Contact Us   |   Sign In   |   Join Now
Global Business School Network Blog
Blog Home All Blogs
Perspectives, news, reviews and information on the intersection of management education and development from the GBSN staff and community.

 

Search all posts for:   

 

Top tags: Business Education  Management Education  Entrepreneurship  Case Method  case studies  Africa  conference  MBA  developing world  GBSN  Business Schools  MBAs  Association of African Business Schools  emerging markets  Sustainability  technology  entrepreneurs  GMAC  internship  social entrepreneurship  CSR  experiential learning  Higher Education  Impact  Innovation  MOOC  MOOCs  research  webinar  agribusiness 

The GBSN Network Grows to 74 Members in 36 Countries

Posted By Nina Ferguson, Tuesday, September 27, 2016

GBSN is proud to announce the acceptance of three new schools to the network. The National University of Management, the TUM School of Management, and the American University of Nigeria join our network of  of over 70 top rated business schools that spans 35 countries.

GBSN fosters cross-border networking, knowledge sharing and collaboration both within our network membership and with the broader business education and development communities. The 74 member schools that lead in their respective markets have signed on to join GBSN’s mission to improve access to quality, locally relevant management education. This dynamic network catalyzes new ideas, cultivates partnerships and disseminates knowledge around the globe.

The National University of Management (NUM) is one of the leading public universities in Cambodia. NUM is committed to the importance of quality-based education and research that will facilitate Cambodia’s transition to a knowledge-based society. NUM is firmly dedicated to the development of competent and socially responsible students who have the intellectual knowledge, skills, and ethics to contribute to Cambodia’s economic development.

NUM’s vision statement is “Excellence in Academics.” A vision representing the strong commitment to the importance of value based education and research. Cambodia is committed to being a part of a dynamic regional and global competitive market with a challenge to ensure graduated students have the right qualifications to help grow the country’s private and public sectors.

 “I believe that GBSN can help us to meet our goals by bringing worldwide visibility, international exposure, and proven collaborative framework. As a member school, we look forward to participating in GBSN capacity building programs, expanding our network, providing leadership opportunities for our faculty, and partnering with like minded institutions around the world.”

-Hor Peng, Rector 

TUM School of Management at Technical University of Munich (TUM) carries out world-class research and teaching at the interface between management and technology. TUM School of Management attracts students and researchers from all over the world, channeling their interest for innovation and technology into real products, by providing them with the management skills they require.

As one of the youngest business schools in Germany, TUM School of Management has quickly journeyed to the top positions of prestigious rankings, both in terms of excellence in research and in teaching. TUM’s School of Management is located at the heart of Europe, drawing international students from around the world. Teaching these students how to work in a quickly changing global economy and how to contribute to solutions for the grand societal challenges is an important expertise taught at this School.

“According to our mission, we would like to contribute to the grand societal challenges and educate responsible talents both in the developed and developing world. In this sense it would be an honor to contribute to GBSN and share its vision: For the developing world to have the management talent it needs to generate prosperity.”

-Gunther Friedl, Dean

The American University of Nigeria is committed to training exceptional leaders to meet the challenges of a changing global business environment through creative and effective solutions to the problems facing Nigeria. AUN’s international reputation continues to develop, becoming one of the most celebrated institutions in the country. Known for its innovative methodologies, and its cutting edge technology, they join GBSN with pride and excitement to contribute to important capacity building activities.

AUN’s main focus is on the challenges of sustainable development, investigating funded research opportunities to actively engage students. Additionally, community service work with an emphasis on entrepreneurship, encouraging students to take internships, and offering study abroad opportunities, all work towards placing AUN in the forefront of higher education.

“Our close ties between the School of Business and Entrepreneurship, School of Arts and Sciences, and the School of Information Technology and Communication have ensured that our students have a well rounded and in-depth education, drawing on established American Pedagogy.”

-Margee Ensign, President

 

GBSN is excited to add National University of Management, the American University of Nigeria, and the TUM School of Management to our prestigious network.

For more information on membership, please email nzefran@gbsn.org or call +1.202.628.9040.

 

Nina Ferguson is the Communications and Event Planning Intern at the Global Business School Network

This post has not been tagged.

Share |
PermalinkComments (0)
 

Markets Shaping Management Education in Africa: Join GBSN and EFMD in Ghana

Posted By Guy Pfeffermann, Wednesday, August 31, 2016

 

The theme of the upcoming GBSN/EFMD Joint Conference in Africa - Markets Shaping Management Education – touches on a question of huge global concern: why do so many of the world’s employers have such a hard time finding the talent they need, while massive unemployment persists? 

