Presentation on theme: "“How valid today is what we were taught” Professor Emeritus Stuart Sanderson 17 th September 2011 University of Bradford School of Management Class of."— Presentation transcript:
“How valid today is what we were taught” Professor Emeritus Stuart Sanderson 17 th September 2011 University of Bradford School of Management Class of 2000/2001 Reunion
What were you taught in 2001 A standard mixture of general subjects and some specialisms which had been around for some time and were assumed to be the right things to learn. The course assumed a fairly neutral international business environment The assumption was that there was a well defined and steady market for MBA graduates A strong emphasis on knowledge and its application rather than personal managerial skills.
My evidence or how do I know Since 2004 I have been an AMBA assessor thus I have validated or re-validated MBA and Masters programmes in 20 European Business Schools. I have been an external examiner in a number of Business Schools including Warwick Business School and Hull University Business School. I addition to teaching at Bradford up to December 2006 I have taught for Sheffield University Business School up to this year.
What do you find in various European Business Schools Very similar content to that which you went through during your year in Bradford. Some local differences imposed by different governments. Russia three times the number of class contact hours. Still heavily producer driven and designed for cohorts of assumed to be similar students with common learning styles and needs.
What are the drivers of change Changes in the business environment Changes in the composition of the student body Perceptions of senior staff in Business Schools Changes in Business Schools which influence revenue generation Growth of pre-experience general management programmes
Has the world changed since 2001 And How !!!!!!!!!!!!!! Accelerating changes in communications technology Social networks More economic, political and social interdependency Demographics now a reality not a debate Companies repudiating social agendas such as pensions
Has the world changed since 2001 China – growth of trade from the Pacific, demise of the Atlantic BRICS Demise of manufacturing, growth of financial services Pax Americana Financial crises and recession
Case study: The 2008 recession. How we got here Macro causes Indebtedness of key economies Imbalances in liquidity, huge balances from China Attraction of the housing market as a target for investment A belief that growth elsewhere will make good local problems Loss of consumer confidence. Fear Imbalance in economic policies Overvalued currencies 8
How we got here Micro causes Firms having deeply etched recipes Failure of governance Short-term opportunism Complacency Assets a substitute for creativity Unparalleled growth No gap between performance and expectations 9
How we got here Symptoms Declining consumer demand Consumer hostility Erosion of Brand values Psychological changes from affluence to thrift. Distrust of big business Move from passion to compassion New media 10
How we got here Failure to contemplate a different future Contingency planning not done 17 th out of 25 techniques 30% of managers don’t do it Poor use of techniques such as scenarios Cultures of growth in assets and sales rather than long-term profits Poor control Cultures of quantity rather than quality of business Inability to distinguish between symptoms and causes 100,000 lemmings can’t be wrong 11
What do we Learn Difficulties in taking an alternative strategic view Inability to make connections between geopolitics and strategy Ease of being ignorant Need for leadership at all levels Need for entrepreneurship Skills in influencing Cultural sensitivity
Changes in Student composition FT MBA in UK mainly filled by non EU students not true in mainland Europe. Executive MBA in UK struggles for critical mass in many schools. Motivations of students changed Institutional reputation matters chiefly in terms of price not learning experience. FT survey important but not critical.
Perceptions of staff in business schools Syllabus hijacks Innovation generally incremental (slow) Deeply etched recipes Emphasis on content rather than experience or process Some programmes remain an aggregation of subjects Needs of individual learners not paramount
Changes in Business Schools MBA seen as a premium flagship programme thus odd how undifferentiated they are other than by reputation of school, parent university or location. PEMM are commodities, huge in some schools Fewer academic staff have relevant managerial experience outside of University The squeeze of research for personal and institutional prestige
Innovations since 2001 External experience Real team tasks Concentration on managerial skills Concentration on learning skills Attempts to integrate material Greater awareness of geopolitics Environmental awareness Ethics and morality
What needs to be done Greater emphasis on individual agendas Stronger experiential learning A greater awareness of what is going on in the world and its effect on business A re-examination of what is deemed essential The need to teach management not subjects Perhaps to make the MBA experience more exclusive and replace volume with margin!