THESE HALLS ONLY IN FIRST AND ONLY EXECUTIVE MBA IN THE CHARLOTTE REGION CHARLOTTE S ONLY PROFESSIONAL MBA WITH COACHING FOR EVERY STUDENT

(1)

Live, Learn, Lead

BBA, MBA, M.Sc., DBA, DEGREE PROGRAMS

IN

ENGLISH AND IN THE HEART OF

PARIS!

I

NTERNATIONALLY ACCREDITED PROGRAMS

RANKED AMONGST THE LEADING BUSINESS SCHOOLS IN THE WORLD

v

Specializations including :

International Finance, Marketing, Luxury Brand Management,

Artistic & Cultural activities management and many more…

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Students from more than 90 countries

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An International Faculty

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Rolling admissions : Fall, Spring and Summer

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Pa ris S ch oo l o f B us in es s e st u n é ta bl is se m en t d e l ’E SG CI (e ns ei gn em en t s up ér ie ur te ch ni qu e p riv é r ec on nu p ar l’ Ét at)

psbedu.com

PSB-pub-A4:Mise en page 1 14/05/12 11:08 Page1

(2)

T h e M c C o l l S c h o o l o f B u s i n e s s

FIRST AND

ONLY EXECUTIVE MBA

IN THE CHARLOTTE REGION

CHARLOTTE’S

ONLY PROFESSIONAL MBA

WITH COACHING FOR EVERY STUDENT

THE ONLY M.S. IN ORGANIZATION

DEVELOPMENT IN THE REGION

THE

ONLY M.S. IN EXECUTIVE

COACHING IN NORTH AMERICA

ONLY

IN

THESE

HALLS

(3)

Contents

8

Corporate Social Citizenship Matters:

Being Responsible can Lead

to Profi tability

Emad Rahim

10

MBA Rankings

CEO Magazine

14

Innovation Management

for Managers

The Association to Advance Collegiate

Schools of Business

16

Harnessing Excellence in

the Queen City

Ronald Shiffl er, Nancy McNelis,

Will Sparks, Bob Mobley, Chuck Bamford,

and Linda Christopherson

22

The Value-Centred Approach

Joseph Ugras and Paul Brazina

14

16

8

22

w w w . q u e e n s . e d u

T h e M c C o l l S c h o o l o f B u s i n e s s

FIRST AND

ONLY EXECUTIVE MBA

IN THE CHARLOTTE REGION

CHARLOTTE’S

ONLY PROFESSIONAL MBA

WITH COACHING FOR EVERY STUDENT

THE ONLY M.S. IN ORGANIZATION

DEVELOPMENT IN THE REGION

THE

ONLY M.S. IN EXECUTIVE

COACHING IN NORTH AMERICA

ONLY

IN

THESE

HALLS

(4)

Contents

27

Reaching New Heights in

The Hill City

Joe Turek and Atul Gupta

32

Focusing on Student Success

Greg Haddock

38

New Horizons: Capitalism 2.0

Richard Straub

32

27

(5)

Contents

27

Reaching New Heights in

The Hill City

Joe Turek and Atul Gupta

32

Focusing on Student Success

Greg Haddock

38

New Horizons: Capitalism 2.0

Richard Straub

32

27

(6)

CHICAGO BOOTH

HAS BEEN CALLED

THE TOP BUSINESS

SCHOOL IN THE

WORLD. WE ASKED

WHY? WHAT’S

THE PROOF?

The fact that we question every answer and test every result is what

put us in this position in the first place. Our rigorous approach and

free market thinking teach people

how

to think, not what to think. It’s

an approach that has led to some pretty amazing results, including

our consistent presence among the world’s most highly ranked

business schools. Of course, we intend to stay at the top of the field,

but our more serious commitment is to our unrivaled philosophy of

stimulating and educating the next generation of innovative minds.

Chicago Booth—more than just a business school, a business

force.

CHICAGO LONDON SINGAPORE CHICAGOBOOTH.EDU

Booth_BusForce_proof_8-375x10-875.indd 1 2/18/10 10:47:16 AM

CHICAGO BOOTH

HAS BEEN CALLED

THE TOP BUSINESS

SCHOOL IN THE

WORLD. WE ASKED

WHY? WHAT’S

THE PROOF?

put us in this position in the first place. Our rigorous approach and

how

to think, not what to think. It’s

but our more serious commitment is to our unrivaled philosophy of

stimulating and educating the next generation of innovative minds.

force.

CHICAGO LONDON SINGAPORE

CHICAGOBOOTH.EDU

Booth_BusForce_proof_8-375x10-875.indd 1

2/18/10 10:47:16 AM

CHICAGO BOOTH

HAS BEEN CALLED

THE TOP BUSINESS

SCHOOL IN THE

WORLD. WE ASKED

WHY? WHAT’S

THE PROOF?

how

our consistent presence among the world’s most highly ranked

force.

CHICAGO LONDON SINGAPORE CHICAGOBOOTH.EDU

Contents

43

The Practical Business

School

Australian Institute

of Business

49

More than Just

Education

Elizabeth More, Grant

Jones, Peter Steane

and Donald Ross

43

59

49

54

Bringing out the Best

in Employees

Julian Birkinshaw, Vyla Rollins

and Stefano Turconi

59

Top Ten Reasons to Attend an

Executive MBA Programme

Jason Price

(7)

CHICAGO BOOTH

HAS BEEN CALLED

THE TOP BUSINESS

SCHOOL IN THE

WORLD. WE ASKED

WHY? WHAT’S

THE PROOF?

put us in this position in the first place. Our rigorous approach and

how

but our more serious commitment is to our unrivaled philosophy of

force.

CHICAGO LONDON SINGAPORE CHICAGOBOOTH.EDU

CHICAGO BOOTH

HAS BEEN CALLED

THE TOP BUSINESS

SCHOOL IN THE

WORLD. WE ASKED

WHY? WHAT’S

THE PROOF?

how

to think, not what to think. It’s

stimulating and educating the next generation of innovative minds.

force.

CHICAGO LONDON SINGAPORE

CHICAGOBOOTH.EDU

Booth_BusForce_proof_8-375x10-875.indd 1

2/18/10 10:47:16 AM

CHICAGO BOOTH

HAS BEEN CALLED

THE TOP BUSINESS

SCHOOL IN THE

WORLD. WE ASKED

WHY? WHAT’S

THE PROOF?

how

our consistent presence among the world’s most highly ranked

force.

