Download - Key challenges and opportunities: business schools and higher education

Key Challenges and Opportunities:Business Schools and Higher Education

Andreas KaplanDean for Academic Affairs

2016

ESCP Europe Business SchoolSorbonne Arts et Métiers University

[email protected]

• Overview of ESCP Europe

• Key challenges and opportunities for business schools

• Special focus on online / digital distance learning and education

Agenda

2Andreas Kaplan – Dean for Academic Affairs

Overview of ESCP Europe

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About ESCP Europe, the World‘s First Business School (est. 1819)

• 6 ESCP Europe campuses in Berlin, London, Madrid, Paris, Turin, and Warsaw• Cross-campus programmes with coordinated curricula• Over 100 academic alliances in Europe and the World• Triple accredited: EQUIS, AMBA, AACSB• 5,000 students in degree programmes representing 100 different nationalities • 5,000 high-level participants in customized trainings and executive education• More than 130 research-active professors representing over 20 nationalities • 45,000 active alumni in over 150 countries in the world

Andreas Kaplan – Dean for Academic Affairs

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European cross-border multi-campus business school – the concept

ESCP Europe

European cross-bordermulti-campus

business school

In contrast to campuses outside of

Europe, close distance allows for efficiently

working together across campuses

on all levels

In contrast to partnerships with other business schools, own campuses allow for better coordination and control of academic excellence

• Complete integration of 6 campuses with adaptations for local contexts:One school with six doors

• Relative closeness permits working in cross-campus teams while on top experiencing different cultures, learning language, etc.


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Brand storytelling is vital:Europe appears difficult to grasp

What’s the advantage of studying at a

European business school?

Focus on humanistic values, understanding of cultures, tradition, more transversal approach, …

Europe embraces a maximum cultural diversity

at minimal geographical distance

ESCP Europe is/educates experts in European, cross-cultural management in Europe and beyond

????


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Defining European Management, notion behind the concept

Kaplan, Andreas M. (2014) European management and European business schools:Insights from the history of business schools, European Management Journal, 32(4), 529-534.

Societal management takes into account society’s overall welfare in addition to mere profitability considerations

European management is a

cross-cultural, societal management approach

based on interdisciplinary principles

Interdisciplinarity creates s.th. new by crossing boundaries and combining the knowledge encompassed in different domains

Cross-cultural management aims to understand how culture affects management practice, to identify cross-cultural similarities

and differences in management practices


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ESCP Europe‘s strategy:“Cultures for Business” - #C4B


Key challenges and opportunities of business schools

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Key challenges:The 3 E‘s for Education

Core challenge 1:

Enhance HE institutions’ prestige and market share in a consolidating global educational market.

Core challenge 2:

Embrace a deeper entrepreneurial mindset, with corresponding modus operandi and decision‐making approaches.

Core challenge 3:

Expand links, interactions, and value co‐creation with key stakeholders.


Pucciarelli F., Andreas Kaplan (2016) Competition and Strategy in Higher Education: Managing Complexity and Uncertainty, Business Horizons, 59(3), 311‐320.

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Strengths• Essential source for a society‘s talent and innovativeness

‐ Institutionalized public service with a societal mission‐ Important provider of knowledge and innovation

•National driver and global ambassadors‐ HE as domestic resource, engine of growth and

economic recovery‐ International expansion and global knowledge

dissemination



Decrypting higher education:A SWOT analysis

Weaknesses• Substantial delay in entrance of business practices

‐ Tradition of being a public service financed and protected by the State

‐ Partial resistance of influential faculty• Low responsiveness to changes in corporate world

‐ Little adaptation of programs and curricula to recruiters‘ needs and job expectations

‐ Myopic publish‐or‐perish research strategies leading to purely academic publications without consideration of other stakeholders

Opportunities• Fast‐evolving HE environment through ICT

‐ Development of new markets, potential productivity gains, and branding possibilities

‐ Advancement of both general knowledge and network society

• Rapid transformation encouraged by socio‐demographics

‐ Millennials seeking augmented educational experience‐ Growing and changing student population

Threats• Continuous decrease in public funding

‐ Necessity for external fundraising and increased self‐financing

‐ Need for marketization of HE, potentially lowering academic standards and quality

• Increasingly competitive environment‐ Domestic deregulation leading to new market entrants‐ Gobalization broadening competition to an

international scale

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1. Enhance prestige and market share


Core challenge 1:

Enhance HE institutions’ prestige and market share in a consolidating global educational market.

• Guarantee resources for sustaining growth• Additional performance metrics to measure universities’ excellence, and ultimately

enable them to access resources for future development; Market will assess whichuniversities deserve to be part of the top leagues and rankings

• More advanced stage of private fundraising, leveraging university reputation tobecome preferred partner of choice of key stakeholders (notably alumni, but alsostudents, professors, corporations, etc.) and new forms of collaboration between theuniversity and the rest of the world


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1. Enhance prestige and market share


ALUMNI ARE KEY

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2. Embrace entrepreneurship & innovation


Core challenge 2:

Embrace a deeper entrepreneurial mindset, with corresponding modus operandi and decision‐making approaches.

• Entrepreneurial leadership at all levels of HE institutions• Defined and formalized mission and strategy able to guide an entrepreneurial

approach at all levels of HE’s institution• Pivotal role of academic‐managers in contributing to HE institutions’ quality and

reputation and participating actively in management and decision making• Increased autonomy and accountability permit more control over resources and

freedom to choose investment strategies. Management of HE has to encompass morecomplex and urgent business decisions (e.g., the ICT infrastructure)


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2. Embrace entrepreneurship & innovation


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3. Expand links and value co-creation


Core challenge 3:

Expand links, interactions, and value co‐creation with key stakeholders.

