ANNUAL REPORT
2006
Ibmec São Paulo in Numbers
Annual Report 2006
Description Goal Accomplished % Variation
Total Revenues (R$ 000) 62,100 62,601 1%
Managerial Surplus (R$ 000) 8,200 8,120 -1%
Managerial Surplus / Total Revenues (%) 15% 14.3% -4%
New Students in Graduate Programs 1,080 1,168 8%
Monitoring of Goals - 2006
Revenues in 2006
Graduate 35% Undergraduate 48% Executive Education 1% Distance Learning 2% Corporate Programs 14% 2004 2005 2006 0 20,000 40,000 60,000 80,000 38,131 47,828 62,601Total Revenue per Business
Unit, in R$ million
Financial Indicators (in thousand reais)* 2004 2005 2006
Gross Revenue 38,131 47,828 62,601
Direct Expenses 18,360 21,259 24,625
Operational Margin 16,163 21,945 31,988
Indirect Expenses 5,763 7,594 10,580
General and Institutional Expenses 6,834 9,669 13,698
Administrative Surplus 4,896 7,666 9,795
Cash Position 5,328 12,305 17,656
Scholarship Fund (3) 2,138 2,178
Investments – Total 1,115 10,768 15,028
Donations – Scholarship Fund - 2,089 314
Donations – Other - 8,725 1,740
Donations – Total - 10,814 2,054
* Administrative View, not considering accounting adjustments New group of accounts, adopted in 2006
Team 2004 2005 2006
Research Professors 15 18 21
Full-Time Professors 49 47 62
Teaching Assistants 0 27 8
Educational Professionals 131 114 201
Total Teaching Activities 195 206 292
Staff 115 142 170
Total Teaching and Administrative Activities 310 348 462
Scholarship Fund 2004 2005 2006
Starting Balance (-) Scholarship Awarded (28) (1) 2,170
Scholarship Awarded (85) (217) (495)
Refund 16 49 44
Investiments 95 2,307 502
Ending Balance (Remunerated) (1) 2,170 2,550
Scholarship Program - Scholarship Awarded 2004 2005 2006
Scholarship Students 17 27 49 Information adjusted in 2006 Financial Aid 20 Full-Time 8 Freeshmen 15 Second Academic Semester 6
Number of Students
2004 2005 2006 0 1,000 2,000 3,000 727 1,387 2,114 796 1,597 2,393 904 1,862 2,684Undergraduate Executive Graduate Total
Scholarship Award in 2006
-by type of Program
Table of Contents
2
4
56
6 6 6 7 7 8 910
10 10 14 18 19 20 2122
22 23 26 27 29 33 34 3642
44 45 4647
47 47 48 48 4849
Message from the President
Friends of Ibmec São Paulo
Sponsored AreasIbmec São Paulo
Instituto Veris – Board of Directors Ibmec São Paulo – Council
Ibmec São Paulo – Senior Executives and Areas of Activity Mission
Fundamental Principles and Values Programs Alumni Community
Important Developments in 2006
AACSB International Excellence in Teaching ScholarshipsCEA - External Evaluation Comission New Campus Operation
Executive Education - Corporate Programs EAD - Distance Learning
Center for Excellence in Teaching and Research
Integrated Education ModelNew Undergraduate Model Ibmec Cultura
Ibmec Carreiras (Careers) Graduate Programs Awards and Recognition Dissemination of Knowledge Faculty - Undergraduate Program
Financial Highlights
Summarized Balance Sheet Income Statement
Independent Auditor’s Opinion
Ibmec São Paulo Executives
ProgramsUndergraduate and Masters Area Executive and Corporate Programs Area Organizational Development Area Operations Area
Annual Report 2006
Message from the President
The year 2006 was extremely rewarding for us. It was the first year that Ibmec São Paulo operated out of our new campus. With new and modern facilities we were able to offer to our community working, learning and living conditions that are much more compatible with our educational mission and proposal.
In our undergraduate program, for example, the new model adopted after our move, with an entirely new and revised class schedule, enabled students to effectively spend full time at the School, taking advantage of the time between classes to study at the Telles Library or participate in extracurricular activities. The ample space of the Steffi and Max Perlman Auditorium made it possible to hold a record number of more than 300 events, which ranged from theatrical presentations, lectures, and informal discussion forums to formal seminars, both local and international, with simultaneous translation. The new amphitheatre-style and fully equipped classrooms made it possible for larger classes to learn without any negative impacts on their educational experience or academic benefit. The greater availability of common and leisure areas allowed for a much more intense level of communication and socialization between the members of our community. In short, although some adjustments are being made to further improve the quality of the educational experience at Ibmec São Paulo, the change fully achieved the desired objectives, making possible a significant jump in quality in all of our processes.
In parallel to the changes involving our adaptation to the new facilities, we also worked on various other fronts. One of the most important of these was the plan to achieve accreditation from the AACSB International -Association to Advance Collegiate Schools of
Business, the most prestigious entity for the accreditation of business schools in the world. The plan involved our entire team of associates and was concluded and presented in late November 2006. The exercise of preparing this plan allowed for a rigorous analysis of our pedagogical and operational processes, which resulted in an extensive number of actions to be taken over the next three years, with a view to obtaining accreditation in 2009. More important than the seal of recognition at the end of the process are all of the measures to be implemented to improve even further our operations and educational programs. Successfully concluding this accreditation project is a priority goal for us.
Another noteworthy event of 2006 was the first meeting of our External Evaluation Commission -CEA, which was created to serve as an integral part of our Internal Evaluation Commission, created in accordance with the guidelines of the National Higher Education Evaluation System (SINAES). Executives, renowned academics and businesspeople and also Alumni were invited to become members of the CEA. It is a privilege for us to have in our Commission such a select group of individuals with recognized competence in the sectors in which we operate. This level of competence and commitment to the educational project of Ibmec São Paulo was extensively demonstrated at the first meeting of the CEA held on July 13 and 14, when important points were raised that are already receiving the full attention of our faculty and administrators.
The fact that we are a non-profit institution does not prevent us from always seeking the highest possible level of efficiency in our operations. Ensuring that our resources – which are scarce by nature – are employed in a way that generates
the maximum return is essential for enabling us to fulfill our mission. This is what we call "Business Like Management". Within this objective, the effective administration of the human resources of Ibmec São Paulo is absolutely fundamental. Towards this end, in 2006 we launched a management process guided by competencies, for which the first step was defining those competencies that we consider essential and evaluating all of the employees in our administrative areas. The evaluation process, which included the self evaluation of all associates, sought to provide 180-degree coverage. This process will be perfected over this year and aligned with an incentive system, which we consider very important for attracting, developing and retaining talent.
Note that last year we held the first meeting of Friends of Ibmec São Paulo. We plan to repeat this event on an annual basis in order to provide an exclusive account to those that support us in our work at the School. In fact, this Report is another important element of our objective, which is to provide total transparency to the general public about our activities. In our view,
this transparency is fundamental not only for the community's involvement in and support for our mission, but also for the sustainability of this mission over time.
The achievements of 2006 described in the main body of this report are, however, much too extensive to be addressed in this message. It is important to state that these achievements would have not materialized were it not for the complete dedication and commitment of our employees, faculty and support professionals, as well as of our students and Alumni community, which always supported us when needed and collaborated with suggestions and constructive criticism. We are extremely grateful to all.