One of the answers is that in all too many countries employers and educational institutions live on different planets. A recent World Bank country report notes that “Kenya’s education system is failing to meet market needs, as it does not prepare the labor market entrants with appropriate skills. Although the quantity of graduates is rising rapidly, businesses are increasingly complaining about shortages of skills in the labor market.” According to the African Management Initiative“In Nigeria, there is a significant and growing mismatch with graduates not prepared for the job market.” 

A second mismatch, which is prevalent especially in low-income countries, is the fact that most people earn their living in the “informal sector” and not in sizeable companies. Improving their living standards requires entrepreneurial skills, yet most business schools are still geared to producing recruits for established companies. 

In the words of an excellent report by the Association of African Business Schools and the Association of MBAs: “Demand for better management education is increasing throughout Africa, and there is a real need for provision to expand to meet this demand. There is a predominant focus on executive education, short interventions and business support services. Shorter, flexible and more hands-on learning are increasingly seen as the most effective ways to deliver management education. Entrepreneurship education has become a critical aspect of the offer with a raft of initiatives looking to support small to medium-sized businesses and entrepreneurs alongside a greater emphasis within post-graduate management education on enterprise. The MBA is not widely seen as the most relevant choice for many students.” In other words, a second mismatch exists in the developing world between markets, which demand “bootstrapping” entrepreneurial talent, and traditional business schools that produce managerial employees. 

An article entitled “Graduate Unemployment In Ghana: Who Is To Blame?” lays the blame as follows:“There are fewer job openings relative to the vast number of students who graduate from the various tertiary institutions in the country. One root cause of the current graduate unemployment is the mismatch between the supply (by schools) and the demand in the labour market. The skills and experience that employers require are quite different from what jobseekers possess. … Most universities have virtually ignored giving training in entrepreneurship and innovation to equip students for self-employment; therefore most graduates have tended to be jobseekers rather than job creators.”

A sad testimonial to the disconnect between markets and education is the existence in Ghana, Nigeria, and probably other countries, of unemployed graduates

Nor is the disconnect unique to Africa. A report by the Asian Development Bank notes that “A paradox of higher education particularly evident across Asia is that, even at a time when countries are producing a record number of graduates, employers complain of a shortage of qualified workers, and graduate unemployment continues to creep higher. There is growing concern among employers that graduates’ knowledge and skills are not consistently aligned with labor market needs. Indeed, whether countries have too few or too many graduates depends on what kind of graduates are being produced.” Alarming surveys of India show that a majority of business and engineering graduates are for all practical purposes, unemployable. 

Specific skills most often thought to be lacking are precisely those which high-quality business schools are particularly good at imparting: critical thinking, problem-solving, decision-making, strategic thinking, being good at team work, and effective communication. Good business schools ground teaching in real-world problems by means of experiential learning, developing and teaching relevant cases and other pedagogical tools. They leverage the power of the internet, tapping relevant educational materials and nurturing learning communities. Mobile education, which is in its infancy, also holds a huge potential to narrow the skills gap. Leading business schools in Africa as elsewhere work in close partnership with the private sector as well as public sector employers in shaping their offerings. They share best practices by engaging their leaders and faculty in international, regional and national fora. And in doing so, they contribute their energies toward achieving the new global Sustainable Development Goals. 

At the conference in Accra this November we look forward to a vibrant dialogue with educators from across Africa and around the globe on advances and trends that will shape management education for the Continent going forward. Leaders from the business sector and academia will come together with students for conversations around industry-specific needs. Innovative educators from Africa will share new programs and approaches to management education. Researchers will give insights into the various markets that business schools serve. And delegates will have the opportunity to debate, network, share and learn with a diverse group of colleagues who share a commitment to improving access to quality management education in Africa. 

GBSN and EFMD are excited to be partnering for this special conference hosted by GIMPA and encourage any educator with an involvement, interest or even curiosity around business education in Africa to join the conversation.

Earlybird registration ends on September 15, and thanks to the support of our sponsors a discounted rate is available to African faculty and deans who register. Find out more and register today at gbsn.org/africa2016.


Guy Pfeffermann is the founder and CEO of the Global Business School Network.


