New leadership profiles for deans

Dear reader

I have always been convinced that anything but innovative projects and products will succumb. For this reason I was very aware of the fact that – as a contemporary business school – I would not get away with any dean, but only a dean with both an academic background and (for instance) strategic skills.

The Korn/Ferry Institute

The authors Ken Kring and Stuart Kaplan of the Korn/Ferry Institute*) focus in their paper “The business school dean redefined” new leadership requirements and how these requirements have a strong influence on business schools.

“Business school deans who will thrive in the coming years will have a different leadership profile from their predecessor.”

In their analysis they concur that the business school deans who will thrive in the coming years will have a different leadership profile from their predecessors, one that emphasizes strategic skills, enterprise management, innovation, and people and relationship effectiveness. All these will be required to forge ahead in business education in the organizationally flat world of academia, and during a time of flat enrollment.

Business schools, the authors write, must innovate, refocus, and restructure, or risk falling behind their academic competitors. Just like private enterprise, business schools are undergoing a fundamental transformation in response to changing student “buyer” values, the Internet, globalization, shifting demographics, and unprecedented economic pressures.

As a result, business schools are hungry for alternatives to the traditional dean candidates, who historically possessed deep backgrounds in core areas such as finance or economics and undertook a more straightforward mandate.

“The idea that future problems can be creatively and wisely solved within silos is so wrong.”

According to their research a new leadership profile for business deans has emerged, one that emphasizes:

Strategic skills
Enterprise management
Innovation
People and relationship effectiveness

Sally Blount, the dean of Northwestern University’s Kellogg School of Management draws the conclusion that “the problems of the future are so difficult and so complex that the idea of solving these problems creatively and wisely within silos is so wrong.”

We at the Lorange Institute of Business have renounced on silos right at the start. We did it for the good of good of education of our students.

Kind regards,
Peter Lorange

P.S. Download the study by clicking on the banner!

Studie von Korn/Ferry Institute: Wie muss der Rektor der Zukunf aussehen?
*) The Korn/Ferry Institute generates forward-thinking research and viewpoints that illuminate how talent advances business strategy. Since its founding in 2008, the Institute has published scores of articles, studies and books that explore global best practices in organizational leadership and human capital development.

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The educational revolution – M.I.T. and Stanford offering lectures for free

Dear reader

Faculty member Mike Johnson*) and chairman of the FutureWork Forum – a partner of the Lorange Institute – has urged us to publish this article by New York Times columnist Thomas Friedman, pointing to one aspect of the digital learning revolution. the future work forum is a partner of the business school the lorange institute of businessHere at Lorange, we wholeheartedly approve of this approach to online learning. We’re on that wavelength too, and intend to be more and more involved in the coming months. Look out for news from Lake Zurich to add to that of those Californians.

Here is an extract from the New York Times article to get you into the mood for the coking education revolution.

Kind regards,
Peter Lorange

***

by Thomas Friedman, The New York Times

Andrew Ng is an associate professor of computer science at Stanford, and he has a rather charming way of explaining how the new interactive online education company that he cofounded, Coursera, hopes to revolutionize higher education by allowing students from all over the world to not only hear his lectures, but to do homework assignments, be graded, receive a certificate for completing the course and use that to get a better job or gain admission to a better school.

“I normally teach 400 students,” Ng explained, but last semester he taught 100,000 in an online course on machine learning. “To reach that many students before,” he said, “I would have had to teach my normal Stanford class for 250 years.”

Welcome to the college education revolution. Big breakthroughs happen when what is suddenly possible meets what is desperately necessary. The costs of getting a college degree have been rising faster than those of health care, so the need to provide low-cost, quality higher education is more acute than ever.

online education - the educational revolution.

At the same time, in a knowledge economy, getting a higher-education degree is more vital than ever. And thanks to the spread of high-speed wireless technology, high-speed Internet, smartphones, Facebook, the cloud and tablet computers, the world has gone from connected to hyperconnected in just seven years.