We also received from the members of our Advisory Council - and also from our CEA, from Friends of Ibmec São Paulo and from various other members of our community - unconditional support for our activities, which was the source of much pride and motivated us to continually improve our proposal and processes. I extend to all off them my profound gratitude.
Friends of Ibmec São Paulo
Annual Report 2006
ABS Investment Management LLC Alex Haegler
André Lara Resende Andrew Shores
Antonio Carlos de Freitas Valle Arminio Fraga Neto
Banco Itaú
Bolsa de Mercadorias & Futuros BOVESPA
Bruno Licht Bruno Rocha
Carlos Alberto Sicupira Carlos Castanho Carlos Pinheiro Junior Claudio L. S. Haddad Clóvis Macedo
Diniz Ferreira Baptista Eric Hime
Fernando Moreira Salles Fernando Prado
Fernando Russo Fred Packard Fundação Brava
Fundação Educar DPaschoal Georg Ehrensperger
Gerdau
Gilberto Romanato Grupo Abril
Grupo Votorantim
Guilherme Amaral Ferraz Jairo Saddi
João Moreira Salles
Jorge Paulo Lemann
José Alexandre Scheinkman José Antonio Mourão
José Ermírio Neto José Olympio Pereira José Ricardo de Paulo Lina Wurzmann
Luis Alberto Rodrigues Luis Norberto Pascoal Marcel Herrmann Telles Marcelo Barbará
Marcelo Medeiros Marcelo Stallone Mario Adler
Mario Cezar de Andrade Maurizio Mauro
Michael Perlman Paulo G. A. Cunha Pedro Moreira Salles Peter Graber
Ramiro Lopes de Oliveira Roberto Civita
Roberto Egydio Setubal Roberto Thompson Motta Roger Wright
Rogerio Castro Maia
Saddi Advogados Associados Suzano Holding
Suzano Papel e Celulose Suzano Petroquímica Walter Salles
Sponsored Areas
Steffi and Max Perlman Auditorium
Telles Library
Siegfried Adler Student Wing
Classrooms:
•
Alberto Bandeira de Queiroz
•
BM&F
•
BOVESPA
•
Eugênio Gudin
•
João Gerdau
•
Graber
•
José Ermírio de Moraes Filho
•
Jorge Paulo Lemann
•
Max Feffer
•
Octavio Gouvea de Bulhões
•
Olavo Setubal
•
Otto Lara Resende
•
Peter Drucker
•
Roberto Cochrane Simonsen
•
Vicente Falconi Campos
•
Victor Civita
•
Walther Moreira Salles
Faculty Lounge:
•
Tufic Oadi Saddi
“Seção Áurea” Sculpture
•
Lina Wurzmann
Annual Report 2006
Ibmec São Paulo
Instituto Veris – Board of Directors
Claudio Luiz da Silva Haddad – Chairman Carlos Alberto da Veiga Sicupira
Jorge Paulo Lemann Marcel Herrmann Telles Pedro Wagner Coelho
Ibmec São Paulo – Council
Jorge Paulo Lemann Luis Norberto Pascoal Michael Edgar Perlman
Paulo Guilherme Aguiar Cunha Pedro Moreira Salles
Peter Graber
Ibmec São Paulo – Senior Executives and Areas of Activity
Claudio Luiz da Silva Haddad – President
Irineu Gustavo Nogueira Gianesi – Academic Dean for Executive and Corporate Programs José Antonio Pinto Capito – Director of Operations
Marcelo Leite de Moura e Silva – Academic Dean for Undergraduate and Masters Programs (to September 2006) Sérgio Giovanetti Lazzarini – Academic Dean for Undergraduate and Masters Programs (as of October 2006) Marcia Maria Nizzo de Moura – Director of Organizational Development
Mission
"To be a center of excellence in business and economics,
by combining academic rigor with a pragmatic market approach,
educating driven people to become successful leaders and working
professionals with solid ethical principles.”
Fundamental Principles and Values
To fulfill its mission, it is essential for Ibmec São Paulo to foster an environment in which Honestyand
Integrityare essential values to all of its members, resulting in ethical behavior both in and outside the school.
The fundamental principles that should guide the day-to-day activities of the Ibmec São Paulo community include:
Commitment
To meeting the goals set.
Mutual Trust
Predicated on honesty and integrity in relationships.
Responsibility
In preserving and developing the institution's human, material and cultural capital.
Valuing of Diversity
Through encouraging respect for and acceptance of differences.
These are the fundamental values and principles for the exercise of the mission of Ibmec São Paulo, and it is incumbent upon all of the community's members to observe and uphold them.
Annual Report 2006
Programs
LLM - Financial Market Law Executive MBA in Healthcare Management CFM - Certificate in Financial Management CMM - Certificate in Marketing ManagementExecutive MBA
Executive MBA in Finance
LLM - Corporate Law
LLM - Tributary Law Undergraduate
(Stricto Sensu)
Executive Education - Open Enrollment Programs
Graduate (Stricto Sensu) Masters Graduate (Lato Sensu) EMBAs Certificates LLM - Master of Laws Bachelor in Economics CBA - Certificate in Business Administration Professional Masters
in Administration Professional Masters
in Economics
Executive Education - Corporate Programs
Customized Programs for Business Organizations
Customized Courses for Business Organizations
and Institutions Short-Term and Open Courses Distance Learning Bachelor in Business Administration Medium- and Short-Term Programs
Alumni Community
The Alumni community unites, fulfills and promotes the integration of students who have graduated at Ibmec São Paulo. Each passing year this community has increasingly benefited the individuals who make up the Institution's history.
In 2006, we celebrated the third anniversary of the Alumni Ibmec São Paulo community, which already boasts 3,120 registered members, representing 58% of the 5,407 students that have earned degrees from long-duration programs since the launch of our operations in São Paulo.
Important Alumni activities in 2006 include the holding in December of the 2nd Annual Meeting, which brought together the community's members in an event hosted at the Museum of Modern Art of São Paulo (MAM), and the holding of the "Brazilian Global Alumni Forum", an event in partnership with the Alumni community of the London Business School. Also launched in the year was the "Ibmec São Paulo Connection", an online service created to connect all of the community's members within a large relationship network, which registered a high number of visits in less than one month after its launch.
Over the course of 2006, 53 members of the Alumni community returned to Ibmec São Paulo to continue their education, under favorable conditions for taking individual courses and/or programs. The Alumni community has been actively involved in initiatives promoted by the School, exceeding our expectations.
Two former students tell of their experience:
"After accompanying the Alumni initiatives and visiting the new campus of Ibmec São Paulo, where I am very proud to have a daughter finishing her undergraduate program, I was
thrilled to see the importance that the institution has gained".
Heraldo Botelho – Earned EMBA in Finance in 1990 and member of the Alumni Ibmec São Paulo.
"In addition to providing an excellent opportunity for seeing again and maintaining contact with friends and other
students in the program, the eventssponsored by the Ibmec
São Paulo Alumni Community are done in very good taste, covering very interesting and very diverse issues. I loved participating in the 2ndAnnual Meeting held at the Museum
of Modern Art, and I am already looking forward to next year's meeting!"