Tags:  Africa  Association of African Business Schools  Business Education  Management Education 

Share |
PermalinkComments (0)
 

Training Talent in Africa

Posted By Guy Pfeffermann, Friday, August 19, 2016

In 2012 GBSN partnered with the Association of African Business Schools and two foundations in launching  an exciting organization, the African Management Initiative. Its ambitious aim: to help train African managers on a significant scale

In June AMI asked 136 Kenyan Human Resources professionals : “If you could help grow the staff in your company in a few key areas of personal competence, what would they be?”  Their responses are at the heart of a fascinating report: Training Talent – Best Practice in Workplace Learning and Management, which also draws on previous research. The report focuses particularly on management and entrepreneurship. To me, one of its main merits is that it helps understand why traditional training courses have had little measurable impact on company performance.

Here are the eight principal “takeaways”:

  1. Effective managers and entrepreneurs hold the key to Africa’s prosperity.
  2. Demand for training is greatest for job entrants, entrepreneurs and junior to middle managers. The need is often in small companies that do not have the resources to send their managers to expensive business schools - 99.6% of firms in Nigeria employ fewer than ten workers and in Kenya alone it is estimated that there are 750 000 small and medium sized companies.
  3. What managers and entrepreneurs need most are soft skills. Twenty-first century work-readiness skills and management ability are more important than technical and functional skills, but much of learning and development spending is focused on technical and functional skills.
  4. Embedding effective management practices into the routine of the company has more impact than focusing on individual competencies. The implication for learning and development practitioners is that they need to focus less on teaching knowledge to individuals and more on transforming what organizations actually do, or “company habits”. Survey respondents cited change management as the highest priority outcome from their learning programs.
  5. In order to change behavior we need learning methodologies that incorporate experience, practice, feedback and accountability, not just content and theory. This calls for approaches such as the flipped classroom, action learning and blended learning. These draw on the 70:20:10 principle: we learn most from experience on the job, then from interaction with peers, and least from content in lectures and texts
  6. Rapid developments in technology support these methods through virtual communities, engaging content, and data to individualize learning. They allow for company feedback, accessibility on mobile phones, and simple ways for users to create and share their own content. Users can now access learning and business toolkits when they need them, anywhere, any time and at minimal cost.
  7. The preferred solution is blended learning in which the economy, scale and convenience of online learning is managed through the intensity, practice and shared insight of face-to-face interactions. This works best in customized company programs with peer learning and accountability processes that integrate learning and performance at work.
  8. AMI data show that performance can indeed be transformed. Of those who participated in AMI blended learning programs, 97% state that they apply what they learn at work and 86% report improved effectiveness. Among entrepreneurs/business owners, 85% report improvement in operating efficiency since engaging with AMI. A large majority report that the AMI blended method was more helpful than others they had experienced.

I congratulate Jonathan Cook and Rebecca Harrison, who invented and started AMI.

One of GBSN’s most impactful roles is being “midwife” to other initiatives such as the Association of African Business Schools, which share its vision: improving access to quality, locally relevant education for managers and entrepreneurs for the developing world.

Guy Pfeffermann is the Founder & CEO of the Global Business School Network

This post has not been tagged.

Share |
PermalinkComments (0)
 

Leaders in Business Education and Industry Gather at International Experiential Learning Summit in Cambodia

Posted By Administration, Thursday, August 11, 2016

The Global Business School Network (GBSN) and the National University of Management in Phnom Penh held a summit to explore experiential learning approaches to management education in the Asia Pacific Region

PHNOM PENH – On August 1, 2016 nearly 60 leaders in business education and industry gathered at the Raffles Hotel le Royal to participate in a summit on “Learning by Doing: The Power of Experiential Learning in Management Education,” hosted by the National University of Management in Phnom Penh. Delegates explored approaches to applying experiential learning to management education and opportunities to increase multi-sector engagement in management education in the Asia Pacific region, particularly with the private sector. The summit was sponsored by GGear Co. Ltd. and IDP Education.

 

"Around the globe we in the education community hear the drumbeat from employers that they want mature graduates who have the soft skills necessary to thrive in a work environment. And from GBSN members on every continent we see the impact that consequential experiential learning opportunities have on students’ development.  I’m grateful to the National University of Management for helping us bring GBSN’s second ‘Learning by Doing’ summit to Cambodia as part of our effort to expand access to experiential education at business schools around the globe,” said Page Schindler Buchanan, Chief Operating Officer at GBSN.

“Overall, the GBSN Summit on Experiential Learning was a success and we look forward to introducing more experiential and action learning projects into our business school curricula at the National University of Management in Phnom Penh,” said Dr. Hor Peng, Rector of National University of Management.

The Keynote Discussion featured H.E. Dr. Hang Chuon Naron, Minister of Education, Youth and Sport who was interviewed by Kerry Laufer, Director of OnSite Global Consulting at the Tuck School of Business at Dartmouth.

