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THE MONTHLY MAGAZINE OF THE ASSOCIATION OF MBAS (AMBA) | BE IN BRILLIANT COMPANY | DECEMBER 2018 / JANUARY 2019

TEACHING
Information S ECURIT Y
Leadership development Beyond business Entrepreneurship
The role of the Business School in Reintegrating morality Schools have an opportunity
building accelerated careers into capitalism to create start-up ecosystems
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Contents
December 2018 / January 2019

News
06 08 28 0
Research Beyond business
MBA career paths: Business Schools must
AMBA’s exclusive understand how they
Careers Research can contribute to the
investigates the wellbeing of society,
job prospects for adopting a proactive
Teaching cyber security
MBA graduates stance, writes Loïck
It's essential for Business Schools to analyse cyber risk
Roche, Director and
Interviews
and prepare MBAs to protect their information
Dean at Grenoble École
20 0 de Management
Latin American Deans 32 0
A wealth of insight The building blocks of Latin America
from Deans and MBA accelerated leadership Views from top Deans across the
Directors from across development region on Business School strategy
Latin America, sheds In a fast-paced business
light on challenges and environment, MBAs must
opportunities in the learn how to accelerate
region and beyond leadership development
– their own and others’
Features
3
36
08 0 Managing the
Why MBA workplace wellbeing
programmes should of millennials in a
teach more about transforming world
information security How do employers
It is now essential for attract and motivate
organisations to analyse today’s young people?
Millennial wellbeing
cyber risk and to get Linda Ronnie, from How do employers attract and
better at protecting their the University of Cape motivate today’s young people?
information – so MBAs Town’s Graduate School
must understand too of Business, introduces
14 0 the African philosophy
Driving
How Business Schools of ‘ubuntu’ to
entreprenurship
drive entrepreneurship the workplace.
The challenge for Business Schools
Business Schools should
use new methods to Opinion
teach entrepreneurship 04 0
and build links Editor’s Letter
with entrepreneur 42
ecosystems, argues Guest column
Vicente Arregui Martínez The problem
de Lejarza, Executive with voluntourism:
Director, ESIC Business how ethical is
and Marketing School volunteering abroad? Developing leaders
MBAs must learn how to
accelerate leadership
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Editorial
Editor and Head
of Communications
David Woods-Hale
d.woods@
associationofmbas.com
@davidpaulwoods

Art Editor
Sam Price

Deputy Art Editor

Ross McLaughlin

Cyber threat: one of the top global Sub-Editor

Sarah Wild

challenges of modern times? Digital Content and

Community Manager
Jack Villanueva
Have you paused to consider how many result of saturation of cyber security events and j.villanueva@
associationofmbas.com
of the things in our daily lives are controlled can actually stop people responding positively
by machines? to the threat. Research and
Computers have infiltrated every aspect of Companies – and their employees – need Insight Manager
our lives, with one goal – to make things more to be tested on cyber security regularly. Of Will Dawes
w.dawes@
comfortable. But the flip side of this new age of course, no business can ever be 100% secure; associationofmbas.com
4 enlightenment is that cyber threats lurk around remember – the attackers are always one step
every corner and that's created one of the top ahead, so organisatioins have to stay humble Communications and
global challenges of modern times. and keep their basic security measures in Insight Assistant
Kevin Lee-Simion
There is extensive coverage of security and check. But how does this impact Business k.lee-simion@
data breaches in mainstream and security Schools and MBA education? associationofmbas.com
press. Stories of cyber failure, ID theft and some In short, it is necessary for all business
very serious potential repercussions for national people to understand the basic structure of the Corporate
infrastructure, businesses and individuals are digital world, which includes the World Wide
regularly found on most media platforms. Web that is searchable through standard search Head of Commercial Relations
Jack Ingram
Some of the most interesting technologies engines, deep and dark webs. This is because j.ingram@associationofmbas.com
I could outline are deception technologies, such knowledge is a key tool to living life under
Senior Commercial Executive
artificial intelligence (AI)-based log analysis and digital conditions.
Emily Wall
attack pattern detection, threat intelligence Technology guides our choices, so MBAs e.wall@associationofmbas.com
solutions, AI-based endpoint protection (and everyone else) need to be aware of this.
HR and Employer
solutions, and privileged account management. As Yannick Meiller writes in his cover Relations Manager
The most innovative ways of protecting a story (page 8) Business Schools have started Aarti Bhasin
business are usually reserved for organisations teaching digital transformation and the value
Head of Events
with a large security budget. Business created by information processing. However, Leah Carter
leaders would be wise to have continuity what about protecting the information they
Membership Manager
and crisis plans in place, assess their risks have created?
Tariro Masukume
and look towards the advanced innovations It's time for Business Schools to have difficult
that are being developed daily. But security discussions about data and and adequately Finance and
Commercial Director
professionals are all too aware that a breach or inform students about information security. Catherine Walker
cyber fatigue can cause a sort of inertia. It is a David Woods-Hale, Editor, AMBITION
Chief Executive Officer
Andrew Main Wilson

Executive Assistant to the CEO

Copyright 2018 by The Association of MBAs (AMBA). ISSN 2631-6382 All rights reserved. Material may not be reproduced without the permission of Amy Youngs
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and do not necessarily represent the views of AMBA. Whenever an article in this publication is placed with the financial support of an advertiser, partner accreditation@mbaworld.com
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will have the contributor’s name. If you believe we have omitted a credit for your image, please email the editor.
Like a Diamond, an MBA is Forever
Ensure it’s AMBA-accredited.

brilliant
Crafted with
Be in company
MBA students on AMBA-accredited
world-class expertise
programmes are required to have The high standard of AMBA-accredited
at least 3 years prior management MBAs is certified by highly experienced
experience, making for quality Business School Deans and Directors
networks and applied learning. - Experts assessing Experts.

Invest in education that stands the Be part of a

test of time priceless network
AMBA-accredited schools AMBA-accredited MBA
have educated MBAs to programmes require a minimum
AMBA standards for a of 500 ‘contact’ hours, ensuring
minimum of 3 years and face-to-face learning and strong
usually over 10 years. Access the relationship-building.
highest quality
experts in academia and industry.
Faculty at AMBA-accredited programmes
are internationally diverse and at least
75% must have a relevant
postgraduate qualification.

AMBA is the world’s only MBA-specific Accreditation Organisation,

accrediting just 2% of the world’s Business Schools.
www.mbaworld.com

RESEARCH AND INSIGHT
MBA career paths: what
do graduates expect to be
doing in the next few years?
AMBA’s exclusive Careers Research sheds light on the
future job prospects for international MBA graduates.
Will Dawes reports
A
MBA’s latest research on
MBA careers provides fresh
insights into how graduates
view the next few years of
their working lives developing.
The period in which AMBA has captured
these views – within the first two years of
each participant’s MBA graduation – is a time
when management professionals are most
determined to make a step-change in their
6 careers; often defining, or re-defining, the
rest of their working lives. In total, 1,591 MBA
graduates completed an online survey to
explain how they expect to develop over the
next few years.
This study shines a light on this critical
point in many graduates' careers, where their
career vision and drive is understandably most
focused. As part of the survey, graduates
were able to reflect on how their learning
experience will influence what attributes they
take into their future roles within business.
The research also revisits some of the
traditional ways in which MBA paths have
been assessed, by offering a fresh way of
looking at MBA impact, in terms of their
management mindset and implementation
of skills, rather than potentially crude
measurements of MBA performance, such
as realised salaries. The study was designed
with more questions looking at values, as
opposed to a focus on salaries and job roles,
in order to capture the contribution of MBAs.
For example, it looks at how graduates intend
to apply the skills they have developed from
their study and how confident they feel about
making an impact.
The results demonstrate that graduates
largely see themselves as people who are
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able to impact directly on their organisation’s
performance by thinking differently and being
solutions focused. Specifically, from a list of
several ways graduates could contribute to
the organisation for which they work, more
than seven in 10 said they are likely to:
• improve operational efficiency
(73%)
• innovate through coming up with
ideas and solutions that make their
organisation work better (72%)
• make the organisation more
efficient (72%).
The study also highlights how many recent
graduates are motivated to complete an MBA
so they can trigger change in their careers.
Almost half (48%) of all graduates believe they
The study represents the
first in a series of reports
looking at the views and
outlooks of recent MBA
Which, if any, of the following are you
likely to do for your organisation as a
result of completing your programme
I am likely to make better
81%
business decisions
I am likely to make my teams
operate more efficiently 73%
I am likely to come up with
ideas and solutions which
72%
change the way the organisation
works for the better
I am likely to help the organisation
be more efficient 71%
I'm likely to make decisions which
consider the wider implications 66%
outside my organisation
I am likely to execute large-scale
projects more effectively 58%
I am likely to contribute towards a
more profitable business 58%
I am likely to raise the profile of
issues relating to wider society 40%
within my organisation
None of the above 2%
are likely to change sector in the next year,
while almost a quarter (23%) do not know
what they will do. Therefore only a minority
of MBAs wish to remain in the same sector
after they graduate. The chart on page 7
outlines the range of sectors into which
graduates see themselves moving.
The most popular desired transition is into
consultancy (19%), although a wide range of
sectors were mentioned including banking
and financial services (8%), IT (6%), energy
(5%), healthcare (5%), consumer goods (5%),
the not-for-profit sector (4%), marketing (4%)
food and drink (3%), education (3%) and
government-related work (3%). This indicates
that graduates are not singularly motivated
to move into a small number of sectors,
but that they see themselves working
 AMBITION | BE IN BRILLIANT COMPANY
Into which sector are you most likely to
move within the next three years? across a broad spectrum of markets.
The collection of salary data is fraught
with measurement accuracy issues, which
are inherent when collecting data from
Consultancy 19% dozens of different global currencies. Factors
such as constant fluctuations in inflation
rates, currency conversions and multiple-
Banking / financial services 8%
currency income streams will always offer
up uncertain, if not dubious, estimates.
IT 6% Further perceptual damage can be done
when using these estimates as a tool to
assess an MBA’s performance or pertaining
Energy 5% to make a genuine measurement of an MBA’s
contribution to salary growth.
Healthcare 5% This is especially true when considering
the economic performance of the region in
which the Business School is situated (i.e. the
Consumer goods 5% local economy) in contributing to salaries.
Such estimates also imply that the salary
Charity / non-profit / NGO 4% movements over time are purely due to
having studied for a particular MBA. There
are numerous causal factors, such as age,
Marketing 4%
Food and beverages 3% 'Only a minority of
MBAs wish to initially
Education 3% remain in the same sector
after they graduate’
Government 3%
geography, lifestage, personal ambitions
and motivations, and other financial
opportunities which are independent of an
MBA programme, and do not relate to the
contribution of the MBA. AMBA’s study still
examined MBA salaries, but asked MBA
graduates to predict the real change in
their salaries as a resulting of their MBA.
Therefore, rather than crudely analysing
salaries, we are getting a more balanced
sense of how much financial impact recent
graduates believe their MBA will achieve.
This is not a perfect way of measuring
impact, but we believe it offers a different
and more transparent estimate of the MBA’s
contribution to the salaries of graduates.
During the survey, MBA graduates were
asked how much higher or lower a salary, as
a percentage change, they expected to be
paid in the future as a result of completing
their MBA, without factoring inflation. As
such, we were looking to measure the
MBA’s real salary contribution. AMBA’s study
indicates that graduates believe that their
study will lead to a substantial increase in
their salary as a result of their MBA in the 7
7
near future. More than three quarters (78%)
say that they predict that they will earn 20%
more in the next three years and half (50%)
expect to earn at least 50% more within the
same timeframe.
The findings suggest that graduates
believe MBAs will have a transformative
impact on their salary earnings within the
near future. The study also indicates that
even those who do not think they will be
earning substantially more, still feel that
they will reap the benefits of an MBA and,
crucially, that this will outweigh the financial
cost of completing one.
The benefits were seen to be borne out
in a range of ways, such as the utilisation
of improved mental resilience and
entrepreneurial attributes. These findings,
among many others, are outlined in detailed
within the main report.
The study represents the first in a series
of reports looking at the views of MBA
graduates worldwide. The full report,
outlining MBA career perceptions and
intentions, is available via
www.mbaworld.com
 AMBITION | BE IN BRILLIANT COMPANY