Rosangela Ferro – Earned EMBA in Business Administration in 2002 and member of the Alumni Ibmec São Paulo
In 2007, we will continue to foster actions increasingly aligned with the expectations of the members of the community, helping to further strengthen their relationship with this Institution. 2ndAnnual Meeting Alumni Ibmec São Paulo
Important Developments in 2006
Annual Report 2006
AACSB International
To achieve international accreditation is an essential prerequisite for a business school to be recognized abroad for the quality of its programs. Accreditation opens doors for students seeking to further their education in a graduate program abroad, and serves as a parameter of quality for those students that opt to follow an international career.
The first international accreditation process that Ibmec São Paulo is undertaking is that of the Association to Advance Collegiate Schools of Business (AACSB International), an institution that for almost a century has been evaluating and accrediting Business Administration and Accounting schools around the world.
The accreditation process began officially in January 2005, and at the end of 2006 the Accreditation Plan was finalized and sent to the AACSB International, concluding the first phase of the process. Once approved by the AACSB International, the Accreditation Plan must be implemented within a three-year period. The implementation of the plan will mean intense efforts by practically all areas of Ibmec São Paulo on more than 70 proposed actions.
The Accreditation Plan is the product of a self-evaluation process that focus on continuous improvement and the excellence of the School's actions and educational proposal. The plan was formulated with the participation of more than 25 collaborators in an integrated fashion with the strategic planning of Ibmec São Paulo, and was established as the principal challenge for the next years.
In addition to the AACSB International, in 2006 we
initiated the process for receiving accreditation from the Association of MBAs (AMBA), an European organization that accredits only MBA programs, unlike the AACSB International, which covers the School as a whole. The visit of the AMBA accreditation team is expected in early 2007.
Excellence in Teaching
The main initiative that sought to improve the quality of education at Ibmec São Paulo in 2006 was the intense effort by the Center for Teaching and Learning. The center's objective is to promote and coordinate initiatives and processes, guided by the educational vision of Ibmec São Paulo, that seek the development of the school's professors from a pedagogical point of view. Central to this vision is the principle of Participant-Centered Learning, in which the student is an active protagonist in the classroom rather than merely a spectator. These initiatives comprise the exchange of experiences and best practices among professors, and the provision of detailed information on their performance in the classroom.
The initiative that caused the greatest impact in 2006 in terms of the exchange of experiences among professors was the program peer observation and feed back, in which a professor sits in on the classes of colleagues, commenting on their performance in accordance with a set of pedagogical parameters and objectives. The Center for Teaching and Learning is charged with forming the groups of observing professors who monitor a professor at the start of the academic year and with coordinating the entire process. Both professors attending the classes and those having their classes assessed evaluate the experience as extremely enriching. In all 78 professors participated in this initiative in 2006,
which corresponds to practically half of the faculty of professors and educational professionals at Ibmec São Paulo.
Another initiative in this area in 2006 was the establishment of discussion forums addressing best practices, which has the objective of the exchange of experiences among the professors of the various programs at Ibmec São Paulo. Some of the issues discussed were students' motivation for studying and incentives for participation, and the development of their competencies.
The implementation of the School's new model at the new campus required greater alignment of practices among professors within the same academic semester, and this alignment is considered fundamental for orienting students newly admitted on the School's expectations regarding their attitude both inside and outside of the classroom. In late 2005, the Center for Teaching and Learning held discussions with the objective of creating uniform actions among professors of new classes starting at the School, which resulted in behaviors that contributed significantly to the effectiveness of the courses
administered to larger-sized classes. In the second half of 2006, the same process was repeated with the professors of the second academic semester, allowing them to further the work achieved by their colleagues in the previous academic semester.
Better prepared to deal with larger class sizes and drawing on the support of faculty colleagues in the second semester, professors from the first academic semester could also dedicate themselves to the development of the competencies of newly admitted students. In the second semester of 2006, this group of professors was the focal point of a new project coordinated by the Center for Teaching and Learning, called the “Cognitive Competencies Development Laboratory” (critical thinking, analytical and decision-making capacity, systemic and dynamic vision, communication and expression abilities). The objective of this project is to enhance the way in which classroom activities are able to foster and facilitate the development of the cognitive competencies of newly admitted students, in a process that is consolidated over the entire experience of these students at Ibmec São Paulo.
Annual Report 2006
The area is also responsible for the process of student evaluations of faculty. This evaluation is conducted twice each academic year using a special and confidential form, with professors able to access their evaluation directly on the School's information system. In 2006, more than 800 evaluations of professors were conducted, for a total of approximately 40,000 forms read and processed electronically.
The professor is evaluated on various items that make up the topics shown in the following chart. When filling out the forms, students report the frequency with which the professor presents each of the items in the classroom. These frequencies are converted into a scale from 1 to 4, and averages of greater than 3 are considered "within or above expectation". The charts below show the trajectory of professors from the undergraduate and executive programs over the past three years.
For 2007, the targets of the Center for Teaching and Learning are to strengthen and enhance the initiatives that were successful in 2006 and to foster the creation and institution of indicators that make it possible to accompany the degree of alignment of professor's practices with the principle of Participant-Centered Learning, and measuring its effectiveness.
2004 2005 2006 100% 80% 60% 40% 20% 0% Or
ganization and clarity
Communication ability Evaluation and grading Academic content and rigor Pragmatic vision Interaction with students Motivation of
students for studying
A
v
erage
Undergraduate program
Executive Programs
professors with evaluations within or above expectations
Another important initiative seeking to value and foster the quality of education at Ibmec São Paulo was the creation of the Chafi Haddad Teaching Excellence Award. The award seeks to recognize the professors that stood out the most in both the undergraduate and graduate programs, based on the opinions of students. Like the George Stigler Award, which seeks to recognize the best research papers published by professors at Ibmec São Paulo, the Chafi Haddad Award involves not only the formal recognition of the professors nominated, but also a monetary sum in an amount equal to that of the research award. In this way, education and research are equally recognized as fundamental for the fulfillment of our mission.
With the objective of fostering the continuous improvement of the programs and services, the School conducts on an annual basis a satisfaction survey that seeks to gauge students’ general evaluation of Ibmec São Paulo. For the third straight year, the evaluation registered even higher levels, as shown in the table below.
Survey of Student Satisfaction Overall Evaluation
2004 2005 2006 100% 80% 60% 40% 20% 0% Or
ganization and clarity
Communication ability Evaluation and grading Academic content and rigor Pragmatic vision Interaction with students Motivation of students for studying A v erage 100 50 2004 36 57 4.29 45 53 4.43 6 2 55 42 4.51 3 0 2005 2006 5 excellent good fair poor very poor don’t know average 4.5 4 3.5 3 2.5 2 1.5 1
Annual Report 2006
Scholarships
Scholarship Programs are essential in enabling Ibmec São Paulo to fulfill its mission, given that many students with academic capacity and disposition that identify with the educational proposal of the school do not have the financial means to cover the costs involved, which include not only the monthly tuition fee but also educational materials and the opportunity cost of not working, given the full-time nature of the undergraduate program. Accordingly, the school offers various types of scholarships for students in undergraduate programs. We believe diversity is a fundamental and essential value for the development of our students, through interaction between people of different cultures, beliefs and social and economic realities. Our end objective is to have a Scholarship Fund capitalized with the funds required to finance every young adult with academic talent and capacity who is approved by our selection process and chooses to study at our School.