CHICAGO LONDON SINGAPORE CHICAGOBOOTH.EDU

Contents

43

The Practical Business

School

Australian Institute

of Business

49

More than Just

Education

Elizabeth More, Grant

Jones, Peter Steane

and Donald Ross

43

59

49

54

Bringing out the Best

in Employees

Julian Birkinshaw, Vyla Rollins

and Stefano Turconi

59

Top Ten Reasons to Attend an

Executive MBA Programme

Jason Price

(8)

Contents

Earn an MBA from one of the leading

universities in the United States.

La Salle University, established in Philadelphia

in 1863, delivers an MBA program in Basel.

PROGRAM HIGHLIGHTS:

• 15-month program

• Saturday/Sunday format

• Taught by U.S. faculty in Basel

• Convenient for Working Professionals without

travel to U.S. for fully accredited MBA

For more information or to schedule a personal

appointment, please contact:

Dr. Gerhard Bütschi Program Coordinator buetschi@lasalle.edu P +41 61 270 60 26 C +41 79 222 80 13

www.lasalle.edu/swissmba

MBA IN BASEL

AACSB ACCREDITED

CLASSES BEGIN EACH JANUARY. APPLY TODAY!

CEO

Victor J. Callender

Group Editor-in-Chief

Alexandra Skinner

Art Director

Will Dobson

Financial Controller

Robert Exner

Head of Production

Steven Whitaker

Head of New Media

Silvio Ferrero

Published by the International Graduate Forum:

Head Offi ce:

Communications House,

26 York Street, London W1U 6PZ (UK)

Telephone:

+44 (0) 870 067 2077 (UK)

Fax:

+44 (0) 870 067 2078 (UK)

Email:

a.skinner@graduate-forum.com

Web:

www.graduate-forum.com

reproduced without the expressed approval of the copyright

owner. Whilst every effort has been made to ensure the

accuracy of the information in this publication, the Publisher

accepts no responsibility for errors or omissions.

The Publisher disclaims responsibility for the views and

opinions expressed herein by the contributors. Furthermore,

the Publisher does not give any warranty regarding the

accuracy thereof.

For further information on annual subscription rates

and benefi ts visit: www.graduate-forum.com

Price per issue, including web access:

£10.00 | €12.00 | $15.00

Contents

70

Contents

61

MBA: The Luxury Experience

Alexandra Skinner

65

Helping Students to be the Best

Kai Peters

70

Captaining Flexibility on the Solent

Timothy Jackson and Georgina Andrews

61

(9)

Contents

Earn an MBA from one of the leading

universities in the United States.

La Salle University, established in Philadelphia

in 1863, delivers an MBA program in Basel.

PROGRAM HIGHLIGHTS:

• 15-month program

• Saturday/Sunday format

• Taught by U.S. faculty in Basel

• Convenient for Working Professionals without

travel to U.S. for fully accredited MBA

For more information or to schedule a personal

appointment, please contact:

Dr. Gerhard Bütschi Program Coordinator buetschi@lasalle.edu P +41 61 270 60 26 C +41 79 222 80 13

www.lasalle.edu/swissmba

MBA IN BASEL

AACSB ACCREDITED

CLASSES BEGIN EACH JANUARY. APPLY TODAY!

CEO

Victor J. Callender

Alexandra Skinner

Art Director

Will Dobson

Financial Controller

Robert Exner

Head of Production

Steven Whitaker

Head of New Media

Silvio Ferrero

Published by the International Graduate Forum:

Head Offi ce:

Communications House,

26 York Street, London W1U 6PZ (UK)

Telephone:

+44 (0) 870 067 2077 (UK)

Fax:

+44 (0) 870 067 2078 (UK)

Email:

a.skinner@graduate-forum.com

Web:

www.graduate-forum.com

reproduced without the expressed approval of the copyright

owner. Whilst every effort has been made to ensure the

accuracy of the information in this publication, the Publisher

accepts no responsibility for errors or omissions.

The Publisher disclaims responsibility for the views and

opinions expressed herein by the contributors. Furthermore,

the Publisher does not give any warranty regarding the

accuracy thereof.

For further information on annual subscription rates

and benefi ts visit: www.graduate-forum.com

Price per issue, including web access:

£10.00 | €12.00 | $15.00

Victor J. Callender

Alexandra Skinner

CEO

Art Director

Will Dobson

Victor J. Callender

Will Dobson

Contents

70

61

MBA: The Luxury Experience

Alexandra Skinner

65

Helping Students to be the Best

Kai Peters

70

Captaining Flexibility on the Solent

Timothy Jackson and Georgina Andrews

61

(10)

Microsoft, these companies are good exam-ples of what organizations are doing in terms of their social responsibilities. As mentioned before, the efforts displayed by these pioneers are huge leaps on from 50 or 60 years ago when the concept of corporate social responsibility was emerging.

A study completed by Pederson outlined the current business environment relative to CSR. Pederson discovered that corporate activities have broad impacts on society, but the fi ndings from the analysis indicate that managers still have a relatively narrow perception of societal responsibilities, which can be summarized as taking care of their workers, and making prod-ucts and services that customers want in an environment-friendly way. According to Peder-son, this perception is narrow as a result of the traditional line of thought that an organization is running soundly if profi t margins remain high and stakeholders are satisfi ed.

Implications

Corporations looking for sustainability solu-tions must engage their business both in economic performance and social responsibil-ity, both of which have a direct relationship despite organizational and environmental differences. The current dilemma, with more organizations adopting corporate social respon-sibility initiatives similar to Starbucks and Ben and Jerry’s, is that they often lack a clarity

of what is an effective and viable approach. In addition, business effectiveness is measured in other intangible factors beyond fi nancial and individualistic emphases. Business behavior has both economic and non-economic impact. As Ben Cohen – author and co-founder of Ben & Jerry’s – indicates, once consumers see examples of prosperous companies integrating social concerns into their business practices, they are emboldened to demand the same of other businesses.

The strategic management tools and models that organizations implore in the driv-ing wheels of their core activities help in the determination of the sustainability solution of an organization. These strategic elements, if developed well with considerable understand-ing of environmental, political, economic and social factors, give an organization the desired competitive advantage necessary to dominate their market and the industry as a whole.