TEACHING
INFORMATION
SECURITY
8

It is now essential for organisations to analyse cyber risk and to

get better at protecting their information – so MBAs must
understand how as well, writes Yannick Meiller

www.mbaworld.com
AMBITION | BE IN BRILLIANT COMPANY

9
9

community.mbaworld.com
 AMBITION | BE IN BRILLIANT COMPANY

igital transformation is a vital aspect of all

companies’ strategies.
A few years ago, the ‘digital economy’
was viewed separately to its non-digital
counterpart – however, now our entire
economy has digital aspects.
The same applies to companies
themselves: all departments, at all levels,
are being digitally transformed. Of course,
the extent of the transformation, its intensity
and what is at stake varies depending on the
10 company, but a clear pattern has emerged:
everyone is going digital!
Digital transformation relies on the use of
information technologies which, as the name
suggests, process information. The aim of
digital transformation is to maximise the value
extracted from this information.
The more a company benefits from
information processing, the more valuable the
information becomes. However, the higher
the value of information, the higher the risk
attached to it. This includes the risk of losing
it, the risk of it being stolen and the risk of it
being corrupted by an aggressor. This is why
it’s essential that Business Schools and their
students analyse cyber risk, understand cyber
protection and teach people how to get
better at protecting their information.
successfully integrated into management car production and, in the UK, the NHS
LEARNING and business administration degree temporarily had to stop handling cases that
programmes here at ESCP Europe. were not deemed ‘critical’.
THE HARD WAY Digital transformation is also about the The global impact of this single attack
Business Schools have started teaching protection of this information, and of its was estimated at close to €2bn. The average
digital transformation and the value created value. It is dangerous to create value from cost of a cyber attack, in 2017, was estimated
by information processing. However, what data without protecting it first. Past events at $11.7m by Accenture’s 2018 Cost of
about protecting the information they have taught us this lesson the hard way. Cybercrime study. There has been a lot
have created? In 2017, the ‘Wannacry’ ransomware attack discussion about the details of these figures.
Digital transformation is about value hit thousands of organisations worldwide. However, the point is that they are high and
creation based on information processing. The virus, which demanded ransom pose a serious threat to any business.
We understand this and it has been payments, meant that Renault had to halt Because of these threats, every

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 AMBITION | BE IN BRILLIANT COMPANY

11
11

‘Every organisation creating organisation creating value out of

value out of information

information should make sure they are
protecting it. Creating value out of data
should make sure they are is acknowledged as being a specialist

protecting it’ management task, but what about

protecting this information?
There is a strong temptation to leave
information protection to the ‘IT experts’.
After all, ‘cyber protection’ and ‘cyber risk’
sound so ‘cyber’, there is a misconception
it must be a technological matter.
This is a flawed opinion. ‘Information

community.mbaworld.com
 AMBITION | BE IN BRILLIANT COMPANY

protection’, or ‘information security’ should

be part of ‘information system protection’.
An information system is made of three
components: information technology, the
organisation and the employees. As you can
see, the technological aspect is only part
of the picture. Organisations and people
are both legitimate management issues.
Therefore, a good manager should now be
able to contribute to information protection.

‘There is a strong
temptation to leave
information protection
to the IT experts’

EVALUATING
WHAT IS AT STAKE
Let’s explore further the role of managers in
12 information protection.
First, only managers can evaluate the
value of information in a given context, so
information security should therefore be
adapted to the actual risks. What is at stake?
What if this data is accessed by competitors?
What is the impact and cost to the business
if data is stolen?
Are the consequences the same if
the institutional website of a university
is inaccessible for one day and the
e-commerce website of a large online
retailer becomes inaccessible for one day?
When a partnership involving the
exchange of information is negotiated, what
are its implications on the level of security
and what do we have to implement in order
to protect the partner’s information?
Second, the structure of the organisation
plays a major role in protecting information.
The so-called ‘CEO fraud’ relies on the flaws
of the organisation. CEO fraud will typically
start with an email being sent from a fraudster
to a member of staff in a company’s finance
department. The member of staff will be told
by the fraudster to transfer money immediately
to a certain bank account for a specific reason.
There is nothing high-tech here; it is simply
someone pretending to be the CEO and
demanding money, but surprisingly, it works.
Third, the main threat to an organisation,
as far as information security is concerned,
comes from the behaviour of its employees.
I am not talking about intentional actions
perpetrated against the interests of the
company. On the contrary, this is about
innocent employees whose behaviour puts
the company at risk: from writing passwords
on sticky notes to accidentally giving away
confidential information – or just by not
backing up their data.
The first thing to do to improve
information protection is to raise awareness
about the risks and potential consequences
of a cyber-attack. Managers have a major
role to play in this. They are the only ones
who can encourage good behaviour.
Installing antiviruses, firewall or encryption
tools helps with information security, but it
doesn’t change human behaviour.
Managers need to know how to protect
their organisations, which is why Business
Schools must know this and why they are
important. While there are Business School
students who are fully aware of the risks of a
cyber attack and know how to protect their
data, they remain in the minority.
MANAGERS IN DENIAL
In 2018, ESCP Europe asked several questions
about information security to a small group
of executive MBA students. The size of the
group was too small to derive any statistical
generalisation, but still, it gives some
interesting indications: 7% of participants
believed there was no threat of attack
targeting information. The good news is that
the majority of those surveyed were aware of
the threat.
However, the 7% in denial about any
cyber attack were managers. Even worse,