“The conference provides a platform for business schools, business leaders and policy-makers to meet and discuss to find ways how to improve management education to meet the needs of the rapidly changing landscapes of global business of the 21st century,” said H.E. Dr. Naron.

Following the summit, delegates from the US, Cambodia, Malaysia, Thailand, Vietnam, Myanmar, India, Singapore, South Korea and gathered for a reception with Julie Chung, Deputy Chief of Mission at the U.S. Embassy in Cambodia.

The U.S. Embassy is proud to support this important summit that brings together the best of American business schools with their colleagues in Cambodia and throughout Asia.  Experiential learning in particular is a significant innovation that will help future business leaders bridge borders and thrive in their own communities. By fostering international dialogue and information transfer through events like this, the Global Business School Network is helping to strengthen ties between our schools, our students and our nations," said Ms. Chung.

Summit speakers and facilitators included top U.S. and Asian business educators, prominent Cambodian entrepreneurs, and the Cambodian Minister of Education, Youth and Sport, providing varied perspectives on experiential education in Cambodia and across the globe.

Featured speakers included:

  • Bryan Andriano, Executive Director, Global & Experiential Education, George Washington University School of Business (USA)
  • Chang Bunleang, Co-Founder & Managing Director, Brown Coffee (Cambodia)
  • Michellana Jester, Lecturer & Faculty Course Manager, Global Economics & Management Group, MIT Sloan School of Management (USA)
  • Marc Johnson, Executive Director, Center for Global Initiatives, Darden School of Business, University of Virginia (USA)
  • Deepa Krishnan, Professor, S.P. Jain Institute of Management & Research (India)
  • Ravi Kumar, Associate Provost, Special Projects, Nanyang Business School (Singapore)
  • Kerry Laufer, Director, OnSite Global Consulting, Tuck School of Business at Dartmouth (USA)
  • Zoe Ng, Managing Director, Raintree Development (Cambodia)
  • Stephen Paterson, Senior Advisor &Program Coordinator for Entrepreneurship & Innovation, National University of Management (Cambodia)
  • Hor Peng, Rector, National University of Management (Cambodia)
  • Okhna Sok Piseth, CEO & Co-Founder, GGer Co., Ltd. (Cambodia)
  • Kristiana Raube, Executive Director, International Business Development Program
    Executive Director, Institute for Business & Social Impact, Haas School of Business, UC Berkeley (USA)
  • Eric Shih, Vice Dean for Faculty & Research, SKK Graduate School of Business (South Korea)

Visit www.gbsn.org/ELsummit to view the full agenda. 

About GBSN
The Global Business School Network is a nonprofit organization dedicated to strengthening management, entrepreneurial and leadership talent for the developing world through better access to quality, locally relevant education. GBSN harnesses the power of a network of over 70 leading business schools that share a dedication to our mission to build management education capacity for the developing world.  Through international events and local capacity building projects GBSN facilitates cross-border networking, knowledge sharing and collaboration. GBSN programs tap the expertise of our member schools to advise, train and mentor developing world institutions and educators. More information is available at www.gbsn.org.

About The National University of Management

The National University of Management is the leading public university in Cambodia focusing on management and business administration. Currently, there are approximately 12,000 students enrolled in bachelor, masters and doctoral programs in areas such as finance & banking, accounting, management, marketing, entrepreneurship, tourism & hospitality, information technology, foreign languages and business law.

>> Click here to download the Executive Summary

>> Click here to read How and Why "Learning by Doing" Matters - Reflections from the Summit by GBSN's COO, Page Buchanan

 

This post has not been tagged.

Share |
PermalinkComments (0)
 

How and Why “Learning by Doing” Matters – Reflections from the GBSN Cambodia Summit

Posted By Page Schindler Buchanan, Tuesday, August 09, 2016

Page Schindler Buchanan

Last week I was in Phnom Penh, Cambodia for GBSN’s second “Learning by Doing” Summit, this one held with the National University of Management. The day-long dialogue explored the power of experiential education in management education. Nearly 60 participants from a dozen countries – including Myanmar, South Korea, Malaysia, Thailand, Vietnam, the US and India – joined us for an insightful, interactive and practical conversation about how business schools can work with industry to develop meaningful and effective action-learning projects for their students. 

In addition to highlighting diverse models from leading business schools in Asia, the summit featured discussion about the unique context of Cambodia and the particular relevance and challenges of experiential learning for their society.