Finally, a generation that has grown up on these technologies is increasingly comfortable learning and interacting with professors through online platforms.

The combination of all these factors gave birth to Coursera.org, which launched on April 18, with the backing of Silicon Valley venture funds, as my colleague John Markoff first reported.

Private companies, like Phoenix, have been offering online degrees for a fee for years. And schools like M.I.T. and Stanford have been offering lectures for free online.

Coursera is the next step: building an interactive platform that will allow the best schools in the world to not only offer a wide range of free course lectures online, but also a system of testing, grading, student-to-student help and awarding certificates of completion of a course for under $100. (Sounds like a good deal. Tuition at the real-life Stanford is over $40,000 a year.)

Coursera is starting with 40 courses online — from computing to the humanities — offered by professors from Stanford, Princeton, Michigan and the University of Pennsylvania.

Penn University of Pennsylvania Stanford University University of Michigan Princeton University

“The universities produce and own the content, and we are the platform that hosts and streams it,” explained Daphne Koller, a Stanford computer science professor who founded Coursera with Ng after seeing tens of thousands of students following their free Stanford lectures online.

M.I.T. and Stanford have been offering lectures for free online.

“We will also be working with employers to connect students — only with their consent — with job opportunities that are appropriate to their newly acquired skills. So, for instance, a biomedical company looking for someone with programming and computational biology skills might ask us for students who did well in our courses on cloud computing and genomics. It is great for employers and employees — and it enables someone with a less traditional education to get the credentials to open up these opportunities.”

M.I.T., Harvard and private companies, like Udacity, are creating similar platforms. In five years this will be a huge industry.

While the lectures are in English, students have been forming study groups in their own countries to help one another. The biggest enrollments are from the United States, Britain, Russia, India and Brazil. “One Iranian student e-mailed to say he found a way to download the class videos and was burning them onto CDs and circulating them,” Ng said last Thursday. “We just broke a million enrollments.”

To make learning easier, Coursera chops up its lectures into short segments and offers online quizzes, which can be auto-graded, to cover each new idea. It operates on the honor system but is building tools to reduce cheating.

“We just broke a million enrollments.”

In each course, students post questions in an online forum for all to see and then vote questions and answers up and down. “So the most helpful questions bubble to the top and the bad ones get voted down,” Ng said. “With 100,000 students, you can log every single question. It is a huge data mine.”

Also, if a student has a question about that day’s lecture and it’s morning in Cairo but 3 a.m. at Stanford, no problem. “There is always someone up somewhere to answer your question” after you post it, he said. The median response time is 22 minutes.

These top-quality learning platforms could enable budget-strained community colleges in America to “flip” their classrooms. That is, download the world’s best lecturers on any subject and let their own professors concentrate on working face-to-face with students. Says Koller: “It will allow people who lack access to world-class learning — because of financial, geographic or time constraints — to have an opportunity to make a better life for themselves and their families.”

When you consider how many problems around the world are attributable to the lack of education, that is very good news. Let the revolution begin.

***

Mike Johnson, founder of the future work forumMike Johnson, chairman and founder of the FutureWork Forum, is a leading commentator, consultant and writer on the Future of Work, Talent Management, Corporate Communications and How to Work as an Independent. He is the author of 12 books on business and management issues and has written several series of world-of-work studies for both The Economist and the Financial Times, as well as over 100 global and Europe-wide studies for international corporations and institutions. He founded Johnson & Associates in 1982 in Brussels and has developed a long-standing reputation as a researcher and reporter on a wide range of organizational issues. (read more about Mike Johnson)

Education – a true luxury?

Dear reader

I recently published an article on the GlobalEd Blog, that I’d like to share with you. Adminstrator of the mentioned blog is Mark Thomas from the Grenoble Ecole de Management. His not only Associate Dean and Director of International Affairs but also a great teacher for strategy.

Yours,
Peter Lorange

The need for innovation

When most innovation initiatives are originally introduced, the aim is to stimulate business schools to improve and to help them to become stronger.

