All business is local John Quelch and Katherine Jocz

3. All business is localJohn Quelch and Katherine Jocz • “Some praise globalization, while others point to cultural divergences...One thing is certain: competing trends are pulling multinational firms in all directions at once. The right answer is that there is no answer... accepting this premise means accepting that place still matters, that the local is still as significant as the global and vice versa”. • EFMD Newlsetter issue 7 January 2012

4. Business schools are reactive, creative, complex and fragile organizations. They defend essential values in a challenging and changing environment

5. Complex and fragile • Complex • Broad missions • So many actors • So many interactions • At so many levels • Fragile • They are fragile because of this complexity • They are intermediaries between two markets • They are under financed • They invest in the long term with short term revenues

6. Reactive and creative • Reactive • To instant messages from their two markets • They have many natural sensors • They can change fast • Creative • They thrive on intellectual freedom • They can renew contents and formats • They can invent new ways of doing things

7. A key mission and essential values • A key mission • Preparing tomorrow • By providing the right added value • To a crucial dimension : the human factor • With essential values • Responsibility towards students • Responsibility towards corporate world • Responsibility towards society

8. A competitive and challenging environment • Competitive • Schools operate on a free market • Different systems compete • An international market is emerging • Challenging • More and more is expected from schools • What is expected is not always clear • Tomorrow is largely unpredictable

9. F1 piloting You need a robust system

10. Rope dancing ! • You need fine balance

11. Defending values ! You need a clear sense of mission

12. Reading the future ! You need to prepare for the uncertain

13. Help !

14. Global Focus volume 5 issue 3 • “Management education has to regain diversity in thinking and acting: today it too often produces lemming-like role-holders instead of individual personalities” • Thomas Sattelberger Chief HR Officer Deutsche Telekom

15. EFMD Community news • “ My school, ESADE, is dealing with the delicate situation of sliding 12 places in this year’s Financial Times ranking to number 33. Most of the inputs have held steady, explained school administrators, but recently more MBAs have taken jobs in industry, rather than consulting, which has lowered the average graduate salary. The Financial Times rank is highly sensitive to salary, hence the drop. ..The instinct is to treat rankings as what they are—spreadsheets that shoehorn very different schools into a common measuring standard ”

16. How can an accreditation help ? Need for a robust system Learning outcomes Need for fine balance Quality assurance Need for a clear vision Benchmarking Need for anticipation Networking

17. How can an accreditation help ? Need for a robust system Learning outcomes Need for fine balance Quality assurance Need for a clear vision Benchmarking Need for anticipation Networking

18. A Scandinavian school(an MBA programme) Strengths Weaknesses Fragmentation of programme Little faculty ownership High grade faculty Research- led programme PROGRAMME ILOS Opportunities Threats New international faculty Strong competition TSE 9 December 2011

19. How can an accreditation help ? Need for a robust system Learning outcomes Need for fine balance Quality assurance Need for a clear vision Benchmarking Need for anticipation Networking

20. A French school Strengths Weaknesses Close to corporate needs Good ILO structure Core faculty on the small side Insufficient academic intensity QUALITY SYSTEM Opportunities Threats Feeble national network Competition on the French scene Booming recruitment TSE 9 December 2011

21. How can an accreditation help ? Need for a robust system Learning outcomes Need for fine balance Quality assurance Need for a clear vision Benchmarking Need for anticipation Networking

22. A Chinese school Strengths Weaknesses Well qualified faculty Excellent hard working students POSITIVE BENCHMARK Small international network Limited international core faculty 100% national student body Opportunities Threats Increased interest for international careers in China Competition TSE 9 December 2011

23. How can an accreditation help ? Need for a robust system Learning outcomes Need for fine balance Quality assurance Need for a clear vision Benchmarking Need for anticipation Networking

24. An American school Strengths Weaknesses A truly international programme Weak international network NETWORKING OPPORTUNITIES Opportunities Threats Need for global managers Emphasis on lifelong learning Shrinking pool of applicants owing to economic conditions TSE 9 December 2011

25. How can an accreditation help ? Need for a robust system Learning outcomes Need for fine balance Quality assurance Need for a clear vision Benchmarking Need for anticipation Networking

26. The three dimensions of accreditations • Depth • Relates to the level of the requirements • Breadth • Relates to the perimeter of the accreditation • Focus • Relates to the specific approach of the accreditation procedure

27. Accreditation approaches • Organic approach • Input driven • Finalistic approach • Output driven • Systemic approach • Process driven 27

28. Organic approach Input driven Focus on key production factors Use of ratios Example : AACSB 28

29. Finalistic approach • Output driven • Focus on production quality • Use of Value chain • Example : EPAS / AMBA 29

30. Systemic approach Process driven Focus on interaction Use of strategic tools Example : EQUIS 30

31. Criteria for choice • Depth • Compatibility with the school’s performance • Breadth • Compatibility with the school’s strategy • Focus • Compatibility with the school’s needs