Issue link: https://www.e-digitaleditions.com/i/373915
40 September/October 2014 BizEd population of 21- to 29-year-olds is expected to expand 48 percent between 2010 and 2030, represent- ing an estimated 80 million people. This growth, along with strengthen- ing economies and an expanding middle class, promises to spark a rising demand for collegiate business education. Yet local business edu- cation is still relatively young and underdeveloped. AACSB can make a positive difference by connecting Africa's business schools to member institutions in 80 other countries. In Europe, AACSB can con- tinue to play an important role by developing prospective members, supporting educational offerings, and creating industry knowledge among schools in its second-largest accreditation base. The associa- tion soon will open a new regional headquarters for Europe, the Middle East, and Africa in Amster- dam, the Netherlands. It currently is conducting a search for an indi- vidual to lead that office. The next phase of globalization will depend on AACSB's capacity to gather knowledge internationally, so we can convert this knowledge into programs and services that are relevant to a wider range of busi- ness schools. This will be especially important in less developed regions, where differences are likely to be more pronounced both between and within countries. The AACSB 2020 Committee is expected to complete its work and produce a report by the end of the year. New Leadership Finally, we have another priority for AACSB this year. After 15 years of transformational leadership, John Fernandes, president and CEO of Learning From Experience This summer, Linda Livingstone embarked on a new chapter in her career in business education. In addition to stepping into her role as chair of AACSB International's board of directors, she became the new dean at The George Washington University School of Business in Washington, D.C. As she looks forward to tackling the challenges that will accompany this transition, Living- stone plans to draw on the same drive and determination that fueled her suc- cess as an athlete in high school and college. During her time as an NCAA basketball player at Oklahoma State University, she learned the value of team- work, collaboration, and the competitive spirit. "From the moment I arrived on the OSU campus, my ambition was to play and to make a difference for my team," she says. "I wasn't discouraged that I was less experienced. Instead, I was determined. Determined to work hard. Determined to develop my skills. Deter- mined to be a leader. My coach saw my resolve, and she worked with me to help me fulfill my ambition. I was privileged to help pave the way for the next genera- tion of players." This desire to help the next generation excel has guided her approach to man- agement education and has served as the foundation for the projects she cham- pioned during her 12 years as dean of Pepperdine University's Graziadio School of Business and Management in Los Angeles, California. These included lead- ing a US$200 million expansion of the business school's regional campuses and increasing the school's international partnerships, which now include 40 institu- tions around the world. She also led the school as it developed its Education to Business (E2B) Live Case consulting program; created a certificate in Socially, Environmentally, and Ethically Responsible business strategy (SEER); and became a signatory to the Principles for Responsible Management Education. Like many deans, Livingstone has spent a great deal of time engaging with faculty, staff, university administrators, alumni, donors, business leaders, and other business school deans from around the world. "I have learned and grown from all of these experiences, and I understand how to work with a wide variety of people with different perspectives," she says. "But I also understand that those associated with the school all want the school to get better, to advance in quality and reputation, and to provide an exceptional learning experience for students—even if they have different perspectives on the specifics of how to get things done. When the community starts with these common overarch- ing goals, you can work through the differences about how to get there and accomplish great things together."