Addressing the plight of the student caregiver

Business Impact: Addressing the plight of the student caregiver

Addressing the plight of the student caregiver

Business Impact: Addressing the plight of the student caregiver
Business Impact: Addressing the plight of the student caregiver

Student caregivers are often overlooked and require greater help from institutions, according to Virginie Semavoine, diversity and study financing project manager at Grenoble Ecole de Management (GEM).

“Your [academic] success is in danger when it comes after care, cleaning, administrative and emotional support or the management of siblings,” Semavoine explained.

In France, 16 per cent of students between the ages of 18 and 25 can be classified as young adult caregivers, according to a study published in the Journal of Further and Higher Education. Typically, they hail from lower-income families and are more likely to be female, the study shows. They report poorer mental health than non-caregivers and are more likely to cite current and previous academic difficulties.

However, discovering students in this predicament is not always easy, as student caregivers do not tend to identify as such. The issue came to attention at GEM as part of its regular monitoring of students in difficulty, as Semavoine detailed: “We do not limit ourselves to the first subject they raise with us; a follow-up allows us to discover other obstacles to peaceful schooling. This is how we realised that some students were playing a very heavy caregiving role.”

The school subsequently held a roundtable to raise awareness, which in turn led to the launch of an initiative by the Communal Centre for Social Action (CCAS) of Grenoble. “Until this, we were not aware of the number of students affected,” conceded CCAS Grenoble’s Anne Royer, adding that it now offers a monthly service for student caregivers. At GEM, awareness raising continued in October in conjunction with France’s National Caregiver Day, as it seeks to address the issue of reaching affected students. “Even if they recognise themselves as caregivers, they fear being stigmatised. It is difficult to communicate with them,” concluded Semavoine. 

This article is adapted from one that originally appeared in Business Impact magazine (Issue 4 2023, volume 18)

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How can business schools identify impact and quantify continuous improvement?

Business Impact: How can business schools identify impact and quantify continuous improvement?

How can business schools identify impact and quantify continuous improvement?

Business Impact: How can business schools identify impact and quantify continuous improvement?
Business Impact: How can business schools identify impact and quantify continuous improvement?

In the evolving landscape of business education, the Positive Impact Rating (PIR) seeks to redefine how we evaluate business schools and reshape their role in society. Its ambition is for business schools to be recognised not just for their academic prowess, but also for their important societal contributions and to celebrate institutions that are making a real difference in the world.

Societal impact as a measure of success

At the core of PIR is a belief that societal impact should be an important measure of success. By shifting focus from rankings to ratings, PIR offers a more nuanced and comprehensive assessment. It also resonates with the increasing global call for ethical and responsible business practices.

Another key differentiator is PIR’s student-driven methodology. It assesses a business school through the eyes of those it impacts most directly – the students. Not only does this empower students but it also provides invaluable insights for a school’s continual improvement.

In addition to offering an innovative form of assessment, PIR aligns closely with global standards, such as those relating to the (PRM) and provides data designed to help schools meet their societal impact goals. For business schools that are interested in continual improvement, such as members of the Business Graduates Association (BGA), PIR offers a way to quantify progress on an annual basis and a vital tool for societal impact reporting.

The benefits of working with the PIR system

Participation in PIR can open up a myriad of opportunities for business schools. For example, as touched on above, the detailed feedback and data gained from PIR’s student-focused assessment is invaluable for identifying areas of strength and opportunities for development. Such insights can subsequently inform curricula review, ensuring that programmes are not only academically rigorous but also socially relevant. Ultimately, this helps ensure that graduates are well-equipped to tackle the challenges of the modern business world.

In addition, the involvement of students in the process contributes towards fostering a culture of engagement and empowerment. In particular, it encourages a sense of ownership and responsibility among students, shaping future leaders who are conscious of their societal impact.

Achieving a high PIR rating also stands to enhance a school’s reputation, distinguishing it as an institution that prioritises societal impact. Positive branding of this kind is crucial in today’s education market and facilitates the attraction of quality applicants and partnerships.

In short, the PIR allows business schools to not only join a global movement that is committed to providing business education that is synonymous with societal responsibility and progress, as well as ethical leadership, but also to reap tangible benefits that propel them towards excellence in all facets of their operations.

What do students think about your school’s societal impact?