The Scholarship Fund is formed by donations from individuals and legal entities and by financial resources from the Ibmec São Paulo School, which allocates to the Fund 1% of its gross revenue from undergraduate programs. The Scholarship Programs seek the repayment of the funds previously disbursed (starting one year after the conclusion of the program, with no interest charged), which helps to foster a sense of commitment to and responsibility for the education of future generations. Through repayment, former students who received scholarships help to strengthen the Scholarship Fund and consequently extend to other students the same opportunity that they enjoyed.
Ibmec São Paulo offers four types of academic scholarships:
• Scholarships for Freshmen, with discounts of up to 80% of the monthly tuition payment;
• Second Academic Semester Scholarship also with a discount of up to 80%;
• Full Scholarship, aimed at candidates that demonstrate gross household income equal to or less than one and a half a minimum wage per household member, and that were enrolled for their entire secondary education in public schools or in private institutions paid for by scholarships; and
• Financial Aid, which covers students regularly enrolled in an Undergraduate Program who demonstrate financial problems during the program.
The detailed conditions of each program are described on our website. The following timeline and table of scholarships awarded show the main advances of the past few years.
Awarding of some
financial support
or discounts
Creation of
Scholarship
for Freshmen
Full Scholarship begins to be offered each semester 1 scholarship student 17 scholarship students 27 scholarship students 49 scholarship students 1999 2004 2005 2006 2007 59% 81%
Evolution of Scholarships 1999-2006
1 Semester:
Creation of Full
Scholarship
1 Semester:
Creation of Second Academic
Semester Scholarship
2 Semester:
Holding of 1 Meeting
of Scholarship Students
Type of Scholarship 1999-2002 2003* 2004* 2005* 2006
Full Scholarship 0 0 0 5 8
Scholarships for Freshmen 0 0 2 10 15
Financial Aid 16 13 15 12 20
Second Academic Semester 0 0 0 0 6
Total 16 13 17 27 49
Number of Scholarships Granted by Year
We would like to emphasize our special gratitude to all of those that contributed to the Scholarship Fund in 2006. As important as the funds raised is the confidence that all donors have demonstrated on the Ibmec São Paulo team. We are fully aware of our commitment to maximizing the value of the resources invested in the Scholarship Fund, employing meticulous analyses of awards and accompanying the young students. In November 2006, the 1st Annual Meeting of Scholarship Students was held, which was a source of great pride for all of the people who make up the Ibmec
São Paulo community. Given the rapid growth in scholarships awarded and also the target established for 2007, we expect the group, shown in the following photo, to experience rapid growth.
1stAnnual Meeting of Scholarship Students
Annual Report 2006
Donors in 2006
Alexandre Mathews Sturm Coutinho Álvaro Antônio Cardoso Souza Américo Matiello Junior
André Rocha Molinari
Angelo Pio Mendes Correa Junior Arnaldo José Ganc
Arnaldo Valdir Zumiotti Benjamin Joel Couri Bernard C. P. Mencier Brigida Monica Kleine Bruno Licht
Candido Botelho Bracher Carlos Alberto Suslik
Carlos Eduardo Soares Castanho Carlos Mendes Pinheiro Junior Cecília Paula Machado Sicupira Celia Franco de Campos Pinto Célio Sacramento
Charles Joseph Sieh David Jacques Elwing
Eduardo de Carvalho Andrade Eduardo Luiz Wurzmann Emilia Aun Ganme
Eurilton Alves Araujo Junior Fabíola Rodrigues
Fátima Zorzato Fernando Almeida
Fernando Antônio P. Andrade Fernando Barreira Sotelino Fernando Carramaschi
Fernando Roberto Moreira Salles Fernando Russo
Fernando Xavier Ferreira Fersen Lamas Lambranho Flávio Uchoa Teles de Menezes Frederico Augusto Andrade Pena Gerald Dinu Reiss
Gilberto Nobre
GMF Livraria e Papelaria Ltda Gradiente Eletrônica S/A Guilherme do Amaral Ferraz Gustavo Berg Ioschpe Heloisa Wald
Igor Cornelsen Jack Sun Chu Huang Jairo Sampaio Saddi
José de Menezes Berenguer Neto José Luiz Rego Glaser
José Roberto G. Meirelles Filho Laila Ganme Cotait
Luciano Almendary Luis Norberto Pascoal Luiz Felipe da Silva Haddad Luiz Roberto de Andrade Novaes Luiz Savio Viegas Barros
Marcelo Benchimol Saad Marcelo Leite de Moura e Silva Marcelo Santos Barbosa Marcia Maria Nizzo de Moura Maria de Lourdes Egydio Villela Mario Arthur Adler
Mario Cezar de Andrade Maurizio Mauro
Maximo Pinheiro Lima Junior Melissa Pi
Michael Perlman Nahtan Shor
Norberto Antonio Freddi Norman Puginna
Paula Vasconcelos da Costa Paulo Guilherme Aguiar Cunha Paulo R. Vasconcellos
Paulo Sérgio Coutinho Galvão Filho Paulo Veras
Pedro Wagner Coelho Phylis Clemensen
Former scholarships students that are repaying or have already
repaid their scholarships, helping to strengthen the Program
Name Program
Alexandre Rostworowski Economics
Ameli Cervantes Piantino Economics
Carolina de Lacerda Abreu Business Administration Carolina Ferreira de Camargo Business Administration Danilo Aleixo Caffaro Business Administration Guilherme Parente Martins Ferreira Economics
João Paulo Burihan Faria Business Administration Leonardo Serrano Giunchetti Business Administration Lucas Rabechini Amaral Business Administration Lygia de Salles Freire Cesar Economics
Maria Fernanda Poblacion da Fonseca Business Administration Maristella Pereira Azem Economics
Rafael de Oliveira Ferraz Business Administration Rafael Kominich de Mattos Business Administration
Roberto Pilnik Business Administration
Theo Sabio Leopardi Business Administration Thiago Guarisi Rodrigues Economics
Victor Pen Li Lo Business Administration Renato Grecco Wanderley
Ricardo Dias de Oliveira Brito Ricardo Oliver Mizne
Riccardo Arduini Roberto Civita
Roberto Egydio Setubal Rodrigo Lisboa Bonafé Rodrigo Osmo
Roger Ibrahim Karam Ruy Kameyama Sergio Alair Barroso
Sergio Ribeiro da Costa Werlang Thomas Benes Felsberg
Tony Kai Nen Yang Valdemir Chicarelli
Annual Report 2006
CEA - External Evaluation Commission
The agenda of the meeting sourght to address five main topics:
• The School's educational mission
• Economic and financial sustainability and feasibility
• The faculty
• The student body
• The perpetuation of the Ibmec São Paulo project
An open conversation with a group of five undergraduate students during lunch complemented the efforts.
The meeting of the CEA was received with enthusiasm and commitment by all interested parties at Ibmec São Paulo. The discussions were frank, intense and comprehensive. Some critical points raised at the meeting are being analyzed by our faculty and administrators and a reply to the CEA regarding the progress on these points will be given at the next meeting already scheduled for July 2007. According to the CEA report, a higher standard was established for the meeting, which is expected to be maintained or even exceeded at subsequent meetings.