www.mbaworld.com

half of them declared that it would not be
worthwhile targeting them for information.
They seemed to have forgotten that they
had access to their companies’ information
systems where sensitive information could
be found. All of them also stated that they
worked on their laptops while travelling.
One might assume that this emerging
generation of managers would be more
aware of cyber-security issues, being ‘digital
natives’. Unfortunately, being ‘digitally-
native’ doesn’t necessarily equate to being
‘digitally literate’. In fact, because members
of this generation uses internet data as part
of their leisure activities, they seem less able
to understand the constraints and dangers
of data security within a company. In the
same group of executive MBA students, half
of them complained that the information
security measures implemented by their
managers just slowed them down.
TOOLS TO
REDUCE CYBERCRIME
Once managers understand the
consequences of nfailing to protect their
data, they should learn a couple of simple
methods to help stop cybercrime. They
should also be informed of good practices
for improving the level of awareness and the
level of contribution of their teams.
‘The main threat, as far
as information security
is concerned, comes
from the behaviour of
employees’
The goal is not to train cyber-security
experts, but to ensure managers can
understand and manage the information
protection part of their business, involving
experts when needed. To be in charge of
digital transformation, managers have to grasp
both value creation and value protection.
How to integrate these aspects in a
management curriculum raises the usual
questions related to digital transformation.
Should a standalone course be set up?
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Should risk analysis and information security
be integrated in every course? Should
value creation out of information and
protection of this value be taught together
or on separate courses?
Currently, most MBA programmes lag
behind, as far as information security is
concerned. Therefore, the priority is to
increase the exposure to information security
on MBA programmes.
INFORMATION PRIVACY
Information security overlaps with another key
subject: information privacy. In business-to-
consumer businesses, information privacy is
a central issue of digital transformation. At an
individual level, everyone should protect their
personal information – evaluating what has
to be kept confidential and what should be
done to guarantee its confidentiality.
Also, it raises societal questions. For these
reasons, it makes sense to teach information
protection and information privacy together.
The latter subject may even be more
attractive to students and therefore be a
good entry point.
Information privacy and the way it is
perceived by consumers is a key issue for
community.mbaworld.com
more and more business models. Big data,
data analytics, and machine learning are
all reinforcing this. When we think of what
tomorrow’s business and tomorrow’s society
will be like, information privacy is central
to that.
Interestingly, different cultures have
different ideas about information privacy.
This makes it an interesting subject when
dealing with multicultural management in
Business Schools. Europe is leading the way
with General Data Protection Regulation
(GDPR) and many argue that this new legal
framework will change how businesses
operate. These differences are always a
source of rich discussions especially with
international students.
For now, we will continue these
discussions and teach our students about
information security. Here at ESCP Europe,
we have integrated a standalone course
about ‘Protecting the Value of Digital
Information’ into our Executive MBA. More
Business Schools and companies should
follow in our footsteps.
13
13
Yannick Meiller is Assistant Professor of
Information and Operations Management
at ESCP Europe.
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14

How Business
drive entrepre

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15
15

Schools
neurship
Business Schools must use new methods to teach entrepreneurship
and build links with entrepreneur ecosystems, argues Vicente Arregui
Martínez de Lejarza, Executive Director of ESIC Entrepreneurs, ESIC
Business and Marketing School

community.mbaworld.com
 T
he basic objective of a Business School
is to train talented professionals to lead
businesses and organisations that will
contribute to a better society. Teaching and
research are central to what they do.
Since Business Schools began to be
formed, at the end of the 19th century, they
16
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have continued to adapt to the needs of
society at every stage of its development.
And, although the Business School sector
has not been homogenous in its principles,
nor in its solutions, it is agreed that there is a
need to deepen its humanistic aspects and
etiquette. Business Schools offer students
more than just employability, developing in
them the ability to address the challenges
of modern society, globalisation, innovation
and sustainability.
THE RATE OF CHANGE
AND DISRUPTION
Continuing technological advances,
particularly the internet; changes in
economic structures; modifications in worker
and commercial relations, and globalisation
have created a world which requires its
people, businesses and organisations to
have capabilities and competencies to
make effective decisions in an uncertain
climate. Innovation and entrepreneurship
must receive attention as a priority now
and in the future.
The rate of change, the impact of the
most disruptive techniques and the digital
explosion in our economy, as well as
emerging relationship and consumption
models, mean that entrepreneurship is key
in identifying new markets and creating
fresh opportunities that add value and offer
solutions for businesses and societies alike.
INNOVATION
Innovation has become a decisive factor for
the growth and survival of organisations.
In the words of the late management guru
Peter Drucker, innovation is the ‘specific tool
of entrepreneurs; the means by which they
exploit change as an opportunity’.
This growth-centred model of
entrepreneurship and innovation will
remain viable if we focus on our people
and their training. Today, people’s talent is
the competitive factor, debunking physical
resources, which is different from the times
of the industrial revolution.
Entrepreneurial initiative is demonstrated
in different ways: creating new organisations;
innovating at the heart of companies;
acquiring businesses; and relating to family
businesses, for example.
Whatever the case, Business Schools
have to respond to both their prospective
investors or co-investors in their companies,
which show a potential for growth, as
well as to the professionals involved,
either directly or indirectly, in joint
corporate entrepreneurship.
‘Entrepreneurship is
what will grow and
transform the economy,
and it must inevitably
be taught as a
stand alone discipline
in Business Schools’
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Traditionally, entrepreneurship has been

seen as a linear, predictable process, that
‘Entrepreneurship begins with identifying an opportunity,
is a practice like law developing an idea, acquiring the resources,

and botany that can

building and implementing a business plan
and managing the new venture. Training has
be learned’ been centred around the different disciplines
needed to manage each stage of the
process: marketing, legal aspects, logistics,
human resources and finance.
While these theoretical concepts are
still valid and necessary, it is essential to
incorporate skills training that allows the
student, in their role as entrepreneur, to
navigate an uncertain and changing reality, a
reality that requires them to make decisions
with little data, a creative approach, a
high level of autonomy and the ability to
communicate and work as part of a team.
These are the skills that will arm them with
the power to live and work with change.
Developing and training people in these
skills involves a fresh model of teaching
which puts practice at the heart of any
formative programme. While supporting
theory, this new model must enable practical 17
experience and on-the-job training.
Entrepreneurship is a practice, like law and
botany, that can be learned.

Economies based on innovation, that are
in a solid economic position, have the ability
to engage in higher levels of joint ventures.
Companies are looking for innovation
wherever it is generated, mobilising internal
talent or developing open innovation
models. They require people who are
capable of innovating, identifying or
creating new opportunities and generating
added value.
ADOPTING THE ROLE
OF ENTREPRENEUR
The professionals of today and tomorrow
must be capable of taking on the role of
entrepreneur, managing and teaching the
skills that allow them to cope with a world
which is difficult to predict.
Entrepreneurship is what will grow
and transform the economy, and it must
inevitably be taught as a standalone
discipline in Business Schools.
‘Innovation and
entrepreneurship must
receive preferential attention
now and in the future’
One widely accepted idea is that
the business person/entrepreneur is
not born but made. As Drucker said:
‘Entrepreneurship is not magic, it is a
discipline that can be learned’; a Business
School is the place to teach it.
TEACHING AND
LEARNING ENTREPRENEURSHIP
You can learn to learn, but teaching
entrepreneurship is different from
teaching other disciplines such as finance or
marketing – and the methods need to
differ too.
IMPROVING HUMANKIND
Business Schools have to assure that their
students think and act like entrepreneurs,
following US academic and entrepreneurial
Jeffry Timmons’ approach. Timmons says:
‘Entrepreneurship is not just about new
companies, capital, and job formation, nor
innovation, nor creativity, nor breakthroughs.
It is also about fostering an ingenious human
spirit and improving humankind.’
Training programmes for launching
start-ups and innovative projects require
specific techniques and tools, since students
often don’t have any prior experience, nor
do they know the business models on
which they are based. Because of this,
Business Schools need to re-orientate
and widen their entrepreneurship and
innovation programmes.
Experimentation, testing, knowledge and
collaboration are all terms that feature in
entrepreneurial apprenticeships, and this
means that error testing is normal when
designing and executing these activities
and programmes.
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‘Business Schools
must be capable
of pushing their
students to check
their hypotheses
in the real market’

18

Checking the product or service within the

'Economies based on points for all activity that relates to this area

innovation, that are in a solid

market is fundamental to the development
of the business model and that is where
Business Schools can make the difference,
demonstrating the reality of business. They
must be capable of pushing their students
to check their hypotheses in the real market,
breaking through the barriers of the purely
academic, making sure that their projects
transition from the classroom out into the
streets by talking to their clients.
Business Schools must continue to reflect
on how to integrate theory and analysis
tools, evaluation and management, with
the acquisition of skills. They must learn
how to teach students to take on the role
of entrepreneur when developing their real,
professional project.
It is not about encouraging and pushing
your students towards creating their
own businesses, but turning them into
entrepreneurs when developing their
professional plans or putting their work into
practice within their organisations. Students
are looking for training that stimulates them
and builds their abilities to identify/create
economic position, have the
ability to engage in higher
levels of joint ventures'
opportunities, allowing them to
feel confident in a changing and
unpredictable market.
Alongside the task of teaching, the
research side of a Business School allows
students to deepen their entrepreneurial
studies and all the related variables, as they
would in a scientific field of study.
CORPORATE STRATEGY
The inclusion of entrepreneurship in a
Business School’s corporate strategy will
reflect its level of commitment, and will
be limited to establishing plans, assigning
resources and setting indices to track.
Many Business Schools rely on centres or
units of entrepreneurship that are reference
of study. These units allow them to be more
efficient in their formative and investigative
work, and to reinforce their role in the
entrepreneurial ecosystem, contributing to
the development of a more entrepreneurial
society along with its other agents,
institutions and social groups. The campaign
focus is to create an entrepreneurship and
innovation culture within Schools and to
attract new projects. Another challenge
facing Schools that have these units is finding
ways of financing and sustaining them in the
long term, by means of contributions from
businesses, successful entrepreneurs.
These centres, or entrepreneurship
units, design and execute formative
programmes, and direct support services
for entrepreneurial projects, research and
activities that feed the entrepreneurial culture,
coordination with other areas, and so on.
An important component of being a
successful entrepreneur is having a high level
of collaboration and co-operative spirit. The
likelihood of any entrepreneurial project
succeeding increases with the strength of
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its promotional team and the support of its
stakeholders, who facilitate the resources
and activities towards which they are
directed, helping in the recruitment process,
exchanging ideas with experts or other
entrepreneurs, searching for associates,
investors or potential partners, all of
which benefit positively from the
entrepreneurship initiative.
Entrepreneur support, as well as
assessment and mentoring, all play an
important role in physically working with
colleagues, and growth. This enables
students to network and meet other agents
in the entrepreneurial ecosystem.
'You can learn to learn, but
teaching entrepreneurship is
different from teaching other
disciplines such as finance or
marketing – and the methods
need to differ too'
ENTREPRENEURSHIP IN THE WIDER
WORKING WORLD
Entrepreneurship is not limited to the
world of business. Companies, public
administration and social organisations
are also immersed in the transformational
process in which innovation is especially
relevant. As such, they require capable
professionals to lead and manage them.
Creating an innovative society is a global
and collaborative project. Business Schools
have a responsibility to society, and they
require a fluid dialogue and collaboration
with the community, businesses, institutions,
social organisations, public administration
and so on. Incorporating innovation as a
priority and entrepreneurship as a work
discipline unveils a new path to transform
the people and fabric of the business and
society itself.
There is no doubt that innovation and
entrepreneurship are key tools for social
transformation, and can serve to improve
living conditions for large numbers of the
population. They are effective means and
offer an opportunity for Business School 19
19
students with social interests to play a part
in the search for solutions to social,
economic and environmental issues
that affect the world.
Knowledge and experience within
professional training is something that
Business Schools must make available
to both people and organisations. The
collaboration between Schools and other
agents in the field, will result in improved
formative and investigative programmes,
designs, or new service offerings.
The whole entrepreneurial
ecosystem is sure to benefit. Hunting for
innovative ways of collaborating with the
entrepreneurial ecosystem is the challenge
for the next few years.
I assure you that Business Schools are
driving entrepreneurship, but in turn,
entrepreneurship and innovation have
become a necessary driver for those
same Business Schools to continue to be
the leaders in professional training that
businesses and society demand.
Vicente Arregui Martínez de Lejarza is
Executive Director of ESIC Entrepreneurs,
ESIC Business and Marketing School.
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Exploring Business Schools’