A summary of the summit content will be posted separately. Here I wanted to reflect on three themes that echoed throughout the day’s dialogue for me: consequence, maturity and context.

Consequence

The fundamental nature of the value that “learning by doing” holds for students is that it involves both experience and consequence. Dr. Kristiana Raube from the Haas School of Business at UC Berkeley (USA) opened the proceedings by defining experiential learning as a “results-focused method” that “addresses actual business and leadership challenges” in a way that engages the learner in reality, not just theory. As the featured speakers from Nanyang Business School (Singapore), SKK Graduate School of Business (South Korea) and S.P. Jain Institute of Management and Research (India) explained their schools’ experiential learning approaches, I heard a recurring theme underlying their distinct programs. Namely, that a key factor of success is the existence of real consequence – social, personal and business – related to the lesson.

Dr. Ravi Kumar (Nanyang) described the transformation his former students from southern California experienced when they traveled to Asia or Latin America.  Experiencing life and work in a foreign culture, these students had to quickly grasp local norms and adjust their behavior, or risk immediate social consequences.

Prof. Deepa Krishnan (SPJIMR) shared how a student mentoring a girl in a Mumbai slum had to assess her willingness to challenge status quo and be personally uncomfortable in order to advocate for what she thought was right.  There were real personal consequences for this woman in the project at hand. She had to examine herself and make decisions that would affect her and the girl she was mentoring.

Vice-Dean Eric Shih (SKK) explained that action-learning projects need to be fully supported by the school’s business partner, as a project that has no real importance to the company does not provide a valuable learning opportunity. The pressure of a student’s work having real consequence on the activities or profits of someone’s business gives them an incentive beyond a class grade to learn and perform.

All of the programs these schools offer put students in supervised “real-world” scenarios where they have an emotional experience tied to the intellectual one. By introducing consequence into the learning process through experiential education, schools give students cognitive tools to process and assimilate theoretical lessons. In addition to improving knowledge transfer, these kinds of programs contribute to the development of maturity in students, a concept that stood out as another key theme at the Summit.

 

NUM's Stephen Patterson moderates a panel of Industry representatives at the summit in Phnom Penh on August 1, 2016.

Maturity

Every one of the featured industry representatives mentioned the need for maturity in business school graduates. Okhna Sok Piseth, CEO of G Gear – a young electronics company – talked about the need for work-ready students who have good communication skills and the ability to apply academic knowledge to a local business environment: “Theory isn’t different [around the world], but the execution is.”

Chang Bunleang, co-founder and Managing Director of a growing Cambodian specialty chain called Brown Coffee, said his HR manager often interviews candidates based on the experiential learning projects or trips that they did in school. These lessons figure heavily in the selection process because they reveal a graduate’s readiness to make decisions, work on a team and think critically about business challenges. 

Zoe Ng, Managing Director of boutique office development firm Raintree Development, said plainly that “no matter how many case studies you do, the adoption in a local context is the challenge,” and she emphasized that exposure to the business community in any form is important to prepare graduates for the working world.

By providing real consequences to students on social, personal and business levels, experiential learning programs develop maturity in students in a way that an isolated classroom-only curriculum cannot. This call for maturity and work-readiness in graduates is not new or exclusive to Cambodian businesses, but because of its turbulent recent history and fledgling business environment, experiential learning does have special role in Cambodian society. “If a business owner is over 50 they didn’t graduate from [business school], they graduated from war,” said G Gear’s Piseth. “They learned by experience, themselves.”

Context

The Cambodia Minister of Education, Youth and Sport, H.E. Dr. Hang Chuon Naron, emphasized that the most important thing for business schools to do is to prepare and encourage students to address the region’s problems in an increasingly complex world.  New technology is changing business, increasing opportunity while enabling a clash of cultures that is relatively new to Cambodia. If Cambodia is to continue to build and thrive, education will need to modernize, developing links between policy, academic research and practical application.

Higher education in Cambodia parallels the youth and growth of the business community.  According to Dr. Naron, in 1998 there were 9000 students in the public higher education system in Cambodia. Today there are 118 universities with 260,000 students.  However, he said, there is a skills mismatch between graduates and jobs. Society changed rapidly – from an agrarian economy to a modern one – but the educational system has not caught up. With the youngest population in Southeast Asia, Cambodia has a growing need for management and STEM skills.

Dr. Naron further explained that most business in Cambodia is family business and people learned by doing things themselves – “by imitation and by making mistakes.” Today these business owners are sending their children to top universities where they are learning by study and research, but they do not have the know-how or innovative spirit that their parents were forced to develop.