Do you want to find out how your students perceive your school’s current impact orientation?  The 2024 PIR edition is happening right now and students can assess their schools until the end of March 2024. Register now so that we can help you set up a survey at your school. The process is straightforward and participation can significantly elevate your institution’s role in shaping a sustainable future. Join us in creating a world where educational institutions are celebrated for their positive impact on society.

Headline image credit: Crystal de Passillé-Chabot on Unsplash

Katrin Muff for Business Impact

Katrin Muff is director of the Institute for Business Sustainability (IBS) and professor of practice at Luiss Business School in Rome, Italy. The IBS hosts the Positive Impact Rating (PIR) Association, where she serves as president. Previously, Muff served as dean of Business School Lausanne in Switzerland for 10 years. She holds a PhD in leadership from Exeter University in the UK and an MBA from Business School Lausanne

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Companies may be ‘gaming’ their reported emissions, study suggests

Business Impact: Companies may be ‘gaming’ their reported emissions

Companies may be ‘gaming’ their reported emissions, study suggests

Business Impact: Companies may be ‘gaming’ their reported emissions
Business Impact: Companies may be ‘gaming’ their reported emissions

The level of carbon dioxide equivalent (CO2e) emissions reported by organisations can vary by as much as 5.4 per cent, on average, depending on which of three approved datasets they are using, according to new research from King’s Business School (KBS). These variations have the potential to impact share prices by 1.9 per cent.

Approved under the United Nations Framework Convention on Climate Change, the three datasets analysed in the study are those provided by the UK Department for Environment, Food and Rural Affairs (Defra), the US Environmental Protection Agency (US EPA) and Exiobase. Reporting using the database from Defra instead of the US EPA led to an average increase in emissions of 5.4 per cent. The suggestion implicit here is that organisations can effectively ‘game’ their CO2e results by using the dataset that gives them the most suitable results.

“This matters because if business can’t, or won’t, calculate CO2e emissions accurately, we can’t plot a proper path to keeping the global temperature at or below the 1.5°C above pre-industrial levels that scientists see as a tipping point,” said KBS executive education sustainability lead Marc Lepere.

To address this issue, the study’s authors say new regulations are needed that require companies to disclose their CO2e emission calculation methodologies and datasets. They also recommend mandatory external audits.

“Increasingly large sums of capital are being deployed either in line with environmental, social and governance criteria or with the explicit aim of mitigating climate change,” added professor of finance at KBS David Aikman. “Investment managers need assurance that the data they are basing their decisions on is as robust and transparent as it can be. At the moment, it clearly isn’t.”

The study is the first KBS Research Impact Paper, a new report series aimed at widening the reach of the school’s research. It was put together by a team of six at the school, including Lepere and Aikman.

This article is adapted from one that originally appeared in Business Impact magazine (Issue 4 2023, volume 18)

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Using data to succeed: tools for machine learning

Business Impact - Using data to succeed: tools for machine learning

Using data to succeed: tools for machine learning

Business Impact - Using data to succeed: tools for machine learning
Business Impact - Using data to succeed: tools for machine learning

How can business leaders collaborate productively and effectively with data science teams? Winning with Data Science takes a narrative approach with fictitious characters to showcase different approaches to projects involving data science teams. In this excerpt, David is a senior data scientist working for Stardust Health Insurance, a medium-sized insurance company working primarily in California and Florida. David works closely with Kamala, a rising star at the company who has both an MD and an MBA and, most importantly for our story, a keen interest in using data to succeed.

Examining residuals

“I’d like to welcome you all to the inaugural Stardust Health Insurance data science team hackathon.”

David was having fun as the emcee of the event. “Our teams have been hard at work to optimise our model to predict healthcare expenditure for patients with back pain who receive nonsurgical treatment. Before we get started, let’s recap the current state of our model.

“The outcome for this model was predicted back pain–related healthcare expenditure in the year following a request for prior authorisation. On average, the absolute difference between the model’s predicted healthcare expenditure and the true healthcare expenditure was USD$12,000 for the first year following the prior authorisation request. The actual differences ranged from $50 to $50,000.

“Those on the prior authorisation team have been using this model for the past several months with success: they are seeing reduced healthcare expenditure as a result of their prior authorisation decisions and initial analyses show improvements in patient outcomes as well. Although the model was designed to predict expenditures for two years, these initial results are promising and now we want to see how well we can improve the performance of this model.

“The first team we will be hearing from didn’t change the model architecture: the team members used linear regression, but they did some clever analysis to figure out how to improve the model. I’ll hand it over to them.”

