customer experience, organisational purpose, community engagement and societal impact becomes key.  

What do you feel is the main challenge facing Business Schools in New Zealand and the surrounding region? 

Agility. There’s much captured in this one word. Let me elaborate on two aspects. In many parts of Asia Pacific, there is a lack of trust between Business Schools and industry, or universities and industry in general. 

This distrust has resulted in reduced collaboration due to the divergent goals of Business Schools and those of industry, to the extent that we see increasing competition with consultants who have ventured into the areas of research and training. 

The second aspect is around the agility of a Business School to alter course and rethink its business model. Most institutions continue to focus on models that delivered success in the past, but these are unlikely to be fit for the future, given technological advancements in the areas of, for example, new forms of AI-driven and customised online learning. Very soon, if not already, the opportunities in this arena could all be up for grabs.

Chris Vas is Associate Professor and MBA Director at the University of Canterbury’s (UC) College of Business and Law, which houses UC Business School. He holds a PhD in public policy from the Australian National University.  

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Bringing business education to Niger

Kader Kaneye, Co-President of the African Development University, talks about the challenges and rewards of his work to give Nigeriens a business education. By David Woods-Hale

At 2018’s Association of African Business Schools Conference in Tanzania, AMBA & BGA’s CEO, Andrew Main Wilson, met Kader Kaneye, Co-President of ILIMI African Development University (ADU) in Niger.

Impressed by the mission and values of ADU, in working to provide quality management education in challenging circumstances, Main Wilson made a trip to Niger to visit the School and find out more.

In the 2018 UN Human Development Index (HDI), Niger was ranked 189th out of 189 countries, reinforcing its image as one of the ‘least developed’ countries in the world. Approximately 80% of its population lives in the Sahara or other desert areas, climate change is increasingly causing drought conditions and, at 7.2, the average number of children per mother is the highest in the world, giving rise to the world’s fastest-growing population at a rate of 4% per annum. 

ADU was created more than two years ago – the brainchild of Nigerien businessman, Kaneye – and has set out to give Nigeriens an opportunity for business education, featuring international best-practice standards, irrespective of financial means. 

Supported by visiting faculty from leading US Business Schools and high-profile local entrepreneurs and CEOs, Kaneye and his team dedicate many unpaid hours each week to nurturing the development of an enthusiastic body of students, in a country where only 1% of Nigeriens undertake tertiary education. 

When Main Wilson visited the campus, the construction of a new Business School was still underway and there were no full-time faculty members – yet the School’s significant impact across the local community inspired him to invite Kaneye to address AMBA & BGA’s Global Conference in Istanbul, Turkey, in 2019.

After Kaneye’s keynote speech at the conference, we were able to find out more about the story of ADU and how it had been created in such a difficult environment, with extremely limited resources.

How have you been able to set up a Business School in such difficult circumstances? 

It has been a combination of hard work, good fortune and timing. I came to Niger after graduating from Business School in the US. I came back with a close friend who had played a role in Barack Obama’s political campaign and we brought together stakeholders in Niger (including parents, students, governments, the corporate world and traditional leaders). We told them that they were facing economic, political and societal issues and we thought education could be the solution. 

They all wanted to be part of this and it became a social movement. Everyone came to help in different capacities and something we planned to start in three years was up and running in three months. 

Can you describe your role and the challenges you face as a leader?

I am a Founder of the university and I’m currently its President. I will say that running a university every day, when you come from the private sector, is quite challenging. I’m learning every day. I love the process of learning, but at the same time, learning comes with mistakes and I make them all the time. Sometimes, the impact [of these mistakes] can be felt and it slows our progress. This is one key challenge we face on a personal level. 

As an organisation, we face two key challenges. One is awareness. Niger is not well known by most people, so I have to explain what and where Niger is and how different it is from any conception a person will have about Africa. Raising awareness about the project is a challenge. The second challenge is around funding, but we are making progress. 

Tell us more about the ILIMI African Development University

‘ILIMI’ is a Hausa term, one of the most widely spoken languages in western Africa. It means ‘ethical knowledge’ and it says a lot about what we’re trying to achieve with this university: teaching students knowledge, but knowledge they can use to leverage ethical behaviour and leadership in society. 