• Increased connections, interactions, and value co‐creation with a larger set of keystakeholders

• Learn to navigate the new technology‐oriented and multimedia environment, with HEinstitutions supporting academics as they acquire necessary skills

• Deeper integration of Web 2.0 and networking in research• New design of learning processes and infrastructures, aiming at co‐learning through

highly interactive and responsive pedagogies• Dialogue and participative communication, leveraging new media (and in particular

Web 2.0 and social media) to address HE’s different audiences with customizedmessages


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3. Expand links and value co-creation


ALUMNI ARE KEY AGAIN

Special focus on distance learning and education

Classifying online distance learning:Time dependency & Number of particpants


Classification of online distance learning applications according to two dimensions: the

number of participants (unlimited/limited) and the degree of time dependency

(asynchronous/synchronous)

Number of participants

Unlimited Limited

Time dependency

AsynchronousMOOC

(Massive OpenOnline Course)

SPOC (Small Private

Online Course)

SynchronousSMOC

(Synchronous Massive Online Course)

SSOC (Synchronous Private

Online Course)

Kaplan Andreas, Haenlein Michael (2016) Higher Education and the Digital Revolution: About MOOCs, SPOCs, Social Media and the Cookie Monster, Business Horizons, 59(4), 441-450.

Defining MOOCs, SPOCS, SMOCs, & SSOCs:Four groups of online distance education



• MOOC (Massive Open Online Course): Open‐access online course (i.e., without specificparticipation restrictions) that allows for unlimited (massive) participation.

• SPOC (Small Private Online Course): Online course that only offers a limited number ofplaces and therefore requires some form of formal enrollment.

• SMOC (Synchronous Massive Online Course): Open‐access online course that allowsfor unlimited participation but requires students to be ‘present’ at the same time(synchronously).

• SSOC (Synchronous Private Online Course): Online course that only offers a limitednumber of places and requires students to be ‘present’ at the same time(synchronously).

• Distance education: Providing education to students who are separated by distanceand in which the pedagogical material is planned and prepared by educationalinstitutions.

Describing xMOOCs vs. cMOOCs:Passive learners vs. Active contributors


• xMOOCs: MOOCs based on traditional lecture formats (inspired by HarvardUniversity, which used the prefix ‘x’ to indicate (offline) courses in the university’scourse catalogue for which online versions were available).

• cMOOCs: MOOCs where social media applications constitute a central part. Socialmedia allow students to create pedagogical materials (via blog entries, tweets,podcasts, and the like) that can subsequently be commented on and furtherenhanced by other participants.


xMOOC cMOOC

Professor Instructor, who designs a standardized course for everyone

Facilitator, who animates an individual learning process

Participants Passive learners Active contributors

Pedagogy Predetermined content, based on a formal curriculum, using lecture style and evaluation

Collaboratively developed content without a formal curriculum, in seminar style without evaluations

Pattern Structured with regular sessionsover a fixed time period Unstructured based on continuous learning

Platform Centralization of content in one place Decentralization of content across network

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MOOCs & further types of distance learning most likely not to replace physical presence

To sell a concept where location and differences in local contexts

additionally is of academic importance might be highly

valued in the future

“Within 50 years there will be only 10 institutions of higher learning

left in the world”

Sebastian Thrun – Cofounder Udacity

But:• Physical presence might be necessary to go

the extra mile• Networking often best happens after class

and not during• Life skills than only knowledge + know‐how


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MOOCs will make it essential for business schools to be an expert in a specific area

To be an expert in a certain field will become more and more important in the future of MOOCs.

• Universities and schools will produce MOOCs where they have a real legitimacy• Students world‐wide will choose the expert‘s MOOC to learn in a specific field• A single business school hardly can be expert in everything• Local / regional players will arise (languages & different teaching approaches)

Examples:• ESCP Europe ‐> European / cross‐cultural manager• Harvard University ‐> Lawyers• Wharton School ‐> Investment bankers



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A final video about ESCP Europe:European Identity, Global Perspective

Andreas M. Kaplan – Dean for Academic Affairs

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Further readings...

Andreas M. Kaplan – Dean for Academic Affairs

• Kaplan Andreas (2017) Academia Goes Social Media, MOOC, SPOC, SMOC, and SSOC:The Digital Transformation of Higher Education Institutions and Universities, inBikramjit Rishi and Subir Bandyopadhyay (eds.), Contemporary Issues in Social MediaMarketing, Routledge.

• Kaplan Andreas, Haenlein Michael (2016) Higher Education and the Digital Revolution:About MOOCs, SPOCs, Social Media and the Cookie Monster, Business Horizons,59(4), 441‐450.

• Pucciarelli Francesca, Kaplan Andreas (2016) Competition and Strategy in HigherEducation: Managing Complexity and Uncertainty, Business Horizons, 59(3), 311‐320.

• Kaplan Andreas (2015) European business and management (Vol. I ‐ IV) – Four‐volumereference work, Sage Publications Ltd., London.

• Kaplan Andreas (2014) European Management and European Business Schools:Insights from the History of Business Schools, European Management Journal, 32(4),529‐534.

• Kaplan Andreas (2014) Social Media and Viral Marketing at ESCP Europe, the World'sFirst Business School (est. 1819), European Case Clearing House, Case 514‐058‐1.

• Kaplan Andreas (2009) Virtual worlds and business schools: The case of INSEAD, inWankel C., Kingsley J., Higher education in virtual worlds: Teaching and learning insecond life, Emerald Group Publishing, 83‐100.

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