The team lead walked to the front of the room and flashed their slides on the screen. “The performance of the original model was good, but we felt that there was still more that could be done within the confines of linear regression. We decided to do a deep dive into what types of patients the model performs well on and what types of patients it doesn’t perform as well on. To do this, we examined the residuals.”

The team lead continued: “What we found was that some patients have very small residuals, but for other patients, the model performed very poorly – on average, the model was off by more than $25,000. We ran some descriptive statistics to see whether those groups of patients were different in any meaningful way. What we found is that the patients with higher residuals tend to have jobs that involve more manual labour – for example, farming or construction. So instead of changing the model architecture, we decided to add more features regarding a patient’s job.

“When we added in these new features, we saw that the residuals for the previously poor-performing group dropped from $25,000 to $15,000. In other words, we were able to improve the performance of our model for that group of patients by about 40 per cent. Just adding a few well-selected features , we were able to bring down the average residual from $12,000 to $9,000.”

Interaction terms and transformations

David took the mic and welcomed the next team: “The next team also stuck with linear regression but took a clever approach to feature engineering.”

The team lead took to the stage and said: “We also felt that the biggest limitation of our model was its features. It doesn’t matter if you use linear regression, random forest, or a neural network; if your features aren’t good, your predictions won’t be good. So we decided to engineer new features using the ones that we already had.”

One of the simplest approaches to automated feature engineering is calculating interaction terms. An interaction term represents the relationship between two main terms. For example, patient age and patient gender may be included in the original healthcare expenditure model as main effects. But what if the relationship between healthcare spending and age depends on sex?

We can add an interaction term by including the product of age multiplied by gender as a new feature in our model. This interaction term allows for different slopes for the relationship between expenditure and age for men versus women.

The team lead summed up the results: “By including all possible two-way interaction terms, we gave our model access to relationships between variables that we hadn’t considered including in the original model. We were able to bring the average residual down to $8,000!”

K-nearest neighbours

“This next team moved away from linear regression and tried out a different model architecture,” said David, as he stepped down from the stage.

The team lead picked up the mic: “One characteristic of linear regression is that it uses all the data points in the dataset to make a prediction. This can be good in some cases, but we thought it might be better to use an approach where the prediction is based on only the handful of data points that are most similar to the patient in question. Therefore, we used a ‘K-nearest neighbour’ (K-NN) regression model.”

The first step of the modelling process is to choose the parameter ‘K’, which represents the number of observations the model will use to make a prediction. For example, if K=20, the model will look at the 20 data points that are most similar to the data point it is making a prediction from. The next step is to determine how to define ‘similar’. The most common approach is to calculate the Euclidean distance between datapoints. This amounts to adding the squares of the distance in each dimension (for text variables, Hamming distance is often used).

The team lead went on. “We determined through cross-validation that the optimal value for K was 100. Simply put, our model makes predictions for new patients by averaging the expenditures of the 100 most similar patients in the dataset.” For categorical outcomes, K-NN finds the K observations that are closest to the datapoint and assigns the predicted value to the class with the most votes.

Another consideration is what features you should include in K-NN. You want to use only features that are relevant in predicting the outcome of interest. Often, there must be some filtering of input variables to first remove the ones that aren’t predictive. The features then need to be normalised so each feature has about the same range. If you don’t normalise the features, then those that have a much larger range will dominate the distance computation, and other features with smaller ranges won’t contribute much to the modelling.

The team lead concluded: “One of the advantages of K-NN is that it can make predictions for nonlinear relationships because it makes no assumptions about linearity. The model reduced the average residuals from $12,000 to $10,000 which is not as big an improvement as our colleagues. But our team’s guess is that K-NN performed better on the patients who were harder for linear regression to predict.”

Decision trees

The next team lead took to the stage. “Similar to the last group, we wanted to account for possible nonlinear relationships between variables. We also wanted the output of the model to correspond to easily interpretable patient profiles. A regression tree model was the perfect choice for our goals.”

Classification and regression tree (CART) modelling consists of dividing the population into smaller subpopulations and then making predictions on those smaller subpopulations.

For example, assume we’re building a regression tree that splits the population into two groups for each node. To predict healthcare expenditure, the algorithm would find the best variable and value of that variable to separate out the high- and low-cost patients. Once this first split is done, there are now two groups, the low- and the high-cost patients. The algorithm is then applied to each of these two groups to again find the best variable and value of that variable to split each of these groups into two more groups, so there are now four groups. The algorithm will stop when there are not enough customers in each group to split again or when it reaches some other stopping rule. When the CART model is completed, the entire population will be assigned to one and only one group, called a leaf, and the characteristics of each leaf can be easily read.