The world’s leaders all have something in common: a college education. But we think there is something missing in education and that is the ethical part; the commitment to serve. This is what we embed in the core of our education. 

We currently offer undergraduate, post-graduate and executive education programmes and have 250 people in our community (110 undergraduates, 40 studying at master’s level, 100 studying English and a few more in executive education). 

In a country where the role of a woman is challenging, we’re proud that 70% of our student population is made up of women. Women perform the best in our entrance exam, and as a result, our community is heavily leveraging the role of women in society. 

Do you think Business Schools around the world have lessons to learn from your experiences? 

They can learn from our business model and the innovation in setting up the university. Usually a startup Business School would need significant resources and lots of money for a brick-and-mortar approach, as well as a permanent faculty and PhDs. A lack of resources and scarcity pushed us to innovate – for example, the way we brought stakeholders together to cover the fundamentals [of business] and the way we focus on ethics and 21st-century skills, while teaching students solid knowledge. Flexibility is something we can teach universities around the world. 

What are the next steps for you and your School? 

I have lots of big dreams and projects. We are moving forwards in our sustainability plan and we would like to break even by year five. For that to happen, we’ll need 800-1,000 students and more physical capacity, so we are raising money to finish our second building. 

After that, we’re planning to launch a large campaign to build a world-class campus where we can have residential programmes. In parallel, we’re planning the launch of an engineering school. These are our big projects at the moment. 

Do you feel optimistic about the future of business education in Niger and the African continent? 

I’m extremely optimistic. Business education is here to stay. When you look at the challenges in countries like my own, we need managers in all sectors – and a Business School to prepare these managers. For me, the future of management is within the Business School. 

How important are the connections you can make at the AMBA & BGA Global Conference? 

They’re fundamental. That’s why I came here. It’s critical to build credibility, to reassure the community and our teams who work day and night in the face of the impossible. When the world is looking at us and wants to work with us, it gives a different and special energy to every member of the team. This allows us not just to move mountains but to lift them and throw them out of the way. We’re working together for success with everyone. 

Kader Kaneye is the Co-Founder and Co-President of ILIMI Development University (ADU) in Niger. He is also a certified practising accountant with 12 years of experience in promoting corporate ethics through auditing and consulting for international development organisations, governments, banking, and services in more than 15 countries across francophone Africa. He holds a master’s of public administration (MPA) from Harvard University’s Kennedy School.

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The à la carte future of post-graduate business education

Business education’s future will resemble the music industry, where individual songs can be downloaded à la carte without paying for a pre-determined selection, says Universidad Nebrija’s Dean, Fernando Tomé Bermejo. Interview by Tim Dhoul.

Business education’s future will resemble the music industry, where individual songs can be downloaded à la carte without paying for a pre-determined selection, says Universidad Nebrija’s Dean, Fernando Tomé Bermejo.  

Moves towards students being able to pick and choose what are often termed ‘stackable’ qualifications are a reaction to changing student needs and stand to empower them as consumers. The market demands this kind of change, and, for Tomé, this demand extends to Business Schools’ inclusion of responsible management principles and practices.

‘Consumers want to be identified with the values of the businesses of which they are clients,’ he says arguing in favour of incorporating responsible management into all of a programme’s courses rather than covering the topic and its related areas in standalone courses. ‘This… contributes to understanding the transversal value of these concepts and allows them to permeate the entire institution,’ he reasons.  

Based in Madrid, Spain, Universidad Nebrija offers an MBA programme with specialisations available in entrepreneurship, tourism, law and technology management. Its roster of master’s programmes, meanwhile, encompasses programmes in digital marketing, leadership and HR management. In the full interview with Business Impact below, Tomé also outlines the School’s plans to integrate AI into its programmes and to increase the level of diversity seen among its student and faculty. Read on to learn more.

Please can you tell me a little about typical student intake sizes and proportions of international students at your Business School? 

The student intake increases with each passing year. Nevertheless, we prioritise quality over quantity when selecting our students. In the latest MBA cohort, we have selected a total of 80 students. When it comes to our international students, the vast majority come from Latin America, with China as a close second.