CHALLENGES
20 IN LATIN AMERICA
We share insights from leading Business School professors who
attended AMBA’s Latin America Conference in Buenos Aires, Argentina,
about their Schools’ current strategies, challenges and opportunities.
Interviews by Jack Villanueva

www.mbaworld.com
AMBITION | BE IN BRILLIANT COMPANY

21
21

community.mbaworld.com

Alejandra Falco, Strategic Management
Professor, Universidad del CEMA
What challenges do teachers, instructors
and professors face when using online
technologies in their courses?
The main challenge is to understand that
teaching online is not the same thing
as teaching face to face. You have to think
about the course and your class in a different
way. When you teach face to face, you
are between the student and the materials
so you can see what’s going on in the class,
you can see the reactions of the students
to what you are saying and the material
you are using. This does not happen in
the online environment so you can’t make
decisions on the spot.
Schools need to help instructors
understand that [online learning] is
different [to classroom learning] and
make sure that they don’t reproduce what
they do face to face in an online
environment. It needs a transformation.
22
‘The challenge we face
in an online environment
is to foster learner-to-
learner interaction’
In terms of the online MBA and
studying from distance, do you think the
experience, learning and the outcome for
these students is the same as for those
who learn face to face?
It’s an interesting question because the
challenge we face in an online environment
is to foster learner-to-learner interaction.
It is easy to interact between instructor
and learner, but the challenge is the
learner-to-learner interaction.
There is something that happens naturally
in a face to face environment, so if we can
manage this interaction adequately and
develop tools to allow the students to
interact among themselves, the online option
will be richer than the face-to-face option. If
we can have the same attributes in an online
environment, we add much more flexibility
for the student to choose when and how and
where he or she wants to study.
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Ignacio Alperín, Professor of
Creativity and Innovation,
Pontificia Universidad Católica
How is business thinking changing
around creativity?
Creativity is a process that involves more
than one person, it is never an individual
idea; it is a communal kind of work.
Creativity is the step prior to innovation.
Creativity is putting together the correct
ideas, innovation is putting together the
correct product or service and making it
happen in real life.
Every company expects their graduate or
postgraduate students to be open to the
idea of being creative, working in a different
way, of accepting different manners of
work ethics that are not traditional. This
not only involves those who come in to
work for a company, it has a lot to do
with leadership as well.
Perhaps there is an issue with expectations
versus what actually happens in companies.
There are too many bosses and too few
leaders. There are a lot of people who tell
you what to do but very few people who
inspire others to do things. In that regard,
creative leadership is also a major subject
and companies are slowly coming around
to the idea that they need to change their
leadership style.
Do you think Business Schools are
sufficiently inspiring to instil creativity
in their students?
When we’re children, we’re extremely
creative and we don’t have limits. We like
to explore and ask about everything. In
Schools as it stands, the creative spirit is
squashed by a system that requires students
to be right or wrong.
Creativity is a gift and should be
developed like any other talent. We have all
been provided with the talent of creativity
but when people get to university or Master’s
level, they have been kept so far away from
their creative juices and, in many cases, it is
very difficult to bring them back in touch with
themselves and give them inner strength
because creativity is a strength.
We are completely and constantly
improvising our lives. Companies, for a
long time, tended to squash this, but today,
organisations realise that they need to be
open and think laterally. If the education
system can change enough, many of the
problems we face today will be gone
because people will come up line already
living their creative ability throughout
their careers.
In your role, are you trying to unlock
existing creativity or teach the creativity?
It’s a bit of both. When I find a master’s
class with 30 students, most of them are
professional people. They think they know
everything and have already made it, and in
some respects they are right.
They will be future leaders, but it’s
sometimes difficult to tell them: ‘I am
teaching you and I don’t know everything;
perhaps you should relax a bit and question
yourself about the facts you thought
were correct.’
By unlocking that vault they will find
another Pandora’s Box of issues and
problems, but if they learn how to handle
them, they may find a way to make their work
more effective, their company profitable,
their life more exciting and more enjoyable;
they may go home and feel like having fun
with family instead of taking their troubles
with them and feeling miserable when they’re
not at work.
Part of my job is unlocking those talents,
it has to do a lot with people’s fear of being
wrong in front of other people. After that, we
teach processes, ideas and concepts
that can help students unleash creativity
in themselves and the people with whom
they work.
Is it the Business School’s responsibility to
lead students towards an uncertain path?
Many students believe the world is divided
into creative and non-creative people.
We try to erase all this and explain we are
all creative – different types of creative but
all creative.
Sebastián Auguste, Director Executive
MBA, Universidad Torcuato Di Tella
What are your views on the current global
MBA market?
The MBA is the most popular programme
within the Business School: about 79% of
the applications we receive are for the MBA
programme. Demand is growing in Asia,
Europe and the US, and it’s increasing in
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23
23

‘In Schools as it stands, the

creative spirit is squashed by a
system that requires students to
be right or wrong’
 AMBITION | BE IN BRILLIANT COMPANY

24

‘Especially in the
Latin American job
market, recruiters are
looking for “plug-
and-play” students’

www.mbaworld.com
Latin America. The full-time MBA is
declining and numbers are increasing
in executive and part-time MBA
programmes. There is also strong
demand for some Master’s degrees
such as business analytics.
How is the EMBA faring?
The EMBA is small but it’s growing in many
regions. Many students finish at university
graduate level and decide to do a speciality
such as a masters in analytics or finance, and
then they go for the MBA later when they’re
older. Young people are trying to gain more
technical abilities; older people are trying to
gain more general skills.
How popular is the online MBA?
The numbers show that the online MBA is
growing. I previously expected the number
to grow, but the increase isn’t as great as I
expected. There has been a strong increase
in the blended format, even in EMBA
programmes. Online is coming very strongly
but I don’t see the online MBA replacing the
experience of the EMBA or the part-time MBA.
You have to learn and you have to be there to
learn. It’s quite difficult to learn online.
What’s the effect of specialist
programmes on the MBA and on
Business Schools?
Specialist programmes are going to relegate
the [generalist] MBA. There is going to be a
fall in demand from young people wanting to
do an MBA, but an increase in older people
wanting to do one.
In Latin America, you have very technical
and specialised degrees so there is less
demand for special programmes. Many
universities are moving in this direction of
having more general graduate-level study, so
you’ll need more specialisation later on.
Carla Adriana Arruda Vasseur, Associate
Dean, FDC – Fundação Dom Cabra
Why do you think Business Schools should
have a role in social development?
We are the ones who are transforming the
leaders of our society. We are working with
business managers, leaders, entrepreneurs,
company owners, and people who really run
the economy of the country. If we don’t have
this kind of focus, we will continue to live in a
country with a lot of inequalities so it needs
to start with us.
How can Business Schools leverage an
impact on society?
All Business Schools have some sort of
social impact and development in their
value prepositions. Talking is one thing,
leading by example is another. We need to
provoke students to think differently and to
do differently. We need to provoke them to
really make a change. And it won’t be just
about talking and showing them our mission.
It has to be in every single class we give, in
the projects that we send them on, it has to
be included in all our initiatives.
How can Business Schools help students
have a more impactful role in the world
of tomorrow?
If you look at Business Schools, most of their
students are from the upper portion of the
social pyramid and we need to show them
how they can really make a difference – in
every single class and in every single project.
A lot of our students come to us because 25
25
they want management tools. They want
to increase profit in their corporations,
they want to better themselves in their
careers. And, from day one, they realise
we’re concerned about economic
development but we’re also very
concerned about social development.
Do you work with other Schools
to push this idea forward?
We have a partner we’ve been working
with on modules and we’re putting an
emphasis on that. But I think we can do
more. I’ve been talking a lot about that
[during this conference] with partners.
We need stop considering ourselves as
competitors [with other Business Schools]
and consider ourselves as ‘co-petitors’ and
cooperate more with each other.
Is it a case of starting locally or looking
at the bigger picture and effecting
change at the top?
Begin with what’s feasible and build up.
We’re starting to shape the leaders of
tomorrow. We’re starting with the students
of today to [help them] have a deeper
understanding of social development and
a deeper understating that there are larger