In this context there is enormous opportunity for experiential learning to both modernize education and provide a link between generations. Those who learned by doing when formal education wasn’t available can benefit from and mentor today’s students who have a firmer grasp of business theory, but a looser understanding of how to apply it.

The generational differences in education and the relative youth of the business environment combine to form Cambodia’s unique context for experiential learning. Due to the scarcity of large established corporations for business schools to work with on consulting projects, educators need to be creative in designing experiential learning projects that connect and add value to the local small and medium enterprises (SMEs) that make up the Cambodian economy.

Raintree Development’s Ng encouraged the development of forums to create relationships between academia and SMEs in order to identify ways that students could work with them. And they do want students to work with them. While Ng conceded that foreign students usually have a more experiential background, Cambodian students have local context and therefore face lower barriers to action in the regional context. The challenge, she said, is to structure projects so students can work with growing companies that may not have the capacity to host and mentor them in the same way large corporations do in traditional student consulting models familiar to business schools in more developed countries.

 

Many thanks to NUM Rector Hor Peng (center) and the entire GBSN Experiential Learning Advisory Committee for their work in making the summit a success.

Moving Forward

While there are issues unique to the Cambodian environment, it is clear to me that these questions of context are relevant in many countries around the world where large corporate partners are few and far between, and where business schools are more likely to be preparing students for entrepreneurship and management in local businesses than for work in multinational corporations.

Around the globe we in the education community hear the drumbeat from employers that they want mature graduates who have the soft skills necessary to thrive in a work environment. And from GBSN members on every continent we see the impact that consequential experiential learning opportunities have on students. These programs are often the most difficult and the most rewarding of their academic careers. The challenge for business schools is to design effective experiential learning programs that match their programs’ learning objectives with available resources and project opportunities.

We know this isn’t always easy, which is why GBSN will continue to work with our Experiential Learning Advisory Committee to provide opportunities to learn, share and explore experiential learning around the globe. 

I’m grateful to our hosts at the National University of Management for helping us bring this special event to Cambodia, and I look forward to further collaborations with them. Coming up next GBSN will host an Experiential eLearning Summit in Berlin on November 30, and will soon launch a new online course on building a student consulting program at your business school. I look forward to more regional Summits like this one as well, giving GBSN members and others in the business school community a forum to advance and strengthen management education around the globe.

 

Page Schindler Buchanan is the Chief Operating Officer for the Global Business School Network.

This post has not been tagged.

Share |
PermalinkComments (0)
 

GBSN Advisory Board Member Writes on the Potential of Millennials and Their Impact on Grassroots Innovation.

Posted By Administration, Wednesday, July 27, 2016

GBSN Advisor, Austin Okere recently wrote an article, Millennials, Zero Distance and Grassroots Innovation published on his blog austinokere.com. He touches on the impact the generation Millennials has on grassroots innovation and the importance of infusing them within organizations as Millennials hold fresh innovative ideas imperative to continued sustainability of a business.

"As the sun is setting on old ways of tacking social problems, millennials may well save us from our broken socio-economic system. They certainly possess the attributes of what Harvard professor Joseph Nye refers to as tri-sector athletes or multilingual leaders; these are individuals and organisations that nimbly cross traditional spheres of influence to translate and broker these different institutional logics into private-public, government-civil and civil-private partnerships and solutions." - Austin Okere

>> Click here for the full article. 

Austin Okere is the Founder of CWG Plc, the largest Systems Integration Company in Sub-Saharan Africa & Entrepreneur in Residence at CBS, New York. Austin also serves on the World Economic Forum Business Council on Innovation and Intrapreneurship. Austin Okere also sits on the GBSN Advisory Board.

This post has not been tagged.

Share |
PermalinkComments (0)
 

Student Blog: Irene Ngunjiri

Posted By Nicole Zefran, Monday, July 25, 2016

My experience at St Gallen's Summer School

First and foremost I would like to thank GBSN for awarding me a Scholarship to the course. I was a wonderful and extremely fruitful course. I am currently working on my proposal. My area of interest is public management. 

I enrolled for 2 courses. The first course was Qualitative Data Analysis. It was taught by Paul Mihas. He is truly a master of the subject. Above all, the lecturer was very kind and always answered all the questions regardless of how simple they looked. I learnt a lot and I have already started applying many of the concepts and techniques that I learnt. 