Please outline the importance of responsible management to your Business School’s strategy and why you feel it is a vital topic for business as a whole today.

‘Responsible management’ is a concept that began to be included in post-graduate studies towards the end of the last century and it is now undoubtedly an essential topic when it comes to the educational development of executives.

The fact that a business should be based on ethical and sustainable principles is effectively a matter of personal and corporate responsibility. Nevertheless, it is also something the market demands: consumers want to be identified with the values of the businesses of which they are clients.

It is therefore essential that all our students are well trained in this matter. Although this training used to be given through an all-inclusive, standalone course, I believe that it should now be included in all of the courses. This way, all subjects can be taught according to these principles, which in turn contributes to understanding the transversal value of these concepts and allows them to permeate the entire institution.

Is there anything you’d like to see change among providers of business education, or that they could be doing better?

I would like to see more flexible programmes, more à la carte. If we can now choose exactly what music we want to listen to by downloading each individual song and without being forced to buy a pre-determined selection, as we had to years ago, I believe the future of post-graduate education will follow the same pattern.

We will have to offer a series of subjects or modules and it will be the student who chooses their own formative itinerary; always logically within some requirements and limitations, and with a great advisory service on the part of the School.

What are some of the biggest challenges facing providers of business education in the country headquarters of your School and the surrounding region, in your opinion?

I believe that we face both challenges that are unique to Spain and its neighbouring countries, and others that are common to any School in general.

In the first group, I am convinced that there is still a lot of work to do to achieve internationality in all of its perspectives: internationality of students, teachers and contents. We must ensure our students are versatile and able to build their professional lives anywhere around the world. In this sense, I think it’s important to provide our graduates with tools that allow them to learn and be adaptable in the face of ever-faster technological change.

As for the second group, I believe the challenge for everyone is to form professionals that lead this technological change. In order to do so, they must develop their innovation capabilities.

Lastly, I believe that attracting female talent is still a pending subject for every School. Although it is true that this change will only occur if it also happens in businesses, this does not mean that Schools should not contribute to it. I believe that a larger presence of high-profile women in faculties and highlighting and supporting cases of success of female leadership is essential.

How is your School working to boost the employment prospects of its graduates?

The School is devoted to improving the employability of its graduates. However, we must keep in mind that our target students, especially those in the MBA, are already employed. For this reason, the internship and practice-based approach has some very evident limitations and, therefore, this element is more present in those programmes attended by more junior students.

We attempt to improve the employment prospects of our more senior students with two different tools:

  1. Coaching – to boost our candidates’ self-awareness and help them identify areas for improvement
  2. Mentoring – to guide them when making decisions regarding their professional careers

How are programme curricula developed and refined at your School to ensure that they remain in touch with the changing needs of both students and employers?

The method we have been employing for some time to perfect our programmes – and which has given us some very good results – follows a 360° perspective, by means of analysing the feedback we get from the following stakeholders of our School:

  • Former students, by following their professional careers
  • Current students, by monitoring their satisfaction and experience
  • Businesses, which periodically evaluate the contents of our programmes and our graduates’ employment; and which monitor the performance of our employed students
  • Academic experts and members of the marketing department, who look to innovate content and teaching methods, as well as to analyse market tendencies.

Which single new programme course or initiative are you most excited about and why?

We are currently very excited by our coaching programme because it is cross-curricular, and we therefore believe it can have a very positive impact on all of our students. It is also focused on improving our students’ employability in a more practical manner.

Elsewhere, the inclusion of AI in our programmes is an exciting challenge for us in the medium term.

What are your hopes for the School in the next five years?

While we are invested in increasing the number of students in our classrooms in the following years, we are more interested in their quality and diversity.

On this last point, we are convinced that the coexistence of different nationalities, genders and generations in the classroom adds great value to peer learning. We also expect to see this diversity reflected among faculty members – having professors with differing perspectives greatly enriches the learning experience. Regarding our programmes, we believe that the integration of AI and of concepts and experiences which train our students in digital transformation should be the fundamental area of our programmes’ development.

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