For example, the highest-cost leaf may be male patients over 65 years old who live in the US Northeast, and the lowest-cost leaf may be female patients under 18 who live in the South. A prediction for a new patient would be made by identifying what leaf the customer belongs to and assigning the average value of that leaf to that customer.

CART modelling has several advantages. First, the data scientist does not have to make assumptions about the features and their supposed relationship with the outcome; only the splitting and stopping rules need to be defined for the tree to be produced. Second, CART models can be used to predict binomial variables, categorical variables and continuous variables, and they are not as sensitive to outliers and missing data as other regression methods are. Third, CART models can easily represent nonlinear relationships and interaction terms without the need for the modeler to specify them in the model itself. Lastly, CART modelling is easily interpretable in that it produces subpopulations of high and low values based on a set of if/then statements, allowing you easily to look at the rules and ask if they make sense.

The team lead summarised the results. “Our tree-based model didn’t reduce the average residual by much: we went from $12,000 to $11,000. But we discovered we could develop this tree-based model much more quickly than we did using the original model because the data did not require much pre-processing. Since tree-based models can handle missing values and variables of very different scales, it’s relatively quick to train a model once you have the data collected.”

Boosting, bagging and ensembling

David clapped for the last team and went back up on stage. “Now that we’ve heard from all our teams, I want to present a surprise that the data team leaders have been working on since the end of the hackathon. We’ve all heard the old saying ‘two heads are better than one’. But have you heard the more recent saying ‘two machine learning models are better than one’?” The audience laughed.

“After all the teams submitted their models, we had a secret team working in the background to combine all the models into a single, more accurate and more robust prediction using ensembling methods. ”

One of the most common ensembling methods is stacking. In model stacking, different models are created and then used as input variables to a new model, which is used to make the final prediction. The first models are known as level one models and these level one model predictions serve as inputs to the level two model. Stacked models can be thought of as a method to weight different models to produce a final result. The level two model, also called the ‘stacked model’, can outperform each of the individual models by more heavily weighting the level one models where they perform best and giving those models less weight where they perform poorly.

A special case of ensembling is called ‘bootstrap aggregation’ or ‘bagging’ for short. Bootstrapping refers to making several datasets from the original dataset by resampling observations. For example, from a starting dataset of 1,000 observations, you may create 10 bootstrapped datasets, each containing 1,000 observations resampled from the original 1,000. A model is fitted to each of the bootstrapped datasets and the resulting predictions are aggregated. It has been shown that bagging can improve prediction accuracy and help avoid overfitting.

Another technique commonly used to improve the performance of machine learning models is gradient boosted machine learning, also known as GBML. The word ‘boosted’ is critical here. Boosting involves having models learn by giving the misclassified observations more weight in the next iteration of the training, as well as by potentially giving more weight to the more accurate trees. There are many boosting algorithms; two of the most commonly used are Adaboost and Arcboost.

David continued: “We gave each model access to all the features that were engineered by the different teams and we applied bagging and boosting to the regression tree model to improve its performance. Finally, we developed a stacked model, which combined the predictions from the three level one models using a level two linear regression model. Our stacked ensemble vastly outperformed each of the individual models: we were able to decrease the average residual from $12,000 to $5,000.”

Kamala was floored. How could the stacked model be that much better? “David, I’m wondering how the stacked model performed so well,” she said. “Before the ensembling, the best model was one of the linear regression models that had an average residual of $8,000. All the other models had residuals higher than that. How is it that adding a model with residuals over $10,000 to a model with residuals at $8,500 leads to a model with residuals at $5,000?”

“That’s the beauty of ensembling,” David replied. “Imagine you’re on a trivia game show with a partner. Your partner is a quiz bowl whiz. They know just about everything – except they’ve never had a penchant for pop music, so they’re completely useless when it comes to any question relating to music. You, on the other hand, know absolutely nothing about geography, sports, science, or history. But you’re a huge music and film fan, so any question on pop music that comes your way is a piece of cake. Individually, your partner would perform way better than you. They may get 90 per cent of all questions right if you assume the remaining 10 per cent are about music. You, on the other hand, would do terribly on your own. You’d be lucky to get 15 per cent if you assume those are the questions about music and films. Now, what if we put you two together on the same team? You can complement your partner’s knowledge on music and films and they can carry the team for all the remaining questions. Individually, it’s unlikely either of you would get 100 per cent, but together you have a real shot at a perfect score.”