The other course was Mixed Methods by Johnson Burke. I simply loved this course. The course was intense and we had lots of reading to do. These readings have done me a lot of good.  The class was very interactive and I learnt a lot form my classmates. One of the requirements of the course was to develop the research methodology chapter of the proposal. This was so useful for me. I have given me  huge start! At the end of the course my classmates thought that the lecturer deserved a gift. We presented him with a Swiss knife.  

Apart from the classes we also had excursions and outings. I went to the chocolate factory in Zurich. I had a chance to make chocolate. It was educative and at the same  time fun.  There were also sporting activities at the end of the day and the opportunity to go to the gym. We also had  opportunities to experience the Swiss culture for example there were a number of festivals  at marketplatz, a concert at the Abbey Library and Kathedral etc

Overall, this was a life changing experience both from a personal and cultural perspective. My interactions with the students in the course were quite insightful. I am still in touch with most of them. I hope that as many people s possible get the opportunity for this splendid and unforgettable experience. 

Irene Ngunjiri is from Strathmore Business School.

This post has not been tagged.

Share |
PermalinkComments (0)
 

Student Blog: : Emmanuel Oduro-Afriyie

Posted By Nicole Zefran, Monday, July 25, 2016

As part of the Global Business School Network’s (GBSN) collaboration with the Global School in Empirical Research Methods (GSERM), I was privileged to take part in this year’s GSERM at the University of St. Gallen in Switzerland. I am a Ghanaian by nationality, and I am 26 years old. Currently, I am a doctoral student in Development Finance at the University of Stellenbosch Business School, Cape Town in South Africa, where I also double as a Teaching and Research Assistant on the MPhil Development Finance program. My research focus is on “Aggregate and Sector-Specific Threshold Inflation Non-Linearity: Implications for Inflation Targeting” In the near future, I hope to be a development and macroeconomic consultant with one of the Bretton Woods Institutions.

This year’s GSERM had over 350 students from over 50 different countries, which shows both the scale of expansion of the GSERM, as well as a presentation of a myriad of possibilities for networking among participants and lecturers.

While St. Gallen boasts of a very well developed transportation network of trains and buses, I personally always enjoyed the daily 25 minute hike from my accommodation at 47 Wassergasse to the University of St. Gallen campus, which is located on top of the scenic and sunny Rosenberg hill, overlooking the picturesque Altstadt of St. Gallen and the Alps. Each time I walked uphill, I was constantly kept transfixed by the remarkable integration of art and architecture throughout the uphill stretch of land.

While at the GSERM, I studied in Tim McDaniels’ ‘Regression II – Linear Models’, as well as in Michael Berbaum’s ‘Multivariate Data Analysis’ classes. Both professors proved beyond doubt, their immense expertise and dexterity in their respective subject areas. Tim and Michael gave me a much deeper understanding of the varied underlying concepts, as well as varied possible research applications of the respective methodologies presented in their modules. Also, their availability during lunch and coffee breaks, and even after class hours, to interact with students regarding our research was highly impressive.

Through the well-organized social activities at the GSERM, networking opportunities were not limited to the classroom. Even for the most devoted book worm, the social activities served as a well-deserved break from continuous research. Some of the activities I personally cannot forget include the ‘Do it yourself: Swiss Chocolate Truffes’, the trip to the famous Appenzeller Schaukäserei, the guided city tour of St. Gallen, the unforgettable weekly leisure times at Drei Weiheren, as well as window shopping at the flea market and the musical concerts on varied musical genres especially the infamous New Orleans meets St. Gallen jazz festival. Finally, thanks to the GSERM being very instrumental in providing free access to the gym for all GSERM participants, I was able to take great advantage of the opportunity to work out.

As the GSERM came to a successful conclusion, I could confidently rub my hands in glee because I knew I had definitely benefited from all that this year’s GSERM had to offer. Without hesitation, I recommend the Global School in Empirical Research Methods to every academic, irrespective of one’s research focus or discipline.


From right: Me, Prof. Tim McDaniel (my Regression II professor), and Timothy Aluko (a friend I made)


Me and Prof. Michael Berbaum (my Multivariate Data Analysis professor)


 

Networking at GSERM: Me and my newest network of friends

 

 

 

First day at the GSERM - myself with Monde Nyambe and Timothy Aluko


  

GSERM weekend beach volleyball



Me with Prof. R. Burke Johnson (lecturer of mixed methods research)

An amazing experience at the GSERM


An amazing experience at the GSERM



This post has not been tagged.

Share |
PermalinkComments (0)
 

University of St. Gallen Global School in Empirical Research Methods 2016

Posted By Nicole Zefran, Monday, July 25, 2016
Updated: Monday, July 25, 2016

For the third year in a row, The University of St. Gallen offered 10 scholarship opportunities to Ph.D. students from GBSN member schools in developing countries, to attend its Global School in Empirical Research Methods (GSERM.)