Corporations should maintain the strategies that have sustained the company in economic performance and in their environmental stew-ardship. Its core values, goals, mission, vision and culture have to be sustained regardless. Corporations stand for so many things, such as the environmental stewardship across their system, and they want to provide their employees with a stable working environ-ment that provides equal opportunity for learning and personal growth. Apart from the

aforementioned, a corporation’s vision should be to have a sustainable future that balances the business model between their employees, the community, the environment and, primar-ily, their fi nancial viability.

BIOGRAPHY

★Emad Rahim, DM, PMP is Dean of Business and Management at Colorado Technical University..

Consumers care deeply about societal problems such as cancer,

the environment, child labor, and human rights, and will make

purchasing decisions based on corporate social responsibility.

Business leaders should take note.

Emad Rahim

»

A

ccording to Bowen, corporate social responsibility (CSR) began as a fi eld of study in 1946 when Fortune maga-zine published an article in which the editors suggested that the term CSR meant that businessmen were responsible for the con-sequences of their actions in a sphere some-what wider than that covered by their profi t and loss statements. The phenomenon gained traction in later years as evidenced by the establishment of business communities, such as Business for Social Responsibility (BSR) in 1992 and Ethical Corporations in 2001.

Corporate Citizenship vs. Corporate

Social Responsibility (CSR)

There has been a global consensus that sus-tainable development should encompass at least economic growth, social progress, and stewardship of the environment. Sustainability is often considered in terms of three pillars; economic, social, and environmental considera-tions. The three pillars could also equate into what is known as the triple bottom line (TBL), measuring a company’s ROI based on its impact on the people/community, planet and profi t/ economy. Both corporate citizenship and corporate social responsibility encom-pass all three of these pillars when we consider the terms and mean-ing of these two topics under the umbrella of being sustainable.

Corporate citizenship uses the same themes and con-cepts as corporate social responsibility. A corporation is regarded as a legal entity that possesses many of the rights, duties, and powers, and also assumes some of the same obligations, as those of the individual citizen. Just as there are expectations that individuals will act as responsi-ble citizens by performing duties that contribute to the common good and welfare of the community at large,

these actions are also expected of organiza-tions. Advocates of the corporate citizenship theory employ the same themes and concepts as corporate social responsibility. These advo-cates believe that maintaining a positive image or good reputation as responsible citizens would greatly enhance an organization’s long-term success.

Leveraging Responsibility

A trend in contemporary literature emphasizes the use of corporate social responsibility as a public relations and marketing strategy. Many research studies have found that consumers do care and are paying attention to corporations contributing to the betterment of society. Con-sumers care deeply about societal problems such as cancer, the environment, child labor, and human rights, and will make purchasing decisions based on corporate social responsi-bility. Business leaders should take note.

Research reveals that by engaging in CSR activities, private fi rms can increase earnings

growth in the long-run. In addition, CSR can enhance a fi rm’s competitive advantage, lead-ing to stakeholder and stockholder gain. The fi rms identifi ed as socially responsible and ethical have greater returns than S&P 500 com-panies, hence confi rming it pays to be ethical.

CSR in Action

Starbucks Corporation is an organization that has an offi cial CSR statement in which they refer to it as a global responsibility, or the “shared planet” initiative. The program is a major component of Starbucks’ franchise objec-tives. As part of their global responsibility initiatives, Starbucks emphasizes the following activities; coffee purchasing practices, growth and expansion, environmental impacts, health and wellness, and workplace practices.

Ben & Jerry’s Homemade Holdings, Inc. is another organization known for its extensive CSR program. To demonstrate the practice and value of CSR, consider that Ben & Jerry’s hosted a Social Mission Summit, held in Burl-ington, Vermont, home of the organization’s headquarters, which included company leaders from around the world. The goal of the “Social Mission Summit” was to present the CSR and social initiatives that the company had under-taken. They outlined their major initiatives including; furthering the cause of peace and justice, harmonizing their global supply chain and leading global sustainable practices.

Southwest Airlines (SWA) found the relationship of social responsibility and

economic performance enviable, positive and a performing strategy that has

sustained both internal and exter-nal stakeholders and surrounding

communities inclusively. SWA stakeholders have enjoyed

sig-nifi cant dividends based on the corporate strategic planning

and strategic implementation that ties down to the vision, mission, value and culture of the organization. The com-pany has outperformed all of their competitors in the airline industry for decades. Many attribute their success to their CSR mission and vision.

Although Starbucks and Ben & Jerry’s are smaller in scale than organizations such as Ford, IBM, or

Corporate Social Citizenship Matters:

Being Responsible can Lead to Profi tability

Business organizations that currently do not use social

responsibility initiatives don’t have a clear understanding of

how social responsibility can be benefi cial to a company’s

success. However, this perspective is not common.

what is known as the triple bottom line (TBL), measuring a company’s ROI based on its impact on the people/community, planet and profi t/ economy. Both corporate citizenship and corporate social responsibility encom-pass all three of these pillars when we consider the terms and mean-ing of these two topics under the umbrella of being sustainable.

Corporate citizenship uses the same themes and

con-the same obligations, as those of the individual citizen. Just as there are expectations that individuals will act as responsi-ble citizens by performing duties that contribute to the common good and welfare of the community at large,

justice, harmonizing their global supply chain and leading global sustainable practices.

(11)

Microsoft, these companies are good exam-ples of what organizations are doing in terms of their social responsibilities. As mentioned before, the efforts displayed by these pioneers are huge leaps on from 50 or 60 years ago when the concept of corporate social responsibility was emerging.

A study completed by Pederson outlined the current business environment relative to CSR. Pederson discovered that corporate activities have broad impacts on society, but the fi ndings from the analysis indicate that managers still have a relatively narrow perception of societal responsibilities, which can be summarized as taking care of their workers, and making prod-ucts and services that customers want in an environment-friendly way. According to Peder-son, this perception is narrow as a result of the traditional line of thought that an organization is running soundly if profi t margins remain high and stakeholders are satisfi ed.