This made sense to Kamala. “It’s like forming a committee. The different backgrounds of the committee members complement each other and, collectively, they’re able to make a better decision than they would individually.”

“Exactly,” David concluded. “Two models are better than one.”

Headline image credit: Google DeepMind on Unsplash

Excerpted from Winning with Data Science by Howard Steven Friedman and Akshay Swaminathan, published by Columbia Business School Publishing. Copyright (c) 2024 Howard Steven Friedman and Akshay Swaminathan. Used by arrangement with the Publisher. All rights reserved. Further information is available at winningwithdatascience.com.

Howard Steven Friedman is an adjunct professor at Columbia University and a data scientist with decades of experience leading analytics projects in the private and public sectors.
Akshay Swaminathan is a data scientist who works on strengthening health systems and currently leads the data science team at Cerebral. He is also a Knight-Hennessy scholar at Stanford University School of Medicine.

Get an exclusive 20% discount on a copy of Winning with Data Science, courtesy of the BGA Book Club.

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How to boost healthcare efficiency without compromising engagement

Business Impact: How to boost healthcare efficiency without compromising engagement

How to boost healthcare efficiency without compromising engagement

Business Impact: How to boost healthcare efficiency without compromising engagement
Business Impact: How to boost healthcare efficiency without compromising engagement

Could shared medical appointments (SMAs) offer patients and healthcare providers greater value in certain circumstances? Research carried out by ESMT Berlin assistant professor Nazlı Sönmez has found advantages in the setting of eyecare delivery.

Contrary to assumptions that the loss of privacy and individual attention in SMAs would negatively impact on patient engagement, the study found the opposite to be true.

In the study’s sample of 1,000 patients, those who experienced SMAs asked 33 per cent more questions and made nine per cent more non‑question comments than those at one-on-one appointments. Patients were undergoing glaucoma treatment over a three-year period at Aravind Eye Hospital in India and each required four appointments scheduled four months apart.

“Our analysis sheds light on the benefits of service models that enable customers to be more helpful in serving one another, leading to more efficacious service encounters,” said Sönmez, who conducted the study with Harvard Business School’s Ryan Buell and London Business School’s Kamalini Ramdas, alongside researchers at Aravind Eye Hospital.

Notably, providers spent over 600 per cent more time with each patient using the SMA design, albeit alongside others. This may explain the greater non-verbal engagement among SMA patients on measures such as attentiveness, positivity and end-of-appointment happiness.

“During our trial, our physician partners observed that patients in SMAs were motivated to ask particular questions by hearing the queries and comments of others,” Sönmez added.

This article is adapted from one that originally appeared in Business Impact magazine (Issue 4 2023, volume 18)

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Learning beyond the books: the impact of AR and VR on business education

Business Impact: Learning beyond the books: the impact of AR and VR on business education

Learning beyond the books: the impact of AR and VR on business education

Business Impact: Learning beyond the books: the impact of AR and VR on business education
Business Impact: Learning beyond the books: the impact of AR and VR on business education

In the constantly changing field of education, cutting-edge methods that use technology to empower and engage students are replacing traditional lectures and textbooks. Virtual reality (VR) and augmented reality (AR) have become transformative tools among these ground-breaking innovations, especially in the field of business education.

This article explores how AR and VR are changing the way business concepts are learned, retained and used by offering immersive, interactive and hands-on learning experiences that go far beyond the boundaries of textbooks.

The current state of business education

Business education has been based on traditional means of instruction – textbooks, lectures, case studies, static presentations and so on. While these approaches are fundamental, they frequently fail to completely engage students and prepare them for the fast-paced, dynamic business environment.

Increasingly, business school students struggle to stay interested in traditional methods of education because they find them boring. In addition, these forms of passive learning do not always encourage critical thinking, problem-solving techniques, or practical experience directly, leading to poor idea memory and application.

More creative and interactive teaching strategies that better meet the needs of the contemporary corporate world are therefore required to solve these issues. In this, AR and VR technologies offer the chance to close the knowledge gap between theory and practice.