The SINAES - National Higher Education Evaluation System, which is administrated by the Ministry of Education and regulated by the Brazilian Law 10,861 of April 14, 2004, requires institutions of higher education to create and maintain an Internal Evaluation Commission (CPA). The CPA must, in principle, also include members from outside of the institution. Instituto Veris, the controller of Ibmec São Paulo, considered this an excellent opportunity to carry out a comprehensive analysis of the strategy, objectives and functioning of the School and assembled an External Evaluation Commission (CEA). The objective of the CEA is to support the CPA, contributing to the preparation of the legally mandated report.
The members invited to become part of the CEA are entrepreneurs, business leaders, academics, renowned professionals, heads of NGOs, educators, and Ibmec São Paulo Alumni – all with demonstrated interest in issues involving higher education in Brazil. The list of CEA members follows below. The CEA meets on an annual basis, and the first meeting was held on July 13 and 14, 2006.
Members of the CEA
Affonso Celso Pastore
Antonio Marcos Duarte Júnior Claudio de Moura e Castro Demosthenes Pinho
Eduardo Wurzmann Eliana Cardoso Fabio C. Barbosa Fabio Renato Fukuda* Fátima Zorzato
Fernando Kenji Muramoto* Guilherme de Araújo Loureiro* Gustavo Herrero
Ilan Goldfajn Ilona Becskeházy
José Alexandre Scheinkman José Ernesto Bologna José Fernando Perez
Luiz Francisco Modenese Vieira
Marcos Lisboa
Maria Helena G. de Castro Marília Rocca
Maurizio Mauro (CEA President) Patricia da Silva H. Palomo* Pedro Luiz Passos
Sula Vasconcellos Steiner Vandyck da Silveira
New Campus Operation
The year 2006 was marked by a considerable amount of learning in the management and logistics of the operation of the new campus. With 70% more room than the previous campus, the main objective was to make the utilization of the new space as pleasant and efficient as possible within the shortest period of time for all members of the Ibmec São Paulo community. Accordingly, final adjustments to the systems and processes were made over the course of the first half of the year to make the campus 100% operational and functional, with the main focus on the classrooms and study areas.
With the new campus we enjoyed a significant increase in the size of the public visiting our facilities, which exceeded 2,100 people per day. This was due to the increase in the number of students, programs, extracurricular activities and the new undergraduate model described ahead in this report.
The limitations of the previous facilities, which led to our move to the new campus, were the object of criticism in the student satisfaction surveys conducted in 2004 and 2005.
However, in the new survey conducted in 2006, after the move, we surpassed all of the targets related to administrative services and infrastructure that had been established at the start of the year. Our overall satisfaction indices were all higher than 4 on a scale from 1 to 5. As would be expected, the evaluation of the infrastructure of the new campus (physical and technological) improved significantly, rising to 4.60, up from 3.74 in 2005, showing that the new campus was very well received by our students. The survey also indicated areas in which we need to improve, some of which were already adjusted at the end of the year, and others that will be duly addressed over the course of 2007. For this year the objective is to further increase the indicator of satisfaction and involvement of our community, expanding the school's common and leisure areas with a multi-purpose sports court and finalizing plans for a new physical expansion, scheduled for mid 2008.
As mentioned above, with the move to the new campus the class schedule model for the undergraduate program was completely revised. A description of this new model is provided later on.
Annual Report 2006
Executive Education - Corporate Programs
One of the highlights of 2006 was the sharp growth in our corporate programs area. These are programs especially designed and offered to meet the specific needs of companies. The strategic focus was maintained, which is to expand partnerships with companies that value the capability of Ibmec São Paulo in customizing corporate educational programs aimed mainly at middle and senior management. These are partnerships that seek to foster long-term relationships with clients, enabling Ibmec São Paulo to acquire in-depth knowledge of their strategic needs in terms of the development of
both individuals and their culture.
The table below shows some highlights from the corporate program operations in 2006 and a comparison with the two previous years. Note the sharp growth, of roughly 60%, versus the previous year in terms of hours offered, attesting to the excellent reception of the value proposal of Ibmec São Paulo in this market.
The next table shows in which sectors the clients served in the corporate programs operate, providing data for the past three years.
Highlights 2004 2005 2006
Number of Clients 32 49 49
Programs Delivered 43 106 113
Number of Students Served 1,307 1,566 2,659
Class Hours 3,925 4,545 7,291
Programs Completed by Sector 2004 2005 2006
Financial 26% 27% 41%
Services 53% 44% 38%
EAD - Distance Learning
The EAD - Distance Learning area of Ibmec São Paulo posted growth of 237% in 2006. In the year more than 4,700 students enrolled in distance learning courses, up from 1,412 in the previous year. More than half of the students came from our internal public, among which the Distance Learning unit registered an increase of 220% in relation to 2005. More than 2,600 courses were offered to students in the EMBA and Certificate programs, with the objective of homogenizing students' level of knowledge in terms of the quantitative content considered essential for taking full advantage of our classroom-based programs.
As for the external public, high-quality academic content, state-of-the-art technology and the forming of strategic partnerships were the main factors that drove demand for the courses, with distance learning gaining recognition in the
corporate market as yet another quality option for organizational training and development. In 2006, a total of 18 partnerships were formed with leading companies in the market. The services offered range from the development of new content and content customization to the acquisition of licenses to access the distance-learning courses.
The general evaluation of the EAD courses measured in the last satisfaction survey in 2006 was 4.19 on a scale from 1 to 5, with 92% of students stating that they would recommend the courses to other students. This result is consistent with the other indicators that also attest to the quality of the EAD programs, including the low average failure rate in the courses (3%), the dropout rate of only 1%, and the high average performance of students (75%).
Number of Students Enrolled in Distance-Learning
Courses at Ibmec São Paulo
2003 5,000 4,000 3,000 2,000 1,000 0
317
2004913
20051,412
20064,761
Students Enr olledAnnual Report 2006
Integrated Education Model
One of our priorities in these past two years, particularly last year, has been to integrate these three dimensions, complementing the class program and academic content with activities and initiatives that seek to develop and enhance the other two components: humanistic and professional competencies.
The basic proposal guiding the educational programs of Ibmec São Paulo is for an integrated educational model that stresses not only the academic component, but also a humanistic one comprising culture, citizenship and ethics, and a third component involving the development of professional competencies.
The move to the new campus produced an excellent opportunity to refine our educational model and further integrate these three components. The main initiatives to capitalize on this opportunity are described below.
Development of
competencie
s
Theoretical content
and it
s
application
Valuing of ethic
s
and citizen
s
hip
Academic
Academic
Development
Development
Professional
Professional
Development
Development
Humanistic
Humanistic
Development
Development
New Undergraduate Model
the intuition or critical thinking of students through examples, questions, cases or simulations. Learning centered on the participant means making students responsible, both inside and outside of the classroom, for retaining the knowledge presented by the professor, who should help the class to reach conclusions and form concepts in a group fashion.