problems in the world. But is there an issue
with the bigger businesses themselves not
recognising it or not recognising it fast
enough and therefore the student not having
an outlet for what they want to do?
A lot of the boards require their corporations
to think about the social side. Some suppliers
refuse to supply to organisations that don’t
care about these issues and clients are not
buying from them.
We, as professors of business corporations,
need to set the example.
Michel Hermans, Professor of Human
Behaviour and Human Resources, IAE
Business School – Universidad Austral
How can Business Schools help students
develop skills beyond the analytical tools
in the curriculum through action learning?
It’s not only about teaching rational decision
making. It’s about helping students anticipate
risks and [influence] people who are
26
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especially relevant in certain contexts. That’s
what we do and this is the added value we
consider action learning has. This reflection
part is a very important role faculty have.
One thing is to think about is how to
evaluate a company in turbulence. Another
is to think how a company can actually use
what it has – its resources – to transform its
strategy for much broader markets. Think
about internationalisation and the acquisition
of companies in emerging markets, and then
present this analysis to senior managers.
Can students themselves better prepare
for their careers through action learning?
It depends on the student themselves.
Especially in the Latin American job
market, recruiters are looking for ‘plug-and-
play’ students so when they roll out of their
programme they want students who need
little time to be fully functional within the
context of their companies.
If they are able to find students who are
proactive, and have used this productivity to
actually do something within the context of
their programme and learn something from
that, it’s highly valued.
How important is action learning in
fast-tracking understanding around the
need for adaptability and evolution within
businesses? It’s like moving house. If you
don’t lay foundations in the MBA programme
(which would be knowledge and analytical
skills) it’s hard to start thinking about action
learning in the first place.
You have to lay a solid foundation in the
first part of the programme and then build
on this with follow-up courses. That gives us,
as faculty, the confidence that teams are able
to benefit from action leaning. We launch
most of our projects towards the end of the
programme because that’s when students
take advantage of the projects they are being
offered that they themselves propose.
We’ve seen many students use their action
learning projects to move into new career

tracks or to find a different job in companies
with whom they collaborated for their action
learning projects.
If you do a full-time MBA programme and
you are away from the job market for a full
year, gaining contact with the job market
again – with employers and organisational
life – is fundamental to a follow-up career.
Juan Pablo Manzuoli, Strategic Marketing
Professor and Director of MBA, UCA
Business School
What do you consider to be the main
disruptive trends students are facing?
I have highlighted deep trends that are
not often evident. For example, millennials
want the earth, but they don’t have special
powers. Loneliness is another powerful
trend, as is self-exploration.
What’s next for the MBA?
We have to have a convergence between
the needs of people and technology and
make an improvement. Make things better.
We need to adapt and be flexible in how
we think and in our business models. This
generation is teaching us how to make
improvements in different ways not only with
the technology, but with emotions.
Luciana Pagani, Professor of Strategy
and Competitiveness, Saint Andrews
University
How is the digital age transforming
the MBA experience?
Changing behaviours in individuals as
learners, and technology, are providing
opportunities to deliver a different
experience [to students], enabling people to
access courses no matter where they are.
What challenges is the digital
age presenting to the way
Business Schools teach?
The digital age is creating a new world of
opportunities for businesses, while also
causing a lot of pressure and setting very
different type of challenges. Businesses need
to change the way they lead.
Technologies have to be implemented
and customer experiences are transforming,
so at the company level, transformation is
amazing but very challenging.
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Business Schools have to rethink their
value proposition massively. They must
consider how they are going to offer
something of vital importance to their
students to enable them to learn and access
the best faculties all over the world, offering
a unique experience that blends the best
from the physical world and the digital
world.
It’s an enormous strategic and operational
challenge for universities.
Schools are transforming in terms
of content, so all the strategies and
management content required to lead
in the digital area is being added to
traditional content. They are also adding
a broader spectrum of elective courses to
meet the specific needs of students.
They are forming partnerships with
industries, with other universities worldwide
and with governments.
‘Online is coming very
strongly but I don’t see the
online MBA replacing the
experience of the EMBA or
the part-time MBA’
They are also transforming their
infrastructures in order to provide space for
innovation, creativity, and experimentation
and they are working across platforms to
collaborate, and to enhance their value
proposition, with the best faculty, the
best universities and the best companies
as partners.
Do you think Business Schools rising to
the challenges sufficiently quickly, given
the current economy?
The challenge of the fourth industrial
revolution is too aggressive for everyone.
Universities are moving forward, but it
would be nicer if they could move faster.
However, it’s not easy.
I hope the pace will increase and we
will have more and more examples of
convergence to the new value proposition
in the near future.
Melani Machinea, Professor and
Business Development Director,
UTDT Business School
Tell us about the development of your
specialised Master’s degree?
A few years ago, we realised we didn’t have
an offering for recent graduates who wanted
to pursue a career in business. Either they had
to do a Master’s in finance or they had to wait
five or six years before they could do an MBA.
At the same time, we discovered a need for
very specific skills, so we designed a Master’s
in management which merges the two sides
of the story: business for those who come here
from a science background and, for those with
a business background the skill set they need
for the new corporate world.
We looked at the world. In Europe,
there were a lot masters in management
programmes which were launched by Business
Schools, in addition to their MBAs which
are still their flagship programme. In the US,
we have seen the emergence of master’s in
business analytics programmes. We decided
27
we would have a competitive advantage if we 27
could offer both management and analytics in
the same programme.
The first challenge was the type of students
we wanted to sign up. We decided early on
that we wanted recent graduates or people
with little analytical experience who could learn
about areas such as programming and coding
through the courses that we were going to
teach. When we launched, we realised that
there were a lot of men in mid-to-higher
management, people with 10-15 years of
experience, who said they were lacking this
expertise and wanted to do the degree. We
had to make a decision at this point and we
decided to stick to our initial plan of targeting
younger professionals, while just offering short
courses for more mature professionals.
Do you think the MBA is evolving fast
enough or do you think there is so much
more that could be done?
I think the MBA is still a flagship programme
in Business Schools, and the challenge is to
maintain and update it to make it relevant.
Our hope is that our students from the Master’s
in management and other programmes will
come back in five or six years to do their MBAs
when they realise they need other skills related
to management and strategic leadership.
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28

BUSINESS SCHOOLS
FOR BUSINESS AND SOCIETY
Business Schools must understand how they can contribute to the
wellbeing of society, adopting an active stance, writes Loïck Roche,
Director and Dean at Grenoble École de Management

www.mbaworld.com
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O
n 11 December 2017, the then French
Minister of Environmental Transitions and
Solidarity, Nicolas Hulot, announced in a
speech, at the Medef Employer Federation
in Paris: ‘We [the French Government] are
going to help companies evolve in terms
of their social objectives, which can no
longer be limited to earning profits
without regard for working women and
men, and without consideration for
environmental consequences.’
His proposed French Pacte Law (action
plan for business growth and transformation)
was put forward, with the goal of helping to 29
29
‘reintegrate morality in capitalism’.
To ensure financial objectives better support of Virginia's Darden School of Business.
the greater good, the law will re-write two His theory suggests companies should
200-year-old articles in the French Civil Code not only consider their own interests but
(articles 1832 and 1833, see box overleaf). also the interests of all concerned parties
The articles redefine a company’s role as (employees, customers, stakeholders,
simply creating profit for shareholders. The leaders, and so on). This helps to improve
proposed modifications will integrate social the wellbeing of society. Corporate social
and environmental considerations. At the responsibility is an example that was born
time of AMBITION going to press, the law from the concrete application of
was to be voted on in autumn 2018 and its this approach.
primary actions could come into effect as
early as 2019.
But, taking this news out of the context of ‘Schools are preparing
and implementing a
the French arena, and into the wider global
economy, could this development suggest
that the era of the Chicago School and process of change to
one of its most noted economists Milton
Friedman – who coined the phrase ‘money
become Schools for
matters’ – is over? has a reason for existence.’ business for society’
This gives us, as Business School
A reason for existence leaders, the opportunity to position social
The step change outlined above looks set responsibility as the foundation for business. To implement these changes, and to
to take business thought back to 19th and The perspective that a company ensure companies accept that they must
20th century business magnate Henry Ford’s can no longer exist within a silo, but go beyond their mission (to manufacture
fundamental advice: ‘Business must be run instead must be part of the whole, builds products or deliver services) and participate
at a profit, else it will die. But when anyone on the stakeholder theory developed in a larger responsibility, Business Schools
tries to run a business solely for profit, then by R Edward Freeman, an American have a primary role to play as they
also the business must die, for it no longer philosopher and Professor at the University train future managers and leaders and