Understanding AR and VR

AR superimposes digital data over the physical world, such as pictures, movies, or three-dimensional (3D) models. By incorporating digital components into reality, AR improves the user’s view of it. Conversely, VR technology submerges people into a fully digital realm, frequently using headgear or other equipment to establish a sensation of presence within a computer-generated environment.

The degree of immersion is where AR and VR differ most from one another. While VR produces a totally realistic, simulated experience where the user is momentarily detached from their physical surroundings, AR enriches the real world.

Hardware and software are combined to power AR and VR technologies. They are being used more often in education to provide dynamic, participatory and hands-on learning environments. AR is helpful for on-site training and visualisation because it adds digital material to real-world events. Conversely, VR works well for immersive simulations, allowing students to investigate situations that may otherwise be unavailable or difficult to experience in the real world. Thanks to their ability to stimulate the senses and encourage active engagement, these technologies have the potential to greatly improve the educational experience.

Five beneficial applications of AR and VR in business education

1) Enhanced motivation and engagement: Compared to traditional teaching techniques, AR) and VR can provide students with immersive and interactive learning experiences that are significantly more motivating and engaging. For instance, the Marshall School of Business at the University of Southern California employs VR technology to create realistic case studies that allow students to apply their knowledge in an environment that closely mimics the real world. Similarly, the AI Research Centre at Woxsen University’s School of Business has trained 60 to 70 faculty members to deliver complex course materials within the Woxsen metaverse environment, with the aim of benefiting more than 2,000 students.

2) Improved learning outcomes: Research has indicated that the use of AR and VR in education can result in superior learning outcomes, including better exam and assessment scores and an improvement in knowledge retention. In research from the University of Central Florida, for example, students who learned accounting concepts using VR performed better in a subsequent exam than those who used traditional teaching techniques alone.

3) Enhanced soft skills development: Students can enhance critical soft skill areas, such as problem-solving, teamwork and communication, with the help of AR and VR. For instance, the University of Pennsylvania’s Wharton School simulates job interviews using VR, giving students the chance to hone their communication skills and get input from peers and teachers.

4) Reduced training costs: By removing the need for expensive tools and supplies, AR and VR can assist in lowering the cost of training. Walmart, for instance, trains staff members on how to operate the company’s new self-checkout machines using VR. Estimates suggest that Walmart has saved millions of dollars in training expenses as a result.

5) Increased safety: Students can receive practical instruction and advice in relation to risky or hazardous tasks in a secure setting through the use of AR and VR. At the University of North Dakota, for example, engineering students learn about heavy machinery operation using VR, lessening the likelihood of any mishaps or injury.

These five advantages highlight how AR and VR have the power to change the face of business education and give students a more productive and enjoyable educational experience.

Overcoming challenges and concerns

Of course, there are challenges and concerns associated with integrating VR and AR in business education. For instance, it is imperative that problems associated with costs and accessibility are resolved. It is also essential to guarantee data security and privacy in the online learning environment. Furthermore, training and upskilling educators to use AR and VR effectively in the classroom must be a central and continuous consideration.

Finding an ideal balance between traditional teaching techniques and technology-based instruction continues to be an issue. However, the potential advantages of AR and VR in business education continue to exceed the drawbacks as difficulties are addressed and lessened.

Certainly, the introduction of VR and AR into business education signals the beginning of a revolution in education. These technologies offer a range of potential advantages, including increased student motivation and engagement, better learning outcomes and the development of all-important soft skills. Real-world case studies, in particular, demonstrate the effective use of AR and VR in business education, and their potential influence. However, issues around price, usability, data security and teacher preparation all need to be addressed to maximise the opportunities these technologies present and bring business education into the cutting edge of a fascinating and inventive future.

Hemachandran K is an associate dean and director of the AI Research Centre at the School of Business, Woxsen University in Hyderabad, India

Raul Villamarin Rodriguez is vice-president at Woxsen University

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Impact crossroads project receives CAD$2 million

Business Impact: Impact crossroads project receives CAD$2 million

Impact crossroads project receives CAD$2 million

Business Impact: Impact crossroads project receives CAD$2 million
Business Impact: Impact crossroads project receives CAD$2 million

The School of Management Sciences at the University of Quebec in Montreal (ESG‑Uqam) has had a donation of CAD$2 million in support of its Impact Entrepreneurship Crossroads.

The Crossroads, or Carrefour, initiative, seeks to contribute towards a more inclusive society in Quebec through the medium of entrepreneurship, with a special focus on under-represented groups. 