Implications

Corporations looking for sustainability solu-tions must engage their business both in economic performance and social responsibil-ity, both of which have a direct relationship despite organizational and environmental differences. The current dilemma, with more organizations adopting corporate social respon-sibility initiatives similar to Starbucks and Ben and Jerry’s, is that they often lack a clarity

of what is an effective and viable approach. In addition, business effectiveness is measured in other intangible factors beyond fi nancial and individualistic emphases. Business behavior has both economic and non-economic impact. As Ben Cohen – author and co-founder of Ben & Jerry’s – indicates, once consumers see examples of prosperous companies integrating social concerns into their business practices, they are emboldened to demand the same of other businesses.

The strategic management tools and models that organizations implore in the driv-ing wheels of their core activities help in the determination of the sustainability solution of an organization. These strategic elements, if developed well with considerable understand-ing of environmental, political, economic and social factors, give an organization the desired competitive advantage necessary to dominate their market and the industry as a whole.

Corporations should maintain the strategies that have sustained the company in economic performance and in their environmental stew-ardship. Its core values, goals, mission, vision and culture have to be sustained regardless. Corporations stand for so many things, such as the environmental stewardship across their system, and they want to provide their employees with a stable working environ-ment that provides equal opportunity for learning and personal growth. Apart from the

aforementioned, a corporation’s vision should be to have a sustainable future that balances the business model between their employees, the community, the environment and, primar-ily, their fi nancial viability.

BIOGRAPHY

★Emad Rahim, DM, PMP is Dean of Business and Management at Colorado Technical University..

EMAD RAHIM

Consumers care deeply about societal problems such as cancer,

the environment, child labor, and human rights, and will make

purchasing decisions based on corporate social responsibility.

Business leaders should take note.

Emad Rahim

»

A

ccording to Bowen, corporate social responsibility (CSR) began as a fi eld of study in 1946 when Fortune maga-zine published an article in which the editors suggested that the term CSR meant that businessmen were responsible for the con-sequences of their actions in a sphere some-what wider than that covered by their profi t and loss statements. The phenomenon gained traction in later years as evidenced by the establishment of business communities, such as Business for Social Responsibility (BSR) in 1992 and Ethical Corporations in 2001.

Corporate Citizenship vs. Corporate

Social Responsibility (CSR)

There has been a global consensus that sus-tainable development should encompass at least economic growth, social progress, and stewardship of the environment. Sustainability is often considered in terms of three pillars; economic, social, and environmental considera-tions. The three pillars could also equate into what is known as the triple bottom line (TBL), measuring a company’s ROI based on its impact on the people/community, planet and profi t/ economy. Both corporate citizenship and corporate social responsibility encom-pass all three of these pillars when we consider the terms and mean-ing of these two topics under the umbrella of being sustainable.

Corporate citizenship uses the same themes and con-cepts as corporate social responsibility. A corporation is regarded as a legal entity that possesses many of the rights, duties, and powers, and also assumes some of the same obligations, as those of the individual citizen. Just as there are expectations that individuals will act as responsi-ble citizens by performing duties that contribute to the common good and welfare of the community at large,

these actions are also expected of organiza-tions. Advocates of the corporate citizenship theory employ the same themes and concepts as corporate social responsibility. These advo-cates believe that maintaining a positive image or good reputation as responsible citizens would greatly enhance an organization’s long-term success.

Leveraging Responsibility

A trend in contemporary literature emphasizes the use of corporate social responsibility as a public relations and marketing strategy. Many research studies have found that consumers do care and are paying attention to corporations contributing to the betterment of society. Con-sumers care deeply about societal problems such as cancer, the environment, child labor, and human rights, and will make purchasing decisions based on corporate social responsi-bility. Business leaders should take note.

Research reveals that by engaging in CSR activities, private fi rms can increase earnings

growth in the long-run. In addition, CSR can enhance a fi rm’s competitive advantage, lead-ing to stakeholder and stockholder gain. The fi rms identifi ed as socially responsible and ethical have greater returns than S&P 500 com-panies, hence confi rming it pays to be ethical.

CSR in Action

Starbucks Corporation is an organization that has an offi cial CSR statement in which they refer to it as a global responsibility, or the “shared planet” initiative. The program is a major component of Starbucks’ franchise objec-tives. As part of their global responsibility initiatives, Starbucks emphasizes the following activities; coffee purchasing practices, growth and expansion, environmental impacts, health and wellness, and workplace practices.

Ben & Jerry’s Homemade Holdings, Inc. is another organization known for its extensive CSR program. To demonstrate the practice and value of CSR, consider that Ben & Jerry’s hosted a Social Mission Summit, held in Burl-ington, Vermont, home of the organization’s headquarters, which included company leaders from around the world. The goal of the “Social Mission Summit” was to present the CSR and social initiatives that the company had under-taken. They outlined their major initiatives including; furthering the cause of peace and justice, harmonizing their global supply chain and leading global sustainable practices.

Corporate Social Citizenship Matters:

Being Responsible can Lead to Profi tability

Business organizations that currently do not use social

responsibility initiatives don’t have a clear understanding of

how social responsibility can be benefi cial to a company’s

success. However, this perspective is not common.

(12)

GLOBAL MBA TABLE (BENCHMARK)

Ranking School Score

1 ESADE Business School 87

2 ENPC School of International Management 83.5

3 Ashridge Business School 81

4 IE Business School 78

5 Rochester-Bern 77

6 Copenhagen Business School 76

7 IESE 74

8 Lancaster Management School 73

= 9 Paris School of Business 72

= 9 Porto Business School 72

11 CEU Business School 71

12 Reykjavik University 69.5

13 EIPM 68.5

= 14 Lorange Institute of Business Zurich 66

= 14 SBS Swiss Business School 66

= 14 ISEG 66

17 Reims Management School 64

18 *The Lisbon MBA (Nova and Católica-Lisbon) 61

19 ISCTE 60

20 Hochschule Darmstadt 60

Ranking School Score

1 Porto Business School 87

2 ISEG 83.5

3 The Lisbon MBA (Nova and Católica-Lisbon) 81*

4 ISCTE 78

EUROPEAN MBA

RANKINGS

Ranking School

Score

1

ESADE Business School

87

2

ENPC School of International Management

83.5

3

La Salle University

82

4

Ashridge Business School

81

5

University of Wollongong Sydney Business School

79

6

IE Business School

78

7

Rochester-Bern

77

= 8

Copenhagen Business School

76

= 8

Macquarie University Graduate School of Management

76

10

Australian Institute of Business

75

= 11

Lynchburg College

74

= 11

IESE

74

13

Lancaster Management School

73

= 14

Paris School of Business

72

= 14

The University of Queensland Business School

72

= 14

University of Sydney Business School

72

= 14

Melbourne Business School

72

= 14

Fordham University Gabelli School of Business

72

= 14

Porto Business School

72

= 20

CEU Business School

71

= 20

Australian Catholic University

71

IGF GLOBAL MBA

RANKINGS

PORTUGAL – SPOTLIGHT MBA RANKINGS

*Incomplete data

...the IGF set about

identifying business

schools capable of meeting

the expectations of hungry

applicants – the results

were impressive...