offer continuing education for working
professionals who are ready to question
their practices.
Beyond the ‘usual goals’
of the Business School
The first step in taking on this new role,
is to go beyond a Business School’s usual
goals (for example ‘training the leaders of
tomorrow’ or ‘ranking in the top 10, 20 or
30’) in order to ask: ‘why train the leaders
of tomorrow?’, ‘what do the leaders of
tomorrow need to be able to do?’, and
‘why attempt to be in the top 10, 20 or 30
Business Schools?’
The second step is a result of this
exploration: in addition to working through
these questions with students, professionals
and employers, Business Schools have to
consider the bigger picture.
Much like what is expected of companies,
Business Schools have to understand how
they can contribute to the wellbeing of
society. As a result, Schools are preparing
30
AMBITION | BE IN BRILLIANT COMPANY
and implementing a process of change to
become ‘schools for business for society’.
It is a positive sign to see that what was
once the perspective of a few has become
a generally shared vision. While not all
Business Schools are currently working in
this way, they are all headed in the same
direction and that’s a great result.
It might not seem like much, but there is
an important difference between saying ‘we
want to train the leaders of tomorrow,’ and
‘we want to train the leaders of tomorrow to
do something special’.
It’s vital to understand that this concept
of doing ‘first, for society’ is, in fact, quite
‘This concept of doing "first,
for society" is, in fact, quite
complicated to implement
because it’s a reversal of
traditional values’
www.mbaworld.com
complicated to implement because it’s a
reversal of traditional values. For Business
Schools, it means that if we only carry out
our mission to offer training and support
research we will miss our fundamental
objective. And, if we miss this fundamental
objective, we will still be doing something
positive – but the current stakes are so
much higher.
In addition to working with students
and companies, Business Schools have
to offer a vision and solutions for major
global challenges (issues surrounding end
of life, climate change, energy transition,
immigration crises, terrorism, epidemics,
corruption, child exploitation, human
rights, women’s rights, cybersecurity
and artificial intelligence).
The challenge for
Business Schools
The mission is for Business Schools, and
higher education in general, to continue
working in their particular fields of expertise,
while contributing to solving the world’s
larger challenges. They have to go beyond
their comfort zone; in other words, move
beyond their limited focus on business,
in order to understand and explore the
complexities of the world.
It’s a change that will enable them to
provide support in overcoming the major
hurdles faced by society.
When Business Schools take the step to
work on major societal problems, they open
the door to risks and are forced to take
sides. By this, I mean that Business Schools
do not currently think (and this is a simple
fact, not provocation). Their researchers and
professors think, but the Schools themselves
do not. They ‘describe’ and often they
do so after the fact. This was illustrated
by the 2008 financial crisis – no Business
School anywhere in the world predicted
or anticipated this crisis. In other words:
Schools do not think, they do not take sides,
they do not act.
For example, what does Harvard Business
School think about problems impacting on
society? Does Harvard voice an opinion,
not on immigration, but on what we should
do in concrete terms about immigration
and immigrants? Going further, if a School’s
opinion supports immigrants, does the
School work actively to welcome them?

Existing articles
Article 1832: A company is created by two
or several persons [...] with a view
to sharing the profits or savings which
may result. [...]
Article 1833: All companies must have
a lawful object and be created for the
shared interest of the partners.
*Sénard-Cotat Report delivered to the Minister of the Economy, Bruno Le Maire, on March 9, 2018 (Jean-Dominique Sénard, President of the Michelin
Group, and Nicole Notat, ex-Head of the CFDT union organisation and current OIT delegate).
Another example that might offer better
perspective is the case of US President
Donald Trump. The researchers and
professors at Harvard voiced many negative
opinions before and after the election of
Trump. But in concrete terms, what has
Harvard done about it? Nothing.
‘If you want to change
things – and to have an
impact – you have to be
where the action is’
If the School had an editorial policy, if
it truly wanted to change the world, then
Harvard wouldn’t simply denounce policy or
take sides. The School would act in concrete
terms. How? For example, by setting up
locations in the US where people voted
overwhelmingly for Trump.
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Proposal to re-write the article*
A company is created by two or several
persons [...] with a view to sharing the
profits or savings which may result, thanks
to the pursuit of a sustainable and
responsible activity. [...]
All companies must have a lawful object
and be created for the shared interest of the
partners. The company must be managed in
its best interests while considering the social
and environmental impact of its activities.
31
31
things – and to have an impact – you have
to be where the action is. While Business
Schools have been limited to describing and
explaining, they now also have to (and I do
mean ‘also’, not ‘instead’), state their aims,
choose sides, communicate and convince.
They have to act, which is at the heart of
being engaged and inciting change within
the world. In this way, Schools can help
federate the business world and public
institutions in order to work together on
important human values and the goal of
companies: to perform and create profit for
all concerned parties, thereby improving our
shared social fabric and contributing to the
common good.
That would be going beyond its comfort Loïck Roche is Director and Dean at
zone in Cambridge, Massachussets, and Grenoble École de Management
entering the playground where things are (Grenoble Business School). Coming
taking place. To understand societal changes, from a corporate background, he
events and facts, it’s important for Business worked for 10 years in France and
Schools to be ‘external’ and to maintain a internationally as a consultant in the
certain impartiality. But if you want to change field of human resources.
 AMBITION | BE IN BRILLIANT COMPANY
The building blocks of
accelerated leadership
development
In a fast-paced business environment, MBAs must learn
how to accelerate leadership development – their own and
others', writes Ines Wichert
E
32
very leader’s career will follow a slightly
different trajectory and will be built on a
unique set of skills and experiences. While
there is no step-by-step blueprint for career
success, there is a set of building blocks that
will help high-potential individuals not only
increase their chances of reaching the top
of organisations but also doing so on an
accelerated track.
My research, based on in-depth interviews with more
than 40 HR and business leaders, and drawing on the latest
career and business insights, has identified seven building
blocks of accelerated leadership development.
Accelerated development has become vital at a time
when leaders are often ill-equipped to deal with the
challenges of a world increasingly characterised by
volatility, ambiguity and fast technological advances.
As Business School Deans, Directors and careers professionals
professionals, we can help our top talent by highlighting the
importance of the following three career acceleraters
• the importance of gaining breadth of
leadership experience
• the power of reflection, and
• the benefits of support.
www.mbaworld.com
BREADTH OF LEADERSHIP EXPERIENCES
There are certain roles or experiences that future leaders need
on their CVs that put them in the best position to become
leaders. These are: international assignments; large-scale
change-management roles; developing or setting up something
from scratch (for example, a new project, team or manufacturing
facility); managing people; operational roles; profit and loss
responsibility, and turnaround roles.
Ideally, emerging leaders will gain access to a variety of
these leadership experiences. This breadth of experience is the
foundation for progression to senior roles. Only if a promising
employee has worked through a range of different organisational
challenges will they be able to deal effectively with the scale and
complexity of a leadership role.
Breadth of experience allows an emerging leader to gain
myriad benefits, including an organisation-wide view, flexible
leadership and problem-solving styles; they will know how to get
up to speed fast in a new environment. Broad experience has
always been important for senior leaders, but it has become even
more vital now that leaders must navigate organisations through
the choppy waters of technological disruption, increased global
complexity and volatility.
As career development professionals we can help our
top talent understand the importance of seeking breadth of
AMBITION | BE IN BRILLIANT COMPANY

33
33

community.mbaworld.com

experience in their future careers and not
simply strive to become increasingly expert
in one area. Furthermore, we must help
them understand this as they are embarking
on their leadership development journey.
Accelerated leadership development is
rarely achieved through classroom training. It
happens on the job and through learning by
doing. Stretch assignments, special projects
and job rotations must therefore become an
integral part of their career strategy.
REFLECTIVE LEARNING
Reflective learning techniques taught on MBA
programmes are identified in my research as
one of the seven key elements of accelerated
leadership development.
Reflection is a structured process aimed
at increasing our insights and learning. It
is about taking a step back to review past
events systematically. It is not the event itself
that creates development, but the learning
we extract from it.
According to Gibbs Reflecxtive Cycle
(1998), to get the fullest value, we must
ensure that our reflections move beyond the
34 surface level of what happened. It is therefore
worthwhile taking a little bit of time to go
through each of the six steps of the reflective
learning process.
Step 1: A short descriptive stage where
we focus on what happened during the
situation. It is important to move on from this
surface level of reflection to gain the
full benefit of reflection.
Step 2: An examination stage where we focus
on the feelings we experienced during the
situation. For more advanced reflection, we
benefit from examining our feelings about
the event shortly after it happened and then
again later, after some time has passed, to
reflect on how our feelings have changed.
Step 3: An evaluation stage that explores
what went well in the situation and what went
less well. This stage helps us to adapt our
actions continually, to avoid making the same
mistakes again.
Step 4: An analysis and sense-making
stage. This is an important part of the
reflective learning process as it is here
that the learner tests, validates or adjusts
their own assumptions and views of
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the world. It’s also the stage where
the learner can find connections between
‘Reflection is a
seemingly unrelated events. powerful activity
but doesn’t always
Step 5: A drawing conclusions stage about
sit well with our
what else could have been done.
action-focused
world’
Step 6: And finally, a future actions stage
about what we can do in future should the
situation arise again. This stage helps us be
better equipped if we come across similar
situations again in future.
The more we practice reflection, the more
effective we become at extracting maximum
developmental value from a situation.
Reflection is a powerful activity but doesn’t
always sit well with our action-focused
world. MBA students and graduates need
to be encouraged to continue their formal
learning by reflecting on the many situations
they encounter as part of their daily working
lives and to develop a learning mindset. It
is not the experience itself but the learning
we extract from it that generates personal
development.
SUPPORT
Support is also identified as one of the seven
building blocks of accelerated leadership
development. As career professionals, we
need to ensure that students and graduates
know how to access the support they will
need along the way.
Acceleration brings with it increased risks
for both the organisation and the individual. • appraisal support
Having support in place, either through • informational support
mentors, coaches or managers, or through • instrumental support
infrastructure such as regular review meetings, • emotional support.
can greatly reduce the risks of burnout
and derailment and help leaders transition APPRAISAL SUPPORT
successfully to new challenges. Approval support, or the provision of
However, we must ensure MBAs not only feedback, is particularly powerful for helping
focus on who is available to provide support emerging leaders develop faster. Emerging
but also, what types of support they are leaders who gain feedback are more likely
providing. High-potential leaders need access to have greater self-awareness. Where this
to four different types of support: external reference point is not available, there
may be a gulf between how emerging leaders
see themselves and how others see them.
‘Breadth of experience INFORMATIONAL SUPPORT
has always been Another important type of support is access
important for senior to information and guidance. This can be
leaders, but it has become technical information linked to a new role
that a high-potential employee has taken
even more vital now’ on or more general career advice, such as