The GSERM Global School in Empirical Research Methods is a new flagship programme on methodology at the University of St. Gallen. It is a new and high-calibre integrated programme teaching methodology for PhD students, postdocs and practitioners from leading universities all over the world. GSERM offers an attractive course-based learning atmosphere on different aspects of empirical research.

After enduring the competitive application process, 7 applicants were chosen from our member schools:

Timothy Aluko, University of Stellenbosch Business School

Monde Nyambe, University of Stellenbosch Business School

Emmanuel Oduro-Afriyie, University of Stellenbosch Business School

Andrew Ojong Tarh, University of Witwatersrand

Oluwayemisi Olomo, Lagos Business School

Olusegun Shogbanmu, Lagos Business School

Irene Wanjohi Ngunjiri, Strathmore University Business School

 

The students were invited to blog about their experience attending GSERM in Switzerland. Click on the links below to read their blogs: 

Irene Wanjohi Ngunjiri

Emmanuel Oduro-Afriyie

 

GBSN would like to thank Jürgen Brücker, Head of External Relations & Development, Dr. Hans-Joachim Knopf, Program Director, and Dr. Peter Gomez, former President of the University of St. Gallen, for presenting GBSN with the opportunity to provide scholarships to Ph.D. Students from our member schools. Dr. Gomez serves on our Board of Directors and has been a long time supporter of GBSN.

>> For more information on GSERM, please click here.  

This post has not been tagged.

Share |
PermalinkComments (0)
 

eLearning Africa Takeaway

Posted By Noreen Rozario, Communication intern, Wednesday, July 20, 2016


 The three-day eLearning Africa networking event that took place in Cairo, Egypt this May was a success.

elearning africa.png

 With GBSN being proud partner at this event, we were glad to know that over 1,045 delegates attended the event. There was 204  conference speakers, who gave  presentations exploring  latest innovations, best-practice examples and issues regarding  technology and education. These presentations were designed to engage the  audience thus stimulating interaction between  participants.

 It was interesting how the event was divided into four sessions. It was a good way of organizing the event. The first session was the  opening session, which reviewed the range of initiatives being planned or currently undertaken by both the African Union and individual countries. The second session was the first panel discussion that discussed how technology is affecting our culture of learning and working. The third session was the second panel discussion that focused on how governments can collaborate with other stakeholders in order to facilitate innovation and encourage investment.The fourth session was the closing panel. It encouraged everyone to exchange ideas on best practice examples of successfully implemented innovation and education policies in their own countries.

During the fourth session, a plenary debate occurred;  the room was packed full of learning enthusiasts that came together to listen to four education experts on the motion: “This House believes inclusivity is more important for Africa’s future than tradition.”


Moreover, some keynote speakers that caught our attention were:


Elham Mahmood Ahmed Ibrahim, African Union Commissioner of Infrastructure and Energy

Dr. Ibrahim is responsible to lead the infrastructure and energy department to realize its mandate to enhance regional and continental efforts for accelerated integrated infrastructure development and effective sustainable development of energy resources, and to carry out its core functions.

Toyosi Akerele-Ogunsiji, Founder and CEO of RISE NETWORKS

Akerele-Ogunsiji is the founder/CEO of RISE NETWORKS, a Leading Social Enterprise in Africa, with a deliberate interest in technology and its relevance to youth and education development across Africa.

Moses Oketch, Professor of International; Education Policy and Development at UCL

Oketch is a professor of International Education Policy and Development. His research focuses on the connection between the theory of human capital and implementation of policies.


Thierry Zomahoun, President and CEO, African Institute for Mathematical Sciences (AIMS)

Thierry is a global development expert with a successful 22 year track record in educational and scientific programs administration, not-for-profit business startups, and growth and microenterprise development in Africa, Asia, Latin America and the Caribbean.


>>For more on eLearning Africa 2016 click here

This post has not been tagged.

Share |
PermalinkComments (0)
 
Page 1 of 45
1  |  2  |  3  |  4  |  5  |  6  >   >>   >| 
more Upcoming Events

9/26/2016 » 9/30/2016
AABS Teaching the Practice of Management Workshop

9/28/2016 » 9/30/2016
24th CEEMAN Annual Conference

10/5/2016 » 10/7/2016
1st Global Entrepreneurship Development (GEDC) Conference

Membership Management Software Powered by YourMembership.com®  ::  Legal