MBA Review

T

hese are schools which attain, on a regular basis, very high scores in numerous ranking tables. Indeed, CEO Magazine has identifi ed many of these schools over the years as being some of the very best, and with good reason. Typically, they boast high quality faculty, their reputation, over the years, has opened many a door for graduates, and their track-record speaks for itself.

However, as corporate funding declines, return on investment and recovery of opportunity cost become increasingly important considerations. This, coupled with the need for greater fl exibility, ready access to faculty, smaller class sizes, career services, and faculty with real-world business experience, has led many MBA applicants, and the IGF, to look beyond the “instantly recognisable” global providers. With this in mind, the IGF set about identifying business schools capable of meeting the expectations of hungry applicants – the results were impressive. Schools which were selected for inclusion into the European, North American, and Australian MBA ranking tables not only demonstrated the qualities today’s MBA applicants look for, they were, and are, capable of challenging the established, globally recognised MBA providers (Global MBA Table).

In keeping with the IGF’s commitment to greater transparency, and in line with the changes that have been made to the IGF’s ranking process this year, schools listed in the European, North American, and Australian MBA tables have been ranked numerically. Several schools, and their scores, from the Global MBA Table have been included in the aforementioned regional tables for the sake of comparison.

38%

14%

12%

Average Experience in Cohort

12% Class Size 10% International Diversity 10% Accreditation 8%

Study Abroad Option 8%

Price 6% Range of Programmes 4% Male-to-Female Ratio 4% Faculty with Business Backgrounds Teacher-to-Student Ratio Faculty with PhDs Faculty

KPIs criteria weighting

B

ased upon data readily available in the

public domain from various benchmarking

sources, the International Graduate Forum

(IGF) has developed a Global MBA Table of

leading business schools.

(13)

MBA Review

Columbia Business School Cornell University: Johnson Dartmouth College: Tuck Duke University: Fuqua Harvard Business School HEC Paris

IE Business School IESE Business School IMD

INSEAD

London Business School MIT: Sloan

New York University: Stern Northwestern University: Kellogg Stanford Graduate School of Business University of California at Berkeley: Haas University of Cambridge: Judge University of Chicago: Booth University of Pennsylvania: Wharton Yale School of Management

GLOBAL MBA TABLE (BENCHMARK)

Ranking School Score

1 ESADE Business School 87

2 ENPC School of International Management 83.5

3 Ashridge Business School 81

4 IE Business School 78

5 Rochester-Bern 77

6 Copenhagen Business School 76

7 IESE 74

8 Lancaster Management School 73

= 9 Paris School of Business 72

= 9 Porto Business School 72

11 CEU Business School 71

12 Reykjavik University 69.5

13 EIPM 68.5

= 14 Lorange Institute of Business Zurich 66

= 14 SBS Swiss Business School 66

= 14 ISEG 66

17 Reims Management School 64

18 *The Lisbon MBA (Nova and Católica-Lisbon) 61

19 ISCTE 60

20 Hochschule Darmstadt 60

Ranking School Score

1 Porto Business School 87

2 ISEG 83.5

3 The Lisbon MBA (Nova and Católica-Lisbon) 81*

4 ISCTE 78

EUROPEAN MBA

RANKINGS

Ranking School

Score

1

ESADE Business School

87

2

ENPC School of International Management

83.5

3

La Salle University

82

4

Ashridge Business School

81

5

University of Wollongong Sydney Business School

79

6

IE Business School

78

7

Rochester-Bern

77

= 8

Copenhagen Business School

76

= 8

Macquarie University Graduate School of Management

76

10

Australian Institute of Business

75

= 11

Lynchburg College

74

= 11

IESE

74

13

Lancaster Management School

73

= 14

Paris School of Business

72

= 14

The University of Queensland Business School

72

= 14

University of Sydney Business School

72

= 14

Melbourne Business School

72

= 14

Fordham University Gabelli School of Business

72

= 14

Porto Business School

72

= 20

CEU Business School

71

= 20

Australian Catholic University

71

IGF GLOBAL MBA

RANKINGS

PORTUGAL – SPOTLIGHT MBA RANKINGS

*Incomplete data

...the IGF set about

identifying business

schools capable of meeting

the expectations of hungry

applicants – the results

were impressive...

(14)

MBA Review

Ranking School Score

1 La Salle University 82

2 Lynchburg College 74

3 Fordham University Gabelli School of Business 72

4 Willamette University Atkinson School of

Graduate Management 70

= 5 University of Rochester Simon School of Business 66

= 5 Colorado Technical University 66

= 5 Queens University of Charlotte McColl

School of Business 66

8 Northwest Missouri State University Booth

College of Business 64

9 Georgetown University McDonough School of Business 63

= 11 Wake Forest University Schools of Business 62

= 11 Kent State University 62

13 UCI Merage School of Business 60

14 University of Washington Foster School of Business 59

15 Washington University in St. Louis 57*

16 Carnegie Mellon University Tepper School of Business 56

= 17 The Rady School of Management at UC San Diego 55

= 17 University of Texas at Austin McCombs School

of Business 55*

18 Boston College Carroll School of Management 53*

19 University of Denver Daniels College of Business 51

20 McNeese State University College of Business 50

Ranking School Score

1 University of Wollongong Sydney Business School 79

2 Macquarie University Graduate School of Management 76

3 Australian Institute of Business 75

= 4 The University of Queensland Business School 72

= 4 University of Sydney Business School 72

= 4 Melbourne Business School 72

7 Australian Catholic University 71

8 The University of Adelaide 69

9 Queensland University of Technology

Graduate School of Business 68

10 University of Ballarat 65.5

11 University of Western Australia Graduate

School of Management 66

12 Swinburn University of Technology Australian

Graduate School of Entrepreneurship 65

13 RMIT University Graduate School of Business and law 63

14 Monash University 61

15 Victoria University Graduate School of Business 60

16 University of Technology Sydney 59

17 Deakin University 57

18 University of Western Sydney 56

19 Murdoch University Business School 53.5

20 Southern Cross University 37*

NORTH AMERICAN MBA

RANKINGS

AUSTRALIAN MBA

RANKINGS

*Incomplete data

Accredited MBA programs to suit your needs

Advance your career with a master’s degree in business

administration

from Northwest Missouri State University.

