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N TThe B-Schools’ Future & The B-Schools’ Future &
International Accreditations International Accreditations
Prof. Dr. Eric CornuelProf. Dr. Eric Cornuel Director General, EFMD Director General, EFMD
Sarajevo, 26 March 20076 March 2007
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Mission
EFMD acts as a catalyst to
promote and enhance excellence
in management development in
Europe and worldwide
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EFMD Services
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Benefits for members
Quality improvement tools
• The European Quality Improvement System (EQUIS)
• EFMD Programme Accreditation (EPAS)
• Technology-Enhanced Learning Accreditation (CEL)
• Corporate Learning Improvement Process (CLIP)
Network Services
• EFMD Conferences • Learning groups• Special interest groups• Workshops
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Benefits for membersKnowledge services
• Newsletters and magazines• Access to the Executive Education Library On-Line• Research publications • Survey reports
Advisory Services
• Seminars and workshops on important and strategic issues
• In-house seminars/workshops tailored to the individual needs of members
• Individual advisory services to individual members
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Benefits for membersInternational Advocacy
• EFMD active in international forums, such as UNDP, UN Global Compact, World Bank
• European Affairs
International Projects
• EFMD partners with members to create international consortia:
– Answers call for tenders/call for proposals of International institutions, such as EU, World Bank, National governments…
– Promotes joint initiatives in higher education
• Main domain of expertise: Quality and accreditation; e-learning; research and surveys
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MANAGEMENT EDUCATION AT A GLANCE
• Continental versus Anglo-Saxon Models;• Convergence towards a Bologna-like
format;• Public, private, and mixed structures;• Strong development of the “MBA / EMBA”;• English becomes a must;• Good internationalization level;• Accreditation systems: EQUIS, AACSB,
AMBA, EPAS.
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WE HAVE SERIOUS STRUCTURAL WE HAVE SERIOUS STRUCTURAL PROBLEMSPROBLEMS
• Great difficulty to mobilize resources and the critical mass issue
• International visibility of diplomas
• PhDs and faculty shortage
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MANAGEMENT EDUCATION: A ROLE TO PLAY IN EUROPE
• Redefine research: more heuristic;• Rethink the role of humanities;• Better test the concept of academic airbus
to stay in the global race;• Prepare (quantitatively & qualitatively) the
future generation of Faculty and administrators;
• Train humble leaders, change agents with a broader vision of their tasks.
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QUALITY SERVICES AT QUALITY SERVICES AT EFMD: ACCREDITATION EFMD: ACCREDITATION
SCHEMESSCHEMES
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EFMDEFMD Quality SchemesQuality Schemes
• EQUIS - the EFMD accreditation for international
business schools (institutional accreditation) • EPAS - the EFMD accreditation for international
degree programmes in business & management or related areas (all levels: Bachelors to Doctoral degrees)
• CEL - the EFMD accreditation for management education programmes with ICT based learning
• CLIP - the EFMD accreditation for the global learning units of corporations (e.g. corporate universities, mgt academies, Executive Training Centres)
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Aims of EFMD Quality InitiativesAims of EFMD Quality Initiatives
• Definition and raising of standards:a comprehensive framework of internationally agreed Quality Standards
• Awarding a Quality Label upon successful completion of the process
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BenefitsBenefits of of EFMD Quality InitiativesEFMD Quality Initiatives
• Providing market information in view of need for market transparency
• International market recognition of excellence• International comparison and mechanisms for
international benchmarking• Instrument for and acceleration of Quality
Improvement in international management education
• Sharing of good practice and mutual learning• Recommendations and guidance for Quality
Improvement to institutions/programmes and future development of the organisation
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Differentiating Factors Differentiating Factors of EFMD Quality Initiativesof EFMD Quality Initiatives
• Internationalisation as a key criterion• Focus on diversity• Quality assessed based upon a
Quality Framework• Links academic and corporate needs• Importance of mission/strategy
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EFMD Quality Schemes: EFMD Quality Schemes: ManagementManagement
• Run by EFMD Quality & Corporate Services• Designed and managed by
– Academics across Europe & the globe
– Corporate Learning Heads across Europe
• Advised by Steering Committees, including
– CLOs from member companies
– Members of the EFMD management team
– Members designated by the EFMD Board
– Members of leading European Business Schools
• Accreditation Boards
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EFMD Quality Schemes: EFMD Quality Schemes: ProcessesProcesses
• Application / Eligibility• Self Assessment• Peer Review Visit (strategic audit) & Peer
Review Report• Decision on Accreditation and/or Awarding of a
Quality Label• Action Plan for Quality Improvement and
Institutional Development
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CEL - CEL - teChnology-Enhanced Learning accreditation
• Must be related to management education,• Must have the equivalent of a minimum of 100
hours of candidate learning effort,• Must include participant feedback mechanism,• Must have been operated at least once.
• A programme is considered “ITC-Supported” if 20% of its overall duration is delivered by teaching or learning methods within the range of technology-enhanced learning.
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CEL QualityCEL Quality CriteriaCriteria
Programme Programme StrategyStrategy
PedagogyPedagogy
EconomicsEconomics
OrganisationOrganisation
TechnologyTechnology
CultureCulture
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CLIP - Corporate Learning CLIP - Corporate Learning Improvement ProcessImprovement Process
• A Tool for Assessment and Development of the Corporate Learning Function
• Focus on Corporate Universities, Management Academies, Executive Training Centres and Learning Organisations within companies.