The new physical facilities have rooms especially designed for applying the principle of participant-centered learning. These classrooms have an auditorium format and technology to support the professor. Each student receives an identification card with his or her name printed on it already in the first week of classes. The use of the card has become mandatory in all classrooms, and many professors have begun to include a score for participation in their courses. In this new model, issues related to the class
schedule, the students and the professors were addressed, seeking three objectives: to apply the pedagogical model focused on participant-centered learning, to foster greater integration between students of different classes and between students and professors, and to expand the model of complete student dedication. These objectives were addressed as follows:
a) Apply the pedagogical model focused on participant-centered learning
The principle of participant-centered learning seeks to create the conditions to enable students to reach conclusions or form certain concepts on their own. Before presenting a theory or concept, professors should stimulate
Annual Report 2006
b) Foster greater integration between students of different classes and between students and professors
Measures were taken to foster greater integration between classes. Starting in the first semester of the year, students from the first academic periods were allocated into two classes, denominated "A" and "B", in accordance with their academic achievement in the program to which they belong, seeking to equalize them similar in terms of this criteria. Thus, each class began to present, in the initial semesters, a mix of roughly 50 Business Administration students and 25 Economics students, with basically the same average academic performance as measured by their ranking in the entrance examination. For using large classes, with 75 students or more, the new campus has especially designed classrooms with high levels of technology and excellent acoustics, providing excellent infrastructure conditions for both students and professors.
c) Expand the model of complete student dedication
The orientation of Ibmec São Paulo is that undergraduate students remain at the School on a full-time basis. However, in the old campus facilities, this was very hard to implement in practice. With the new campus, all students from the first to sixth academic semesters began to have classes in both the morning and afternoon, bolstering the profile of Ibmec São Paulo of complete dedication. The student is encouraged to remain at the School not only during class time but also during breaks to study, whether individually or as part of a group, taking advantage of monitors and professors' time allocated for assisting students, participating in lectures, seminars, cultural events and other extracurricular activities (such as administrating student organizations and participating in projects of a scientific nature).
1.078 1,063 1,162 1,153 1,718 2,226 2002 2003 2004 2005 2006 364 463 616 694 3,000 2,000 1,000 0 616 Number of applicant s
Business Administration Economics
Number of applicants - Undergraduate entrance examination
10.97 10.59 12.28 6.23 10.10 3.55 4.03 5.57 5.72 6.60 20 15 10 5 0 2002 2003 2004 2005 2006 Applicant s /Opening Ratio
Business Administration Economics
61% 1%
38%
Evolution of Applicants/Opening Ratio
2004
0% 20% 40% 60%2005
2006
Average Business Administration Economics% Retention in the Entrance Examination’s First Acceptance List*
Faculty Degrees – Undergraduate Program 2006
Annual Report 2006
In 2006, Ibmec Cultura, which is charged with the initiatives under the humanistic component of our model of integrated education, reorganized its activities. In conjunction with student organizations, which enjoyed its continued support, Ibmec Cultura held various events in which students, professors and guests participated. The Society Under Debate group sponsored several cinema showings accompanied by comments and lectures on issues on Brazil's current affairs. On the social action front, Ibmec Cultura supported the Social Action Group (GAS) in the development of the "Ibmec São Paulo Challenge" (a competition of social projects executed by students) and in the organization of various social campaigns. Other events that marked 2006 were related to activities seeking the integration of students, such as drama classes, "philosophical cafés" (chats with professionals on philosophy and current affairs) and "solidarity week" (mobilizing student organizations and the School on social issues).
Ibmec Cultura also began to develop institutional events aimed at the entire Ibmec São Paulo community. The first edition of the "Ibmec Cultura Debates on Politics in Brazil" brought together politicians, journalists, sociologists and economists for a broad discussion on media and politics, the current political conjuncture, the role of Brazil's Congress and the culture of politics in Brazil. Some other activities that marked the year were the holding of a panel on diversity, the presentation of films accompanied by debates, monitored visits to art exhibits, the presentation of theater pieces in the school auditorium and the participation of professors and students in the "Global Classroom". This latter activity is an initiative of the World Bank Institute, Wharton School and other institutions of higher education, the objective of which is to debate topics involving business ethics, leadership and corporate social responsibility.
Ibmec Carreira (Careers)
The initiatives of Ibmec Carreiras in the undergraduate program seek the development and improvement of competencies. The exposure of students to issues and projects related to work and the corporate environment seek to foster debate on the real world, and in turn expand the understanding and level of maturity of their professional choices.
Grounded in the model of integrated education, the objective of Ibmec Carreiras is for students, upon completing four years of the program, to have an education that combines extensive theory with essential competencies developed over the course of their experience at the School. With this aim we plan to contribute significantly to students becoming capable of adequately dealing with an extremely wide range of situations once they launch their professional careers.
To this end, eight competencies were selected to be developed by the Business Administration and Economics students during their undergraduate program:
1. Analytical and Decision-Making Capacities
2. Systemic and Dynamic Vision
3. Critical Thinking
4. Leadership and Mobilization of Others
5. Collaboration and Coordination
6. Ability to Present and Communicate
7. Results-Based Orientation
8. Boldness and Initiative
The development of these competencies takes place through a set of actions executed by the faculty, the academic administration and Ibmec Carreiras within the context of a Competency Development Plan, and involves not only
classroom activities but also courses such as Time Management, Effective Communication and Presentations, and Effective Business Writing. Individual orientation is an essential part of the Program, given that it allows for helping students in reflecting on, reaffirming and reviewing their choices in gathering information on the job market and in the development of their careers.
In 2006, the participation of students in the activities of Ibmec Carreiras was very significant, with 755 students participating in at least one training and development activity sponsored by Ibmec Carreiras and 155 students seeking individual orientation. The participation was very highly evaluated, with 96% of participants giving scores of more than 4 (scale from 1 to 5) to the content and quality of the events.
Serving as a bridge between the academic and corporate worlds, Ibmec Carreiras establishes relationships with companies, supporting their respective selection processes. In 2006, with growth of 95% in relation to the previous year, 533 new opportunities in various different companies and market segments were disseminated to students in the Undergraduate Program at Ibmec São Paulo. As a result, more than 250 different companies made use of the services of Ibmec Carreiras to prospect young talent for internship and trainee positions. Furthermore, 277 students participated in the informal sessions entitled "Talking about Careers", which enjoyed the special participation of nine executives representing different segments and areas of activity, and 341 students who participated in two meetings entitled "Special Talk about Careers". The first of these was the "Job Fair", in which senior executives
Annual Report 2006
from Accenture, Itaú, Procter & Gamble, Santander and Whirlpool gave presentations, commenting on the activities of the administrator or the economist in their work. The second was
"Meeting with Entrepreneurs", in which three entrepreneurs participated, one of which was a student who graduated from Ibmec São Paulo, together with two "Endeavor Entrepreneurs".
600 500 400 300 200 273 2005 2006 533 100 0
Evolution of Opportunities Announced
Internships and Trainee Positions
Graduate Programs
Executive Graduate Programs
In 2006, Ibmec São Paulo offered three categories of executive programs: Executive Master of Business Administration (EMBA), Certificates and Master of Laws (LLM).