Northwest Missouri State University offers face-to-face programs

on our main campus in Maryville, as well as off-campus centers in

Liberty and St. Joseph.

An online MBA program is offered collaboratively with

Missouri Southern State University.

Accredited by the Accreditation Council for Business Schools and Programs (ACBSP)

4

All instructors are full-time faculty, not adjuncts.

4

Graduates benefit from a 97.8% placement rate.

4

Northwest MBA students scored above the 75th

percentile on the nationally normed ETS exam.

4

Students without undergraduate coursework in

business can enter the program with prerequisite

coursework.

4

Students typically complete the program within

(15)

MBA Review

Ranking School Score

1 La Salle University 82

2 Lynchburg College 74

3 Fordham University Gabelli School of Business 72

4 Willamette University Atkinson School of

Graduate Management 70

= 5 University of Rochester Simon School of Business 66

= 5 Colorado Technical University 66

= 5 Queens University of Charlotte McColl

School of Business 66

8 Northwest Missouri State University Booth

College of Business 64

9 Georgetown University McDonough School of Business 63

= 11 Wake Forest University Schools of Business 62

= 11 Kent State University 62

13 UCI Merage School of Business 60

14 University of Washington Foster School of Business 59

15 Washington University in St. Louis 57*

16 Carnegie Mellon University Tepper School of Business 56

= 17 The Rady School of Management at UC San Diego 55

= 17 University of Texas at Austin McCombs School

of Business 55*

18 Boston College Carroll School of Management 53*

19 University of Denver Daniels College of Business 51

20 McNeese State University College of Business 50

Ranking School Score

1 University of Wollongong Sydney Business School 79

2 Macquarie University Graduate School of Management 76

3 Australian Institute of Business 75

= 4 The University of Queensland Business School 72

= 4 University of Sydney Business School 72

= 4 Melbourne Business School 72

7 Australian Catholic University 71

8 The University of Adelaide 69

9 Queensland University of Technology

Graduate School of Business 68

10 University of Ballarat 65.5

11 University of Western Australia Graduate

School of Management 66

12 Swinburn University of Technology Australian

Graduate School of Entrepreneurship 65

13 RMIT University Graduate School of Business and law 63

14 Monash University 61

15 Victoria University Graduate School of Business 60

16 University of Technology Sydney 59

17 Deakin University 57

18 University of Western Sydney 56

19 Murdoch University Business School 53.5

20 Southern Cross University 37*

NORTH AMERICA MBA

RANKINGS

AUSTRALIAN MBA

RANKINGS

*Incomplete data

Accredited MBA programs to suit your needs

Advance your career with a master’s degree in business

administration

from Northwest Missouri State University.

Northwest Missouri State University offers face-to-face programs

on our main campus in Maryville, as well as off-campus centers in

Liberty and St. Joseph.

An online MBA program is offered collaboratively with

Missouri Southern State University.

Learn more today at www.nwmissouri.edu/graduate/mba

Accredited by the Accreditation Council for Business Schools and Programs (ACBSP)

4

All instructors are full-time faculty, not adjuncts.

4

Graduates benefit from a 97.8% placement rate.

4

Northwest MBA students scored above the 75th

percentile on the nationally normed ETS exam.

4

Students without undergraduate coursework in

business can enter the program with prerequisite

coursework.

4

Students typically complete the program within

(16)

The Association to Advance Collegiate Schools of Business

»

T

he management of people and their innovations is a complex and often misunderstood challenge that all managers face at some point in their careers. The traditional scope of a manager’s duties — decision-making, strategic planning, and personnel oversight, have expanded to include innovation management. As an idea can only be as effective as its implementation allows it to be, a manager is inextricably tied to the innovation process. This role is critically important, for the reason that the innovation process has the capacity to end recessions and promote sustainable growth. Due to the impor-tance of this process, AACSB International, the leading accrediting body of business schools, has taken an active role in research-ing innovation. AACSB International’s report,

Business Schools on an Innovation Mission, described innovation as, “the most important opportunity for our world, and the reason why every institution should take proactive steps to foster more to solve current and future chal-lenges.” (Task Force on Business Schools and Innovation, 2010).

The defi nition of innovation can be a con-tentious subject, typically associated with scientifi c breakthroughs or technological advancements. But, for the purposes of this article, innovation will take on a much broader defi nition. At its core, innovation can be defi ned as “the introduction of something new” or “a new idea, method, or device: novelty.”

(Merriam-Webster, 2012) The late Steve Jobs, the creative mind behind Apple, has said that “Innovation has nothing to do with how many R&D dollars you have . . . It’s not about money. It’s about the people you have, how you’re led, and how much you get it.” (Kirkpatrick, 1998)

While research and development does consti-tute an aspect of innovation, these are only pieces of the greater puzzle. Innovation can include incremental improvement to processes and products, as emphasized in the practice of Kaizen, Japanese for change for the better. This practice focuses on the removal of waste-ful business processes and is “a disciplined process of systematic exploration, controlled experimentation and then painstaking adop-tion of the new procedures.” (Varian, 2007)

Innovation, in this sense, involves both techno-logical and managerial aspects.

Innovation management would be con-siderably easier if it required only fi nancial investment. Instead, it involves managers as they assist in bringing innovative ideas to fruition. In AACSB International’s report on innovation, the importance of the manager was highlighted as an integral part of the innova-tion process:

Innovation Management

for Managers

Managers possess specifi c, hard-to-transfer knowledge (about human capital, manufacturing processes, distribution chains, and consumer behaviors, for example) that is essential to the implementation of breakthrough ideas. They act as organizational architects and build the capacity of

organizations to innovate in dynamic

environments. Managers are also inventors; they develop new ways of making and distributing products and providing services. Finally, managers participate in the boundary-spanning networks that foster and enable innovation. For all of these reasons, managers are an essential part of the innovation process . . .