‘Relationships
nurtured at work
are an indirect
source of career
acceleration’
information about available roles
or advice about unwritten rules of how to
succeed in the organisation.
INSTRUMENTAL SUPPORT
Practical support can ease the added strain
of starting a new role. In some instances,
this support will be tailored to the individual.
In other situations, it will be programmatic
and formalised. Examples can include
support with relocation, such as finding
schools and language training or coaches
to address specific training needs
EMOTIONAL SUPPORT
Relationships nurtured at work are
an indirect source of career acceleration
as they can help increase an emerging
leader’s resilience and consequently
decrease the risk of derailment
through burnout.
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Where support is provided through
informal systems such as mentors, we must
ensure that everybody has access to the same
level of support to provide a level playing
field for all our high-potential talent.
Dr Ines Wichert is an Occupational
Psychologist and Managing Director at
leadership development consultancy
TalUpp, whose revolutionary leadership
development app for emerging
leaders enables organisations to develop
deeper and more diverse leadership
pipelines faster. She works with
organisations and individuals to develop
talent and build high-performance teams.
Her new book Accelerated Leadership
Development – How to Turn your Top Talent
into Leaders is published by Kogan Page.
Seven building blocks of
accelerated leadership
development
Potential. A willingness to try new things, the
ability to extract learning from experiences,
and a commitment to apply this learning to
new situations. This implies drive to grow as
well as the intellectual ability to learn fast from
new situations and apply this new knowledge.
Breath of experience. Only if emerging
leaders have worked through a breadth of
organisational challenges will they be ready to
take on the complexity of senior roles.
Among the most developmental challenges
are managing people, operational delivery,
change management, starting something from
scratch and working abroad.
Risk taking. The willingness of organisations to
appoint a less experienced leader to a role to
provide development opportunities. The risks 35
35
of appointing less experienced leaders must
be weighed against the risk of not developing
a pipeline of experienced leaders.
On-the-job learning. Arguably the most
powerful format for emerging leaders to
learn; honing leadership capabilities through
an ongoing transaction between the high-
potential leader and their environment.
Consolidation: Providing time for high-
potential employees to make sense of their
learning. This can be provided by spending
extra time in a stretch role before moving on
to the next challenge or occasionally taking
on a less challenging role.
Reflection: A systematic review of past
situations to encourage insights and deepen
learning. A form of mental processing that is
particularly useful for complex or ill-structured
situations. Useful approaches to reflections
include journaling, conversations with mentors
and coaches or action learning sets.
Support: Four types of support are helpful to
accelerated leaders: information, feedback,
hands-on and emotional support.
 AMBITION | BE IN BRILLIANT COMPANY

How do employers attract and motivate today’s young people?

Linda Ronnie, Associate Professor in Organisational Behaviour
and People Management at the University of Cape Town’s
Graduate School of Business, introduces the African philosophy
of ‘ubuntu’ to the workplace
36

www.mbaworld.com
AMBITION | BE IN BRILLIANT COMPANY

37
37

community.mbaworld.com

ot so long ago, an organisation’s success
depended firmly upon revenue maximisation,
sales and investment, a playing field familiar
to the baby boomers of the post-war decades
and generation Xs of the late 20th century.
This is no longer the case.
Increasingly, success, sustainability, growth,
and performance rest upon human capital,
people’s wellbeing, and development. It is
workers’ sense of value and engagement that
ultimately drive productivity and performance.
A business which fails to take a people-
centric approach does so at its peril, risking
38 undermining its capacity for high-quality
standards, performance and competitiveness.
A human-centric approach has arguably
never been as important as it is to the new
generation entering the market, who bring
entirely new outlooks, expectations and
work relationships. These tech-savvy new
generational cohorts – millennials – are keen
to have a voice when it comes to
their professional and personal wellbeing.
They seek training and development,
meaningful work and a healthy work-life
balance and are less risk averse than their
generational counterparts.
So how do organisations around the globe,
already under siege from seismic shifts in
technology, economies, politics and social
spheres – operating in the so-called VUCA
‘Strategic alliances
with educational
institutions such as
Business Schools
can boost an
organisation’s
profile’
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(volatile, uncertain, complex, ambiguous)
environment – attract, manage and develop
millennials for their ultimate wellbeing and
that of their workforce and business?
In South Africa, where workplace
focused organisations are
challenges are complicated by the legacy
of apartheid, and with millennials (known as
‘born frees’ because they were born after the
advent of democracy in 1994) making up 40%
of a population of 56 million, forward-thinking
organisations are embracing the philosophy
of 'ubuntu'. Ubuntu is a traditional African
philosophy about generosity, hospitality,
friendliness and care between people.
And while it is a philosophy particularly
suited to South Africa, it is a good philosophy
for all global organisations. All over the
world, organisations are confronting similar
challenges including talent attraction and
retention, motivation and engagement, and
addressing burnout and stress.
First impressions: talent attraction
When it comes to talent attraction, what
appeals to millennials? An essential
component is reputation or a recognised
brand. The value-driven millennial will seek
employers who look to improve their internal
environment as well as the external one,
resonating with their own values and their
hopes of making a meaningful contribution.
With prestige and reputation major draws,
the first thing to get right is the public face
of the business. The prevalence of online job
searching means that websites and social
media platforms (such as LinkedIn, Facebook,
and Twitter) must be kept updated, offering
an inside view of an organisation’s culture
through video and other creative and
engaging means.
Money matters, but according to a 2016
Deloitte report, the millennial seeks career
growth, work-life balance, purpose, travel,
investment in and intensive use of technology
and professional development. Millennials
want to know that their chosen organisation
will support their continuous learning
capacity. Strategic alliances with educational
institutions, such as Business Schools, can
boost the organisation’s profile, and study
reimbursement also help to draw applicants.
There is the ideal solution, which satisfies
the personal wants and needs of the
applicant in a win-win solution. Shown to
be very effective in attracting talent, but
‘Employers
that create wellness-
more likely to retain
their people’
also in boosting motivation and retention,
the innovative ideal might include a salary
structure for example, which has a basic
salary suitably benchmarked and allowing for
progression, and includes added bonuses
and cash incentives.
Ongoing engagement:
motivation and inspiration
Typically, millennials seek ongoing
reassurance that they are valued, so
communication is key, as are managers and
mentors who are involved, supportive and
nurturing. Regular, explicit and meaningful
performance feedback should reap rewards.
As traditional performance assessment
systems become obsolete, growing numbers
of prominent global organisations are turning
to frequent feedback sessions aimed at
employee engagement and performance
improvement. This resonates with millennials
who embrace high engagement.
For example, Malcolm Hall, Co-founder of
Open Box Software, a South African software
company seeking innovative solutions,
wants to ensure his workers are eager to
come to work every day. To that end, the
business operates in a collegiate manner,
with a flat organisational structure and open
communication policies. What sets it apart
is its appraisal system, which works through
weekly feedback sessions. Junior sessions
focus on individuals’ skills development, any
technical issues that arose during the week
and improvements going forward, while
senior sessions focus on strategy, projects,
communication and interpersonal skills.
According to academics, such as Maria-
Theresa Lepeley, systems such as these,
married with human-centred management
principles, lead to highly committed teams.
In the quest for meaningful work,
millennials also respond well to rotation
programmes that encourage employees to
switch jobs as a learning experience; enjoying
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What is a millennial?
Millennials, also known as generation
Y, make up a demographic of people
born between 1980 and the mid-
1990s. However, different studies 39
39
define this demographic in various
ways. For example, in 2013, PwC’s
NextGen: A global generational study,
defined millennials as people born
between 1980 and 1985. In 2015, Ernst
& Young’s Americas Retail Report
defined millennials as those born
between 1981 and 1996. Millennials
in 2018 would be in the age range
of 22 to 37.
The terms ‘generation X’ and
‘generation Z’ refer to the generations
before are after the millennial
generation, respectively. Generation
X precedes the millennial generation
and refers to those, born between
the early-to-mid 1960s to early 1980s.
Generation Z came after the millennial
generation and is defined as the
cohort born between the mid-1990s
and the mid-2000s.
The term ‘baby boomers’ reflects
the people who were born just after
the Second World war between 1946
and 1964. Ernst & Young also uses
these date ranges in its study when
defining baby boomers.