Three Executive MBA programs are offered: one with a more general focus and two specialized programs, one in the field of Finance, and the other in Healthcare. The average profile of EMBA students is of a professional, from diverse educational backgrounds, roughly nine years of professional experience and four years of managerial experience, and whose objective is preparing himself to hold senior executive positions.
In the case of Certificates, there are also three programs on offer: one aimed at managing businesses, one with a focus on finance, and another focusing on marketing. The average profile of students in Certificate programs, in contrast to EMBA students, is of a professional
with three years of experience in the market, from diverse educational backgrounds, who seeks to get better prepared to start a managerial career.
In the area of Law, three LLM programs are offered: one with a focus on Law in the Financial Market, another on Corporate Law, and the third on Tax Law. The average profile of a LLM student is of a professional in the field of law with approximately four years of professional experience.
Demand
The table below shows, for each of the three categories of executive programs offered by Ibmec São Paulo, the number of applicants that participated in the selection process, the number of applicants accepted (with the percentage accepted out of the total) and the number of students enrolled (with the percentage enrolled out of the total number accepted), including a comparison of 2006 with the previous year.
No. of Applicants
No. of Applicants Accepted Percentage Accepted No. of Students Enrolled Yield (Enrolled/Accepted) 256 466 80% 991 1,182 17% 1,441 1,532 5% 2,688 3,180 17% 84 188 121% 492 657 25% 568 577 9% 1,144 1,422 24% 33% 40% - 50% 56% - 39% 38% - 43% 45% - 72 157 118% 410 532 30% 458 477 4% 940 1,166 24% 86% 84% - 83% 81% - 81% 77% - 82% 82% -2005 2006
LLM Certificates EMBA Total
Variation % 2005 2006 Variation % 2005 2006 Variation % 2005 2006 Variation %
Annual Report 2006
Highlights of 2006
• The demand for executive graduate programs grew 17% in terms of the number of candidates and 24% in the number of students enrolled. The sharpest growth was in the LLM and Certificates programs.
• Ibmec São Paulo, in partnership with five other business schools in Brazil, with the support of the Instituto Empreender Endeavor and under the coordination of HBS - Harvard Business School, re-offered the program Building Ventures in Latin America (BVLA) in July 2006. The program, this time administered by professors from HBS and from five Brazilian schools, one of which was Ibmec São Paulo, prioritized the issues of business development and entrepreneurship during one week of immersion. More than 80 participants from small, medium and large-sized companies attended the course.
• A new satisfaction survey conducted in September of our students in the executive programs involving 20% of the total showed a significant increase in the general average in relation to 2005 in various aspects surveyed for the EMBA and the Certificates programs, with no change for the LLM program. In this latest survey, 95% of EMBA students and 97% of Certificate students would recommend the program, up from the levels registered in 2005. Although partial, all of these indicators attest to the continued improvement in the quality of the programs.
Activities of Ibmec Carreiras
The objective of Ibmec Carreiras is to orient students to help them move closer towards their professional goals. In line with this objective, Ibmec Carreiras created a Career Development Program
for students in the Executive MBA and Executive MBA in Finance programs. This optional program draws on a set of both live and distance activities, and is structured to include group work sessions and individual orientation sessions. The sessions are conducted by specialists in career and competency development and cover aspects such as the responsibilities, consequences, advantages and disadvantages of the choices made over the course of a person's career.
In 2006, a total of 358 students participated in workshops, and 97% of these gave maximum scores (9 and 10) in the reaction survey after the work sessions. Over the course of the year, 160 students from the EMBA, Certificates and LLM programs requested individual orientation to expand their reflections on their careers. This effort, headed by Ibmec Carreiras and characterized by a differentiated approach in supporting the career development of executive students, was presented at the 2006 Annual Conference of the Executive MBA Council, held in October in the city of Baltimore, United States in which the leading international business schools that offer Executive MBA programs participated.
For 2007, we have several actions planned to support the professional development of the Ibmec São Paulo student community, including the Career Development Program for Certificate students. This career orientation effort initiated in 2006 comprises three meetings in a workshop format that are supported by individual orientation, in which we work on the four dimensions drafted by Unesco: learning to know, learning to do, learning to live together and learning to be, as a metaphor for the development of competencies, which are so important for both personal and professional growth.
Career Development Plan Focus on personal
development and/or professional career
the program in less than two years. The dissertations covered various topics, such as the pricing of energy assets, market risk, credit risk, cooperative finance, macroeconometrics, currency exchange rates, asset allocation and analysis of fund performance.
Professional Masters in Economics
Launched in 2004, the demand for this stricto sensu graduate program continues to grow, as shown in the following chart. Note that all of the students from the first class of the masters program completed their dissertations in 2006 within the deadlines established in the program, with one student from the second class finishing
Individual Assistance / Coaching Workshop 1 Career Management Workshop 2 Self-Knowledge Workshop 3 Development Plan
250
200
150
100
50
0
28 24 20 112 234 209 93 85 104 50 50 50 2004Applicants Admitted Enrolled
2005 2006 2007
Masters Programs Trajectory of No. of Applicants,
Admissions and Enrollments by admission process
Annual Report 2006
In 2006, Ibmec Carreiras supported the Director of the Professional Masters in Economics program in the creation of a structured process of admission interviews of new students. This consisted of the establishment of a set of criteria and characteristics essential to admission, as
Executive Education - Open Enrollment Programs
In 2006, Ibmec São Paulo offered six medium-duration Executive Education programs. Of these, four were in the field of management: Management of Teams and Individuals, Supply Chain Management, Personal Asset Management and Strategy Management with Balanced Scorecard; and two in the area of Ibmec Law: Legal Risks in the Use of Information Technology, and European Union – Legal and Economic Aspects of Integration. This latter program was part of the Jean Monnet Project, which is the
agreement signed between Ibmec São Paulo and the European Community. The first module, with a duration of 30 hours, was sponsored by Valor Econômico, FIESP – Federation of Manufacturing Companies in São Paulo State, Perdigão and Rede de Hotéis Accor.
Due to the sharp growth in the area of executive education in open enrollment programs, shown in the following table, new programs will be launched in 2007.
No. of Total Applicants 203 695 242%
No. of Applicants Accepted 110 369 235%
Percentage Accepted 54% 53%
-No. of Students Enrolled 99 280 183%
Yield (Enrolled/Accepted) 90% 76%
-2005
Executive Education - Open Enrollment
2006 Variation %
well as the preparation of the members of the admission committee for the holding of competency interviews. This initiative sought to standardize the candidate-selection process, and ensure the proper alignment and quality of the evaluation.
Awards and Recognition
In 2006, important awards were bestowed upon several members of our community, as described below:
• The Haralambos Simeonidis Award, administrated by ANPEC – National Association of Centers for Graduate Studies in Economics, which seeks to foster reflection and research on Economics in Brazil, presented each year to the best works in the categories of papers, books and doctorate dissertations. In 2006, the award was presented to Full Professor Naercio Menezes Filho, for the work “Trade liberalization and the evolution of skill earning differentials in Brazil”, in conjunction with two coauthors.
• Professor Gazi Islam received the award for best paper from the Critical Studies division of the Academy of Management, on the occasion of its annual meeting, for the work "The Sweetest Dreams that Labor Knows: Robert Frost and the Poetics of Work", in conjunction with his coauthor.