(Task Force on Business Schools and Innovation, 2010)

Even with the positive impact that innova-tion can have on today’s businesses, some managers are hesitant to support it for a vari-ety of reasons. For one, managers are busy. With other responsibilities, it may be diffi cult to fi t innovation management into an already crowded day. Authors have written that “top management positions are often accompanied by extremely intense job demands and stress. As such, ‘To the extent that creativity requires some amount of available time and cogni-tive resources, extremely high levels of job demands may squeeze out novelty and fresh thinking.’” (Yadav, 2012) Additionally, there can also be a sense of apathy when it comes to tried-and-true processes. The phrases, “this

(17)

is how we’ve always done it” and “if it’s not broken, don’t fi x it” are common place, and can stifl e creativity.

Despite the challenges that managers may face in supporting innovation, there is still room for optimism. Innovation management has until recently been a relatively under-developed topic. However,

business schools are lead-ing the way in innovation research and support, equip-ping students with skills that should help them make an impact upon reaching the workforce. The University of Portland, Clarkson Uni-versity, and the University of San Francisco all offer an Entrepreneurship and Inno-vation major, as do many

other AACSB-accredited schools. Other schools promote the formation of incubators focused on innovation and entrepreneurship, such as the Darden School of Business at the University of Virginia and the Harvard School of Business. Harvard’s President, Drew Gilpin Faust, said about their incubator, “For the University as well as for the economy and our nation, the importance of innovation cannot be overstated . . . This lab will foster team-based activities and deepen interactions among both aspiring and experienced innovators across the schools of Harvard.” (Harvard Launches Innovation Incubator, 2010)

Recent research, both at business schools and elsewhere, has helped defi ne the role of the manager in the innovation process, which can help identify the best means for supporting changes for a particular business. A manager must consider three key factors in their support of innovation — the external environment, the company, and the individual innovation. (Gilbert, 1996) These three factors, written about at length by Joseph Gilbert, an Assistant Professor at the University of Nevada’s College of Business and Economics, when looked at collectively can give managers the knowledge necessary to properly cultivate and implement innovation.

Innovation management varies dra-matically from one business to another, with diverse industrial frameworks providing their own unique challenges. Because of this, a manager must fi rst consider the external envi-ronment for the industry. A model developed by Michael Porter, a professor at Harvard Busi-ness School and Director for the Institute of Strategy and Competitiveness, urges manag-ers to consider all competitors, both present and potential (competitors who may later enter into the industry). (Porter, 1980) A manager should be well-informed about the external

environment, needing to be “aware of the cur-rent facts and conditions prevailing in his or her own industry. While this point may appear obvious, the slowness to innovate of some U.S. computer makers and of the U.S. automakers had major negative impacts on their fi nancial performance.” (Gilbert, 1996)

Managers must also be mindful of innova-tion in their own company, division or team and inspire an organizational culture that is accept-ing of innovation. There should be a shared belief that both adaptation and advancement lead to a more effi cient, effective workplace and fi nal output. Google has been successful at this, soliciting feedback and encouraging an environ-ment where employees feel safe to share their ideas. To do this, Google hosts a weekly forum on Fridays, aptly named TGIF, or Thank Good-ness it’s Friday. Employees can discuss Google products, internal affairs, and other issues with the company’s top executives. Google also has weekly problem solving sessions called “Fixits” where employees submit “fi xes” to various problems which are then voted on by the employees. The best ideas are then implemented. (The Staff of the Corporate Exec-utive Board, 2009) This approach has increased employee engagement at Google, helping it to become more innovative as a company.

Finally, a manager must also be able to oversee individual innovations. When exemplar ideas come through internal sources, these ideas should be listened to and, if appropri-ate, acted upon. While Google is very good at soliciting ideas, if it didn’t act on any, employee enthusiasm would likely fi zzle. Thought should also be paid to the prioritization of feedback and the subsequent evaluation of that feedback. In a recent Wall Street Journal report, Ethan Bur-ris wrote that “[t]here needs to be a thoughtful follow-up process for all ideas submitted. The employees cared enough about the organiza-tion (or their jobs) to offer their suggesorganiza-tions in the fi rst place. The company should try to keep them engaged enough to speak up again.” (Bur-ris, 2012) When employees are being heard, recognized by management, and responded to, managers are encouraging an environment where innovation can fl ourish.

Innovation management is challenging. It requires the balancing of numerous factors, both inside and outside a manager’s direct control and oversight. The impediments to successful innovation can be daunting, but are not insurmountable. The increase in research on the topic should enable managers to more successfully navigate the associated trials, and help increase effective innova-tion among direct reports. The Business Schools on an Innovation Mission report explores AACSB Interna-tional’s focus on bringing innovation into the limelight at business schools, and growing the necessity of focus that the subject of innovation requires. For addi-tional resources on the subject of innovation and business schools, AACSB offers an online resource center focused solely on the topic at: www.aacsb.edu/resources/innovation.

Bibliography

Burris, E. (2012, October 26). Great Ideas Bosses Never Hear: Employees have a lot to say. But they rarely say them. Retrieved November 09, 2012, from The Wall Street Journal.

Gilbert, J. T. (1996). Managing Innovation: The Role Of The General Manager. Review Of Business, 12.

Harvard Launches Innovation Incubator. (2010, October 14). Retrieved November 12, 2012, from Harvard Business School.

Kirkpatrick, D. (1998, November 9). The Second Coming of Apple. Fortune.

Merriam-Webster. (2012, November 09). Retrieved November 09, 2012, from Merriam-Webster. Porter, M. (1980). Competitive Strategy. New York: The Free Press.

Task Force on Business Schools and Innovation. (2010). Business Schools on an Innovation Mission. Tampa: AACSB International.

The Staff of the Corporate Executive Board. (2009, December 11). “Involve Your Employees,” Says Google, CEB. Retrieved November 09, 2012, from Bloomberg BusinessWeek.

Varian, H. R. (2007, February 08). Kaizen, That Continuous Improvement Strategy, Finds Ideal Environment. Retrieved November 09, 2012, from The New York Times.

Yadav, M. S. (2012). Managing The Future: CEO Attention And Innovation Outcomes. Journal of Marketing, 84-101.

Business schools are leading the way

in innovation research and support,

equipping students with skills that

should help them make an impact upon

reaching the workforce.