fresh experiences in different areas of the
business is one way to do this.
Semco, a Brazilian manufacturing company,
offers new employees the opportunity to
experience all departments before making an
employment choice and it encourages staff
members to change jobs, thereby providing
all employees a chance to learn new skills,
while developing sa multi-skilled workforce.
Wellbeing: managing burnout and stress
Millennials are keen to immerse themselves in
their work, meaning there is potential for them
to become overwhelmed by work demands.
Signs of stress and burnout should therefore
be addressed swiftly. While millennials are
keen to contribute, they nonetheless value
work-life balance and good managers need
to factor this in. Potential threats to mental
health and wellbeing must also be considered;
if these are mismanaged, they can prove costly
to all.
The Benefits and Trends Survey 2018, from
UK-based consultancy Aon Employee Benefits,
found the number of employers reporting
40 employee stress and mental health-related
illnesses rose 13% from 55% in 2017 to 68%
in 2018, fuelled by high work demands, the
impact of artificial intelligence and automation
and the resulting job insecurity. In South Africa,
mental health costs the economy billions
according to a 2017 Financial Mail report.
Veteran businessman and philanthropist
James Espey, who heads up the Shaw Mind
Foundation – a social interest group working
to reduce global suicide rates – says that
to address what threatens to be a stress
epidemic, it is vital to destigmatise mental
health issues in the workplace and a change of
mindset around unreasonable workloads. He
recommends a corporate culture that supports
limited work hours and sends a message that
employee wellbeing is valued.
Keeping the faith: retention
Employers that create wellness-focused
organisations are more likely to retain their
people. Rather than valuing a long career with
‘Ubuntu is all about
generosity, hospitality,
friendliness and care
between people’
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‘Regular, explicit and
meaningful performance
feedback should
reap rewards’
a single employer and a gift on retirement,
millennials are more loyal to their work and
to their peers than to individual companies.
In 2016, Deloitte reported that one in four
millennials would leave their current employer
during the next year given a choice, and 44%
within a two-year window. This jumps again
in emerging markets; in South Africa, for
example, 76% would leave their organisations
in the next five years.
An oft-cited reason by millennials for
leaving an organisation is the lack of
strong leadership skills. In addition, skilled
millennials are often headhunted and rapid
career mobility brings fresh knowledge
and an enhanced skill set. This mobility,
when paired with the retirement of baby
boomers, threatens to leave organisations in
a precarious position.
One way to counter this is to support the
ambitions of young employees through
leadership training and high-quality
mentorship. In 2016, Deloitte found that
there are two things millennials appreciate
in mentoring relationships: good-quality,
effective advice (94%) and interest in their
development (91%).
Managing the generational mix
The final challenge is dealing with a
generational mix of baby boomers,
generation X and millennials – particularly in
the South African context where generational
differences in the workplace may be
exacerbated by vast differences in life and
educational experiences, stemming from the
injustices of the past.
Having said that, the success of any
organisation, regardless of its location on
the planet, hinges on its teams and how
they collaborate, regardless of generational,
gender, race or cultural differences. This
brings us back to ubuntu and the spirit of
shared values. In 2000, Former South
African Archbishop Desmond Tutu
explained that those who share the generous
spirit of ubuntu are willing to support others
and strengthen themselves.
In his book 2000 In Search of the African
Business Renaissance, Lovemore Mbigi,
CEO of Woburn Business School, wrote that
in an organisational setting, survival and
sustainability, compassion, solidarity, dignity
and respect were identified as five key values
underpinning ubuntu.
In essence, ubuntu involves strategies to
build and consolidate relationships, while
each player looks after their own interests
and the higher interests of the team.
This unified identity, crucial in the South
African context, is driven by committed
leadership and effective employee training
programmes, and is a powerful tool for
promoting tolerance,
unity, independence and inter-dependence
in the workplace.
The gelling of cross-generations can
also be promoted through mentorship
programmes. This is win-win for baby
boomers, who have a proven track record
of giving back and who wish to share
experience gained over time, and for
goal-driven members of generation X.
Mentorship feeds millennials, hungry for
knowledge, and also works in reverse when
tech-savvy young people are able to mentor
their older colleagues, thereby sharing
knowledge through a satisfying collaboration.
We live in a complex and highly-integrated
world, but by acknowledging the needs
and dreams of fresh generations of skilled
employees and embracing the spirit of
ubuntu, business organisations in the public
and private sector can continue to improve
organisational culture through human-
centred management, resulting in the
wellbeing of all.
Linda Ronnie is an Associate Professor
in Organisational Behaviour and People
Management at the University of Cape
Town’s Graduate School of Business, one
of three triple-crown accredited African
Business Schools.
Ronnie contributed a chapter entitled
Wellbeing Challenges of Millennials: South
Africa’s ‘Born Free’ Generation to the
book Wellbeing for Sustainability in the
Global Workplace, one of the Routledge
Human Centered Management series. This
important book takes a global perspective
on wellbeing in the workplace, identifying
both universal and specific cultural issues.
AMBITION | BE IN BRILLIANT COMPANY

41
41

GUEST COLUMN
The problem with 'voluntourism':
how ethical is volunteering abroad?
ne of the most
O
illuminating stories about
a volunteering trip (or
42
50 ‘positive impact’ vacation-
‘voluntourism’) involves
a young woman who went to Tanzania to
build a school. Early every morning, the
volunteers would start work, occasionally
making a few disdainful remarks about the
locals, who went on sleeping. But towards
the end of her trip, the woman discovered
something both ironic and heart-breaking.
Each day, after her team had finished
building a wall and left, the locals would
come and tear it down. They would then
build it again – expertly, this time.
The anecdote is featured on the website
World Travel Guide and is attributed to
Mark Watson, executive director of Tourism
Concern. It appears in an article by travel
journalist Jack Palfrey, who suggests that
volunteering has been popularised ‘by
its inclusion on the archetypal gap-year
agenda and regarded as another tick on
the CV’.
Such is the demand for places, writes
Palfrey, that hundreds of commercial
organisations have sprung up, charging
fees that go straight into their pockets
while they ‘send volunteers on unsatisfying,
purpose-built placements’.
Tourism Concern points out that ‘many of
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the volunteering placements being offered
by commercial operators are little more
than expensive holidays’ and adds that
‘many volunteers have misplaced idealism,
misconceived attitudes, and unrealistic
expectations of what they can offer local
communities’. It suggests that they would
be better off volunteering for legitimate
organisations back home, ‘where they
would receive proper training, support, and
supervision – without the need to pay a tour
operator for the privilege’.
Some of the impacts of voluntourism
are very serious indeed. You don’t have to
look far on the internet to stumble across
stories of fake Cambodian orphanages set
up to cater for volunteers duped by scam
NGOs. Parents are either persuaded that
their children will be better off in one of
these institutions – or bribed. In 2014, The
Telegraph reported: ‘The Cambodian city of
Siem Riep, with a population of 100,000, is
now home to roughly 35 orphanages. And
according to activist group Orphanages
No, 75% of children living in Cambodian
orphanages are not orphans.’
There are, of course, perfectly legitimate
non-profit volunteering organisations, such
as People And Places, which dates back
to 2005 and matches people with genuine
skills – teachers, nurses and social
workers – to suitable projects. Co-founder
www.mbaworld.com
Sallie Grayson, also quoted in the article
above, offers a useful rule of thumb for
judging whether your contribution will be
useful, or ethical. ‘Volunteers should ask
themselves, “do I have the skills to do this
job? Would I be allowed to go and hug a
baby at an orphanage in my own country?”
And we know the answer: "Why should we
be allowed to go and use economically
poor communities as our playthings?".’
Tourism Concern also provides a
number of tips for would-be volunteers.
It urges them to take a close look at the
organisation for which they’re thinking of
volunteering (charity, NGO, profit-making
businesses), its record within the local
communities, and independent evaluations
of its legitimacy. It suggests they get in
touch with previous volunteers via social
media, to learn about their experiences.
Those who are keen to fly to a far-flung
destination and dig wells should question
their own motivations. I suspect the appeal
of voluntourism is more about what it
does for the traveller than the community
concerned. Ultimately, as with most tourism,
the underlying goal is to feel good.
Mark Tungate is author of The Escape
Industry: How Iconic and Innovative
Brands Built the Travel Business.
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Coming up
AMBITION
Strategic corporate
social responsibility
Businesses are expected to be

February 2018
good for the world: to be socially
and environmentally responsible,
sustainable and ethical. With this
in mind, how is CSR impacting
the MBA agenda in terms of
teaching, learning and practice?

Preparing MBAs to succeed... and fail The future of globalisation

We strive for success, but it could be argued that we must Steef van de Velde, Dean
and Professor of Management
experience failure in order to achieve it. Several business
and Technology at Rotterdam
education experts talk about the topic of failure within the School of Management,
Business School and for the MBA student. Erasmus University Rotterdam,
shares advice for Business
Schools for enhancing their
international journeys.

Design thinking for Business

School careers services and
recruitment professionals
Design thinking begins not
with your creative solutions to an
end-user’s problem, but with the 43
quality of the questions you ask
the end-user. The answers
to these questions determine
the path you’ll take to identify
and solve the problem.

Degrees for rent: why

MBA degrees should come
with an expiry date
Business Schools must adopt
alternative business models
and embrace technology or
risk becoming a casualty of
the paradigmatic changes in
business, argues Professor Bodo
Schlegelmilch in a call for action.

To read
AMBITION visit
www.mbaworld.com/
ambition
 GLOBAL CONFERENCE 2019
13 – 15 May 2019
Intercontinental Istanbul, Turkey

AMBA is delighted to confirm it will be holding its prestigious annual Global Conference in Istanbul
from 13-15 May 2019. AMBA’s Global Conference 2019 is set to attract the most distinguished figures in
management education. Some of the world’s leading Deans, MBA Directors and other business leaders
will share and discuss their views on the issues that will impact Business Schools globally.

Find out more at www.mbaworld.com/global19

Sponsored by:
Leadership Institute • Academic Services