Innovation is definitely the key. Many of us understand that when a firm is able to offer products and / or services featuring innovations that the customers can understand and appreciate, then the firm will probably be able to sell more and at a higher price, i.e. higher revenues, better returns!

The success of many so-called luxury goods is based on this formula.

Business schools as luxury goods

But, our business schools can increasingly be seen as being analogous to featuring luxury goods also. The critical success factor for top business schools will be their ability to innovate quickly in ways that its students, customers can understand and appreciate. But, to what extent is our research actually relevant for our program offerings – or is excessive focus on narrow axiomatic approaches intended for so-called A-journals actually slowing down relevant innovations?

Is education true luxury?

Is our faculty recruiting and promotion system, perhaps culminating with tenure, encouraging rapid innovations in our institutions? Regrettably the conclusion is often no.

The need for reform in business schools

To be able to innovate more effectively, faster and in more relevant ways, there is probably a need to overhaul many of the structures and processes so well established in many of our business schools.

The leading business school of the future is probably going to be different from today – more networked, more focussed on servicing the student / participant, often smaller! Exciting times lie ahead!

Jamie Anderson – A Member of the Faculty

Dear Reader

in the meantime I have already presented you some member of our faculty. Only yesterday I introduced you to Margareta Barchan.

Today I present you a well known scientist and member of our faculty:

Jamie Anderson

He has held permanent and visiting positions at leading business schools, such as the  London Business School, ESMT Berlin and the University of Melbourne. His research and teaching focuses on strategy, innovation and creativity.

He is now Professor of Strategy and Innovation Management at the Antwerp Management School. He is an award winning author and case writer, and was recently recognized by the journal Business Strategy Review as one of Europe’s top 25 management thinkers. He has published in many of the world’s leading academic journals.

Teaching at Lorange: Strategy for Profitable Growth

Photograph: Peter Hebeisen, Zürich

Crossroads are made for decisions

Dear reader

In 1902, a 23-year old physics teacher published a job announcement. Under „Miscellaneous“ he offered private lessons.

Three years later he published his first papers on the special relativity theory and soon he was one of the most famous scientists of his time – his name: Albert Einstein.

Hardly ever is a career path completely straight. One day, each and everyone finds himself at a crossroad. At this point it is necessary to take a decision. But which one?

Our Career Executive Briefing precisely deals with these issues. What type of management and leadership will dominate in the coming years? What skills do you need to succeed?

Who could know the so called crossroads of a career better than our faculty member Matthias Mölleney. He is not only the managing director of his own consulting company peopleXpert; to speak methaporically, he arose from the ashes of the both well-known and tragic Swissair Grounding. He then was head of the human resources management and member of the executive board at Swissair.

If anybody knows his way around crossroads, then it’s him.

The company peopleXpert gmbh was founded in January 2006 by Matthias and Regine Mölleney on the banks of the Greifensee in Uster, Switzerland.

The focus of peopleXpert lies in the combination of innovation and individually-tailored solution-based ideas with an effective, pragmatic and people-oriented implementation. They strive as passionately for these goals as Matthias is lecturing at the Lorange Institute.

Or has he puts it: “When times get tough, human resource management has to get even better.

I ask you: What are you waiting for? Get ready for your career move – we will brief you on how to fully leverage your know-how in the market. We brush up your skills for the next steps in your career planning.

Register now on our website. I am looking forward to welcoming you on 4/5 April to our advanced management module at our institute, right on the shores of Lake Zurich.

Yours,
Peter Lorange

Sustainability – Key to the Fundação Dom Cabral

Dear all

last year I was invited by the Fundação Dom Cabral. The brazilian organisation contributes to the sustainable development of companies by means of training and education of executives, managers and organizations.

This business school got top rankings among the brazilian business schools and is, as the Lorange Institue, accredited by the Association of MBA, AMBA.

On the occasion of my visit, I was interviewed and would like to share with you this moment.

Yours,
Peter Lorange