Archive for October, 2012

What does business want from business schools?

October 23, 2012

Sir Richard Lambert, Chancellor of Warwick University, suggests four key issues – released in EFMD’s GlobalFocus:

The answer is: “exactly what it has always wanted” – great graduates and relevant ideas. But the qualities required of those graduates and the nature of the ideas that are of most interest to business are both changing radically.

The world is undergoing a profound transformation in economic, political and social terms – on a scale and at a pace never seen before. As a result, tomorrow’s business leaders are going to need a new set of skills to handle these challenges.

1) Embracing diversity – The first, and in some ways the most important, is the ability to manage diversity.

2) Dealing with uncertaintyThe second great quality required of tomorrow’s business leaders is the capacity to deal with uncertainty.

3)The role of governmentThe third important quality that will be required of tomorrow’s business leaders is a proper understanding of the role and workings of government.

4)The purpose of business – And so finally to the fourth quality, which is a developed understanding of the role, responsibilities and purposes of business itself.


Povl Tiedemann

October 2012


Executive MBA rankings 2012 by FT – The Financial Times

October 21, 2012

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Povl Tiedemann

October 2012

Internationalisation agendas in the university world

October 15, 2012

Five years of changing internationalisation agendas
By Hans de Wit and Elspeth Jones* – extracts from University World News release

In essence, internationalisation efforts in higher education need to be focused on moving away from input and output to more of a process and outcome approach to internationalisation, ensuring that students and faculty are prepared and competent for an increasingly global and interconnected society.

In our view for this process of globalisation of internationalisation to be effective, ethical, responsible and sustainable, the following priorities are essential:

  • Learn from other, non-Western national and cultural contexts, not only through collaborations and transnational programmes but also through perspectives on internationalisation itself.
  • Ensure that no single approach or paradigm dominates the discourse, but take into account the nature of internationalisation as a comprehensive process.
  • See internationalisation not as a goal in itself, but as a contribution to the quality of students’ education and research.
  • Be more explicit about institutional and individual motivations so that internationalisation objectives and outcomes are clear and measurable.
  • Pay more attention to faculty and student perspectives.
  • Understand better the impact of international and intercultural learning outcomes on student employability, taking into account the perspectives of employers.
  • Continue research on the benefits of internationalisation and the impact on students, faculty and administrators.
  • Better understand the link between internationalisation and multiculturalism.


*: Hans de Wit is director of the Centre for Higher Education Internationalisation at the Università Cattolica del Sacro Cuore in Milan, and professor of internationalisation at Amsterdam University of Applied Sciences. Elspeth Jones is emerita professor of the internationalisation of higher education at Leeds Metropolitan University.

Povl Tiedemann

October 2012


IMD – World Competitiveness Criterion of the Month

October 14, 2012

By Stephane Garelli, Professor, Director, IMD’s World Competitiveness Center

A country is also a brand – and the image abroad may discourage or encourage business development.


Povl Tiedemann

October 2012

EFMD – ThinkYoung Joint Response to the Commission Entrepreneurship 2020 Action Plan

October 13, 2012

In September 2012, EFMD and ThinkYoung jointly responded to the consultation on the Entrepreneurship 2020 Action Plan launched by the European Commission’s Directorate-General Enterprise and Industry.

Both organisations welcome the current entrepreneurial policy developments and most of the measures proposed in the Action Plan. In particular proposals related to creating a European platform to share best practices and develop common models of entrepreneurship, as well as to embed entrepreneurial behaviours, skills and mind-sets into national/regional curricula at all levels of education

Among four recommendations proposed, the following addresses academic preparations:

To introduce academic courses from middle school preparing future entrepreneurs to understand that failure is part of success.

Both ThinkYoung and EFMD agree with points in the Small Business Act (SBA) and measures included in the proposed Action Plan regarding legislative and financial reforms.

Nevertheless, in addition to reforms in these two fields (in which the Commission is already highly engaged), it is equally important to eliminate the stigma derived from business failures of entrepreneurs.