• Full Professor Pedro Valls, in conjunction with his thesis student Cícero Augusto Vieira Neto, received HonorableMention from the periodical Revista Brasileira de Finanças, for the work “Modeling the term structure of interest: dynamic and evaluation of derivative contracts”.
• Paulo Eduardo Mateus, who earned a bachelor's degree in Economics in 2005, received the Corecon-SP Award of Excellence in Economics. The award, which is presented annually by the Regional Economics Council – São Paulo, seeks to recognize the authors of the
three best dissertations of undergraduate programs in Economics. The recipient of the award competed with the dissertation “The Mechanism of Monetary Transmission in Brazil: An SVAR Model with Inflationary Expectations", oriented by professor Ana Beatriz Galvão.
• Our new campuswas awarded the 3rd Grand Prix of Corporate Architecture, one of the principle awards in the field in Latin America, which seeks to recognize the best projects in corporate architecture and their authors, investors and administrators. The award was given to the Ibmec São Paulo School and to the architectural firm Athié Wohnrath Associados.
• In 2006, the Distance Learning area of Ibmec São Paulo won the title of Outstanding Business Model, conferred by the commission of the e-Learning Brasil Award, for using technological resources for promoting continuous learning.
Annual Report 2006
Dissemination of Knowledge
An integral part of our mission is to contribute to generating and disseminating knowledge in the fields in which we work. This is performed in several ways, as described below.
Academic Research
The production and dissemination of knowledge in our fields of activity are an important part of our mission. To achieve this we have a growing body of full-time professors with research responsibilities. In 2006, three new professors were hired for this team, increasing to our faculty so defined to 21.
As the following charts show, there was an increase in the total number of points alloted according to the classification for academic research of the Ministry of Education (CAPES), and also a slight increase in the number of points per researcher. Fluctuations in points per researcher are normal given the considerable time lag that may exist between the conclusion of an academic work and its publication. The number of publications in international periodicals also rose,
which is positive, since international journals have higher rates of rejection of papers and longer maturation periods.
A list of the academic production in 2006 can be found at the end of this report.
Total CAPES Points*
413 540 673 0 100 200 300 400 500 600 700 2004 2005 2006
CAPES Points per Researcher*
Research Production – Ibmec São Paulo
* Points adjusted in accordance with the redefinition of criteria 29.5 31.8 32.0 0 8 16 24 32
2004
2005
2006
10 10 16 12 17 10 2 2 0 4 5 6 0 2 4 6 8 10 12 14 16 182004
2005
2006
international papers Brazilian papers books chaptersAnnual Report 2006
Faculty – Undergraduate Program
Full Professors
Antonio Zoratto Sanvicente
Full Professor
Ph.D., Business Administration – Stanford University
Finance
Eduardo Giannetti da Fonseca
Full Professor
Ph.D., Economics – University of Cambridge Economic Thought. Philosophy
Naercio Aquino Menezes Filho
Full Professor / Coordinator of Research Ph.D., Economics – University of London Human Capital. Labor Market
Pedro Valls
Full Professor / Professional Masters Degree Program in Economics Director
Ph.D., Economics (Statistics) – London School of Economics
Econometrics. Finance
Associate Professors
Mauricio Soares Bugarin
Associate Professor / Undergraduate Program in Economics Director
Ph.D., Economics – University of Illinois Game Theory
Sérgio Giovanetti Lazzarini
Associate Professor / Academic Dean
Ph.D., Business Administration – Washington University, St. Louis
Strategy. Organization of Companies
Assistant Professors
Andrea Maria Accioly Fonseca Minardi
Assistant Professor
Doctor, Business Administration – EAESP-FGV/SP
Finance
Carlos Alberto Furtado de Melo
Assistant Professor
Doctor, Political Science – PUC/SP Brazilian Culture. Brazilian Politics
Danny Pimentel Claro
Assistant Professor
Ph.D., Business Administration – Wageningen University
Marketing
Eduardo Andrade
Assistant Professor
Ph.D., Economics – University of Chicago Macroeconomics. Economic Growth
Eurilton Alves Araújo Júnior
Assistant Professor
Ph.D., Economics – Northwestern University Macroeconomics. Econometrics
Full-Time Research Faculty
Fábio Augusto Reis Gomes
Assistant Professor
Doctor in Economics – EPGE-FGV/RJ Consumption theory. Applied Econometrics. Time Series
Fabio Ribas Chaddad
Assistant Professor / Undergraduate Program in Business Administration Director
Ph.D., Agricultural Economics – University of Missouri
Strategy. Agribusiness
Gazi Islam
Assistant Professor
Ph.D., Business Administration – Tulane University
Organizational Behavior. Leadership. Organizational Culture
Henrique Machado Barros
Assistant Professor
Ph.D., Business Administration – Warwick Business School
Innovation
José Luiz Rossi Júnior
Assistant Professor
Ph.D., Economics – Yale University
International Economics. International Finance
Marcelo Leite de Moura e Silva
Assistant Professor
Ph.D., Economics – University of Chicago Macroeconomics. Finance
Paulo Barelli (joint appointment - University of Rochester)
Assistant Professor
Ph.D., Economics – Columbia University Game Theory
Regina Carla Madalozzo
Assistant Professor
Ph.D., Economics – University of Illinois Labor Market. Microeconometrics
Ricardo Dias de Oliveira Brito
Assistant Professor
Doctor in Economics – EPGE-FGV/RJ Finance. Monetary Economics
Rinaldo Artes
Assistant Professor Doctor in Statistics – USP Statistics
Rodrigo Menon Simões Moita
Assistant Professor
Ph.D., Economics – University of Illinois Industrial Organization 11 12 15 18 21 0 5 10 15 20 25 2002 2003 2004 2005 2006
Annual Report 2006
Adriana Bruscato Aloísio Bueno Buoro Amyris Fernandez Ana Carla Abrão Costa
Ana Maria Roux V. Coelho César André Luís de Castro Moura Duarte Arthur Carbonare de Avila
Artur Rothstein Barreto Parente Claudia Maria Costin
Daniel Keller de Almeida David Kallás
Edilene Santana Santos Eduardo Correia de Souza Fabio Orfali
Fernando Barreira Sotelino Heleno Piazentini Vieira
Humberto Francisco Silva Spolador Irineu Gustavo Nogueira Gianesi Jaqueline Giordano
João Luiz Mascolo
José Carlos Tiomatsu Oyadomari Juan Pedro Jensen Perdomo Lars Meyer Sanches
Leonardo Pagano
Leonidas Sandoval Junior Luciana Yeung
Marcio Poletti Laurini
Marco Antonio Leonel Caetano Marcos Hashimoto
Marcus Vinicius L. Ramos Gonçalves Maria Cecília Leonel Gomes dos Reis Patrícia da Cunha Tavares
Paulo Beltrão Fraletti Pedro Carvalho de Mello Priscila Borin de Oliveira Claro Ricardo Humberto Rocha da Silva Ricardo José de Almeida
Roberta Muramatsu Roberto Anis Calfat Robinson Guitarrari
Robson Ribeiro Gonçalves Rogério Monteiro
Sergio Ricardo Martins
Tadeu Aparecido Pereira da Ponte Vivian Iara Strehlau
Wilson Toshiro Nakamura