Komlan Sedzro, dean of ESG-Uqam, explained: “The Carrefour is of central importance for our school because it contributes to the influence of research activities in entrepreneurship and makes it possible to connect research, the know-how of companies and graduates for the benefit of innovation and entrepreneurship with positive impact.”

The $2 million donation, from Canadian packaging firm Cascades, is scheduled to be disbursed over the next 10 years. “This exceptional support is invaluable and will allow our university to continue to stand out by innovating, training and supporting the entrepreneurs of tomorrow. The Impact Entrepreneurship Crossroads is one of the flagship projects of Uqam’s major 100 million ideas campaign,” said president of the Uqam Foundation’s board of directors, Philippe Rainville.

Headline image credit: Louis Renaudineau on Unsplash

This article is adapted from one that originally appeared in Business Impact magazine (Issue 4 2023, volume 18)

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Business Impact: Education must never be a dirty word
entrepreneurship

Education must never be a dirty word

Despite the abundance of benefits it could bring to wider society, prisoner education still remains a taboo subject, says James Tweed, the founder of digital learning company, Coracle

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How to turn talent and potential into success

Business Impact: how to turn talent and potential into success

How to turn talent and potential into success

Business Impact: how to turn talent and potential into success
Business Impact: how to turn talent and potential into success

If you want to dream big and win, you must be able to grow and to keep growing; maintaining the status quo is never sufficient. Growth allows a company to change and diversify, to remain current, to have the runway to innovate. Growth is key to retaining talented employees and to have the ability to reward them with promotions, perks, and the opportunity for them to expand their own careers. Growth is everything. Growth is critical to a company’s long-term success.

You can’t reach a goal if you don’t set it

Look around and you’ll see talented people everywhere. The world is full of people who are smart, innovative, creative and diligent – and many of them know it. Proficient people are often keenly aware of their own ability to shine. However, so many of them fail to make it big, despite their merits, despite their confidence, despite their dreams and despite the fact that they’re better at what they do than 99 per cent of their peers.

What holds these superstars back? What prevents them from meeting their full potential? What’s the silver bullet? Think about your own experiences where the best person didn’t go home with the biggest prize.

For example, maybe the most pitch-perfect, technically proficient, dynamic singer you’ve ever heard is still working for tips at some random suburban karaoke bar you went to for your cousin’s bachelorette party, yet that popular band you hate is selling out arenas. Or what about your awkward high school chemistry lab partner – the guy who was always accidentally melting beakers and giving you acid burns – the same person who is now a PhD graduate testifying about science to a senate subcommittee? Why do some succeed when many do not?

The assumption is that the cream always rises to the top, but this is simply not true. While talent, creativity, innovation, hard work and a certain amount of luck are key elements, none of these aspects will guarantee results on their own. The silver bullet for turning talent and potential into success is… goal setting, paired with deadlines and accountability.

The benefits of goal setting

I know goal setting is not a sexy concept, especially when presented with her homely stepsisters, deadlines and accountability, but hear me out. A Harvard Business School study found that 10 years after graduation, the three per cent of MBA graduates who bothered to write down their goals ended up earning 10 times as much as the other 97 per cent who did not. Imagine the flex of out-earning your peers 10 to one at your next reunion.

Goal setting isn’t just having a dream you’d like to achieve and putting it on paper. You need more than rubber cement, poster board and back issues of Vogue magazine to create your vision. What you need is a systematic plan, and that’s goal setting’s homerun swing.

Goal setting is where most people get stuck and there are two reasons for this. First, people often come up with an amorphous goal, such as “I’m going to work really hard because I want to create a world-changing app, or an AI-based technology”. The problem is that there’s no measurable metric behind goals like this and no timeline. Goals must have a direction and a deadline to be effective. A common acronym in goal setting is to make that goal ‘SMART’, meaning specific, measurable, achievable, realistic and timely.

Hold yourself accountable

Once you’ve established that measurable goal, holding yourself accountable to meeting the objective in a timely manner is key. So many people refuse to be tough on themselves and that’s why they don’t see their dreams come to fruition. They allow themselves too much slack. Remember, time is the enemy – if you wait too long to get your world-changing app or AI-based tech to the marketplace, a hundred other companies may beat you to the punch. You can’t wait around because the benefits of being first are too great.