The Association to Advance Collegiate Schools of Business (AACSB)

The Association to Advance Collegiate Schools of Business

»

T

he management of people and their innovations is a complex and often misunderstood challenge that all managers face at some point in their careers. The traditional scope of a manager’s duties — decision-making, strategic planning, and personnel oversight, have expanded to include innovation management. As an idea can only be as effective as its implementation allows it to be, a manager is inextricably tied to the innovation process. This role is critically important, for the reason that the innovation process has the capacity to end recessions and promote sustainable growth. Due to the impor-tance of this process, AACSB International, the leading accrediting body of business schools, has taken an active role in research-ing innovation. AACSB International’s report,

Business Schools on an Innovation Mission, described innovation as, “the most important opportunity for our world, and the reason why every institution should take proactive steps to foster more to solve current and future chal-lenges.” (Task Force on Business Schools and Innovation, 2010).

The defi nition of innovation can be a con-tentious subject, typically associated with scientifi c breakthroughs or technological advancements. But, for the purposes of this article, innovation will take on a much broader defi nition. At its core, innovation can be defi ned as “the introduction of something new” or “a new idea, method, or device: novelty.”

(Merriam-Webster, 2012) The late Steve Jobs, the creative mind behind Apple, has said that “Innovation has nothing to do with how many R&D dollars you have . . . It’s not about money. It’s about the people you have, how you’re led, and how much you get it.” (Kirkpatrick, 1998)

While research and development does consti-tute an aspect of innovation, these are only pieces of the greater puzzle. Innovation can include incremental improvement to processes and products, as emphasized in the practice of Kaizen, Japanese for change for the better. This practice focuses on the removal of waste-ful business processes and is “a disciplined process of systematic exploration, controlled experimentation and then painstaking adop-tion of the new procedures.” (Varian, 2007)

Innovation, in this sense, involves both techno-logical and managerial aspects.

Innovation management would be con-siderably easier if it required only fi nancial investment. Instead, it involves managers as they assist in bringing innovative ideas to fruition. In AACSB International’s report on innovation, the importance of the manager was highlighted as an integral part of the innova-tion process:

Innovation Management

for Managers

Managers possess specifi c, hard-to-transfer knowledge (about human capital, manufacturing processes, distribution chains, and consumer behaviors, for example) that is essential to the implementation of breakthrough ideas. They act as organizational architects and build the capacity of

organizations to innovate in dynamic

environments. Managers are also inventors; they develop new ways of making and distributing products and providing services. Finally, managers participate in the boundary-spanning networks that foster and enable innovation. For all of these reasons, managers are an essential part of the innovation process . . .

(Task Force on Business Schools and Innovation, 2010)

Even with the positive impact that innova-tion can have on today’s businesses, some managers are hesitant to support it for a vari-ety of reasons. For one, managers are busy. With other responsibilities, it may be diffi cult to fi t innovation management into an already crowded day. Authors have written that “top management positions are often accompanied by extremely intense job demands and stress. As such, ‘To the extent that creativity requires some amount of available time and cogni-tive resources, extremely high levels of job demands may squeeze out novelty and fresh thinking.’” (Yadav, 2012) Additionally, there can also be a sense of apathy when it comes to tried-and-true processes. The phrases, “this

(18)

Q

The McColl School MBA offering consists of an Executive MBA and a Professional MBA. Can you please tell us a little bit more about each programme in terms of audience and key outcomes? What do you think makes your MBA offering stand out from the crowd?

The Executive MBA (EMBA) programme provides an integrated educational experience that capitalises on participant’s existing leadership skills and experiences. It is wholly focused on personal and professional growth for experienced managers in a highly integrated and experiential environment.

The 20-month programme meets on alternating Fridays and Saturdays and is the only EMBA programme in the Charlotte area. It’s designed for mid- to senior-level managers with an average of 15 years work experience. Key advantages include a cross-disciplinary curriculum using case studies that encourage dialogue and debate; collaborative study teams; a vast network of contacts in the corporate community; a high-level consulting project for a local not-for-profi t; and an international study experience that broadens students’ understanding of the global economy and business environment.

The EMBA has one intake of students annually; each group progresses through the

programme in a cohort. Our alumni network of EMBA graduates is extensive with many graduates from the same class still connecting on a regular basis more than 10 years after graduation. In fact, the McColl School Alumni Association was formed by EMBA alumni many years ago and is still incredibly active and engaged in the McColl School.

The Professional MBA (PMBA) is designed to meet the needs of early- to mid-career professionals. It provides a solid grounding in the functional/technical areas of business, stressing the need to develop communication and writing skills, international and cultural awareness, and a comprehensive managerial perspective. The curriculum underscores the complexity and diversity of managerial decisions in national and international economies.

Our PMBA curriculum parallels a standard MBA programme in terms of topical coverage. However, we diverge from many MBA programmes in that our electives are packaged into six different concentrations: fi nance, marketing, entrepreneurship, executive coaching, international perspectives, and healthcare leadership.

The PMBA programme has built-in fl exibility, with nine hours of electives from these six concentrations. For example, students

Regardless of the programme, the McColl School

difference is our dedication to leadership development

that enables graduates to tackle any workplace

challenge with confi dence and competence.

Queens University of Charlotte MBA

Alexandra Skinner

speaks to

Ronald Shiffl er

,

Nancy McNelis

,

Will Sparks

,

Bob Mobley

,

Chuck Bamford

and

Linda Christopherson

»

Q

The Queens University of Charlotte McColl School of Business offers a variety of graduate programmes, centering around three key elements: competence, character and commitment to the community. Kindly expand further on the school’s philosophy.

Within all McColl School programmes we emphasise leadership development for each student through classroom exercises, seminars, off-site retreats, and capstone projects. Our goal is to stretch the critical thinking abilities of students with transformational experiences that build leadership skills.

Although there are many attributes that defi ne successful leaders, we focus on three critical success factors – competence, character and commitment to community – our “three Cs”. Competence means having the requisite knowledge from each discipline subject matter. Character is built through skill-based exercises, projects, and mentoring. Finally, global citizenship today means leaders must have a commitment to the communities in which they live and work. When we are successful in modeling these behaviors, our students will be prepared to step into leadership roles within their organizations.

C

ompetence

C

haracter

C

ommitment

to Community

McColl School of Business

“Three Cs”

Harnessing Excellence

in The Queen City

(19)