This kind of cultural change can be initiated and cultivated via offering educational courses also from the stage of middle school, with the purpose of preparing future entrepreneurs to understand that failure is part of success.


Povl Tiedemann

October 2012

OECD findings: Proportion of migrants with degrees on the rise

October 11, 2012

By Yojana Sharma, University World News

As international migration has risen in recent decades, the proportion of migrants with university degrees has also increased – with the most recent migrants to developed countries likely to be the best educated – according to just-released statistics from the OECD.

One third of immigrants who arrived less than five years ago in OECD countries, or some 5.2 million people, are tertiary educated. This has enormous human capital implications for both sending and destination countries.

“On average, the proportion of higher education graduates is greater among recent immigrants than for the native-born populations of the OECD countries (24%) or for longer standing immigrant communities (27%),” according to an OECD report presented at a conference held on 5 October in Paris, on identifying and better using migrants’ skills.


Povl Tiedemann

October 2012

Chinese education development: Low quality, social Darwinism drive study-abroad fever

October 9, 2012

By Qiang Zha, associate professor in the faculty of education at York University in Canada.

Extracts from University World News release

With respect to Chinese higher education, two phenomena have been widely discussed recently.

One is that the age of Chinese students who choose to study abroad is becoming younger.

Most Chinese students went abroad to study in graduate programmes in the 1980s, then in undergraduate programmes from the late 1990s, but now a rising proportion of study-abroad students are in high schools.

It is estimated that high-school students now account for half or even more of Chinese students who choose to study abroad. Understandably, these high-school students make this choice so that their access and transition to Western universities will be easier and smoother.

The other notable phenomenon is the growing call to improve and assure the quality of higher education in China, evident in the emphasis laid in such milestone policy documents as the National Outline for Medium and Long Term Educational Reform and Development (2010-2020)


Povl Tiedemann

October 2012

University rankings 2012-13 by Times Higher Education

October 7, 2012

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Povl Tiedemann

October 2012

China’s Africa Policy: A Matter of Development

October 4, 2012

By Jonathan Story* – INSEAD Knowledge

In 2009, China overtook the U.S. as Africa’s prime trade partner. It happened because China substituted the export of revolution for development at home. Maodied with few friends. Now China has many.

China is over 15 percent of the world’s GDP, the world’s prime exporter, with a foreign exchange hoard of more than US$3 trillion, and an insatiable appetite for food, minerals and energy to fuel its industrial machine.

But China is a latecomer to outward investment: by 2011, its outward reach represented below one percent of total global stock of outward investment, compared to Europe’s 50 percent.


*: Jonathan Story is Emeritus Professor of International Political Economy at INSEAD.

Povl Tiedemann

October 2012

European Commission – Bring teaching in from the cold

October 1, 2012

By Androulla Vassiliou and Mary McAleese*
Extracts from University World News:

Teaching has been playing second fiddle to research for too long in Europe’s universities. It is time to improve teaching quality and promote its importance to economic and societal progress.

“…relatively few countries invest systematically in efforts to improve the quality of university teaching. Instead, university excellence is mostly conceived of in terms of research performance, as confirmed by the growing influence of current university rankings, based in the main only on research output.

Another model is possible and should be promoted. Excellence in university cannot – and should not – be associated only with excellence in research. Universities fulfil many other, equally important missions in our societies and economies.

High level group on modernisation

With the European Commission’s launch of the High Level Group on the Modernisation of Higher Education, we are taking the first steps to change this situation and shift the focus towards teaching.

The quality of teaching in higher education institutions is key to unlocking the full potential of students and creating a healthy economy and society. High calibre teachers, and the institutions and systems that support them, clearly impact on these challenges.

The launch of the group is part of a broader strategy to modernise higher education and carry out a comprehensive review of higher education…”



Androulla Vassiliou is European commissioner for education, culture, multilingualism and youth.

Mary McAleese is former president of Ireland and chair of the High Level Group for the Modernisation of Higher Education.

Povl Tiedemann

October 2012