For me, I didn’t want to start just any language translation company. When we decided to create our business, I knew there were literally 10,000 other companies in the translation space. While there were a handful of larger organisations, such as Euramerica, most of them were one-to-five-person shops, started and run by linguists who were so busy translating, they couldn’t grow their businesses. We were set on starting a different kind of translation company, to be a pioneer in the space. We wouldn’t be satisfied to just be in the business; we wanted to create the biggest and the best, the world’s leader, with the most versatile and robust solutions and be the most client-centric one-stop shop. We wanted to disrupt the industry.

Our overall goal was specific – to create the world’s premier language solutions company. We knew the only way we’d achieve this was by setting measurable goals with deadlines and holding ourselves accountable for meeting them. When I say holding ourselves accountable, I mean working constantly in the early years, because that is what it took to meet our objectives.

We wanted to go big to win big and this is what it took. I wish I could tell you about the shortcuts we employed, but there were none. If you want massive success, you’re going to have to put in massive effort, for an extended period of time. And there’s nothing sexy about it. It’s working to satisfy a goal until you worry you can’t go any further and then pushing on anyway.

 This is an edited extract from Dream Big and Win: Translating Passion into Purpose and Creating a Billion-Dollar Business by Liz Elting (published by Wiley).

Liz Elting is the founder and CEO of the Elizabeth Elting Foundation and a New York-based philanthropist and businesswoman. She is also a co-founder of TransPerfect, the world’s largest provider of language and technology solutions for global business

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New Tech EMBA the product of partnership network in Italy

Business Impact: New Tech EMBA the product of partnership network in Italy

New Tech EMBA the product of partnership network in Italy

Business Impact: New Tech EMBA the product of partnership network in Italy
Business Impact: New Tech EMBA the product of partnership network in Italy

A new executive MBA (EMBA) focused on business and technology has been launched by Cuoa Business School, in partnership with Politecnico di Torino.

Teaching for the two-year programme is being delivered across two weekends a month and will encompass more than 500 hours of classroom time. Much of the course takes place at Politecnico di Torino’s Master’s and Continuing Education School, with certain activities held at Cuoa’s campus in Altavilla Vicentina.

“The collaboration between Cuoa and Politecnico di Torino is a virtuous example of collaboration between university and business school, but it also involves businesses,” explained Cuoa Business School president Federico Visentin. “An advisory board of around 20 representatives contributed to validating the contents of the project and will discuss any additions to be made.”

Course content currently covers data analytics, artificial intelligence, innovation and the space economy in addition to more conventional business master’s subjects, such as finance and project management.

“This project is truly ambitious because it combines the technological dimension, the core business of our university, with the managerial one,” said Politecnico di Torino rector Guido Saracco. “Technologies today not only rapidly change the world of work and people’s lives, but they can and must also be a reference for the choices that the managers of the future will be called on to make.”

The new EMBA is a product of an alliance initiative launched by Cuoa in 2019. The Cuoa University Network Business School currently fosters collaboration between Cuoa and 17 different institutions spread across Italy.

This article is adapted from one that originally appeared in Business Impact magazine (Issue 4 2023, volume 18)

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Why case studies must demonstrate local relevance

Business Impact: Why case studies must demonstrate local relevance

Why case studies must demonstrate local relevance

Business Impact: Why case studies must demonstrate local relevance
Business Impact: Why case studies must demonstrate local relevance

Acting associate dean of executive education and EMBA director at the Suliman S Olayan School of Business, American University of Beirut, Patrick Fitzgerald has spoken of the importance of producing case studies tailored to the business challenges and realities of the Middle East and North Africa (MENA) region.

“Education should not solely rely on conceptually pertinent case studies; it should also incorporate cases that are contextually relevant,” Fitzgerald said.

Current case study production in the region has reflected rising interest in start-ups, both across MENA and the wider world, according to the acting associate dean. However, he believes greater coverage is required. “While many cases in the region primarily focus on start-ups and newcomers, there is a growing interest among executives to gain insights from well-established businesses which encounter unique challenges.”

The Olayan School of Business says that its Case Hub aims to build a community of case method enthusiasts and provide a space for case development written by the region, for the region. It also acts as a training centre for executive education providers seeking to integrate case writing and teaching into their programmes. 

This article is adapted from one that originally appeared in Business Impact magazine (Issue 4 2023, volume 18)

Discover BGA case studies


Below,  you can find international case studies showcasing how BGA accreditation has had a positive impact to institutions and their programmes.

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