• A Mechanism for International / Intercompany Benchmarking
• A Service to EFMD Corporate Members
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Objectives of CLIPObjectives of CLIPMobilisation of the European Corporate Learning Community to work for:
• Definition of Standards• Raising of Standards• Mutual Learning• Sharing of Good Practice• Enhanced Internal and External Recognition of
CUs• Greater Effectiveness of Corporate Learning• Contribution of the Corporate Learning
Function to Overall Company Strategy
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CLIP Criteria FrameworkCLIP Criteria Framework
MISSION RESOURCES MARKETS
LEARNING PROCESSQUALITY
LEARNINGCONTEXT
•Innovation and Development
•Physical Resources
•International Perspective
Design model
Positioning
Alignment
Strategy
Governance
Legitimacy
Management
Internal Training Resources
•Core staff•Senior Mgt
•Line Mgt
ExternalSuppliers
•Selection•Relationship Management
Internal
•Business units•Subsidiaries
External
•Customers•Suppliers
Participants
•Selection•Needs analysis•Measurement
Portfolio
Design
Content
Delivery
Transfer
Coaching
Monitoring
Evaluation
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EPAS - EFMD Programme EPAS - EFMD Programme Accreditation SystemAccreditation System
• Launched in 2005 due to a perceived need and demand for a pan-European or international programme accreditation scheme, especially motivated by the implementation of the Bologna reforms in Europe
• Institutions often need guidance in times of reform & turmoil
• Markets need transparency to aid vertical student mobility
• EPAS designed to evaluate and accredit high quality programmes with a strong international perspective
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EPAS – Benefits and MarketsEPAS – Benefits and MarketsBenefits:• International market recognition of programme
excellence and of the added supranational dimension of internationalisation
• Assistance with programme definition• Quality improvement and benchmarking
Target market: Institutions with programmes aiming to
• Recruit international students• Take advantage of increasing European &
international mobility• Achieve quality standards higher than national norms
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EPAS - Accreditation CriteriaEPAS - Accreditation Criteria
Programme Value Chain Model
Institutional, National and International ContextNational HE system, Regulatory & legal frameworkEuropean HE Area (Bologna) – when applicable
Institutional context and objectivesProgrammes to be assessedTeaching faculty, resources & facilities
Programme Design
Programme objectivesTarget market & intended graduate profileMarketing & promotionIntended learning outcomesProgramme coverage& contentDelivery modesAssessment methods
Programme Delivery
Student entry requirements & selection methodsPedagogical methodsQuality of pedagogy &learning materialsPersonal development incwork based learningInternational opportunitiesCorporate interaction
Programme Outcomes
Assessment outputGraduate qualityCareer / jobsAlumniReputation
Quality Assurance Processes
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The EQUIS Challenge: A single The EQUIS Challenge: A single system to cover a vast diversitysystem to cover a vast diversity
• Institutional Diversity– National education systems– Organisation of Higher Education Institutions– Private vs Public
• Programme Diversity– First degree, Post graduate, Executive education– Diverse programme formats– Single, dual, multiple, joint degrees
• Geographical and Cultural Diversity– Different values and expectations– Leadership styles– Professorial roles
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The EQUIS ResponseThe EQUIS Response• Promotion of diversity
– Source of Innovation and Creativity: a richer world
• There is no single model– European origin: diversity is the rule– Not based on any national or historical background– Some things are better for certain purposes: no best way
• First learn...– Understand the local context– Understand mission and strategy– Bring an international perspective– Be open to persuasive evidence
• ...only then, assess.
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EQUIS Differentiating Factors (1)EQUIS Differentiating Factors (1)• Institutional Assessment
– Whole School Assessment: all programmes, research and other activities
– Degree or non-degree programmes, including executive education
• Guided Development only after Peer Review Visit• Linked to both academic and corporate needs
– Involves both academic and corporate stakeholders at all levels
– Balance between academic and professional skills– Emphasis on personal development– Corporate links: key criterion
• Importance of strategy and governance– Participation of experienced Deans in Peer Review
Teams
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EQUIS Differentiating Factors (2)EQUIS Differentiating Factors (2)• Internationalisation as a key criterion
– Of quality standards– Of reputation– Of the school culture– EQUIS managed by international team
• Focus on diversity– Less normative in general but especially on
• Curriculum structure and content• Faculty composition and deployment
– Random audit vs exhaustive audit• Consultants rather than auditors
• Quality framed on 11 criteria– EQUIS differential: Corporate links, internationalisation,
personal development and executive education
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STUDENTSSTUDENTS EXECUTIVE EDUCATIONEXECUTIVE EDUCATION
RESOURCES RESOURCES & ADMINISTRATION& ADMINISTRATION
CONTRIBUTION CONTRIBUTION TO COMMUNITYTO COMMUNITY
RESEARCH RESEARCH & DEVELOPMENT& DEVELOPMENT
PROGRAMMESPROGRAMMES
FACULTYFACULTY
PERSONAL PERSONAL DEVELOPMENTDEVELOPMENT CONTEXT CONTEXT
&&STRATEGYSTRATEGY
INTERNATIONALISATIONINTERNATIONALISATION
CORPORATECORPORATE CONNECTIONSCONNECTIONS
EQUIS FRAMEWORK
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N TThank you!
www.efmd.org
