Issue link: https://www.e-digitaleditions.com/i/57707
Headlines A Global View of Management Education Most research that studies management education takes a local or regional perspective, which has made it dif- ficult to draw broad conclusions about key issues in the field. Creat- ing a global worldview of manage- ment education was the primary objective in The Global Management Education Landscape: Shap- ing the Future of Business Schools, the newest report from the Global Foundation for Management Education. The foundation is a joint venture of AACSB Inter- national and the European Foundation for Management Development. In the report, GFME considers how management education will be affected by accelerating global economic integration, expected demo- graphic trends, advances in information and communica- tion technology, growth in global sourcing of services, and emerging priorities relat- ed to social responsibility, governance, and sustainabil- ity. It also examines recent developments in areas such as degree structures, size and growth in the industry, student mobility, diversification of providers, funding and autonomy, and business school faculty. The GFME report identifies five pressing challenges for business schools: n Meeting demand for manage- ment education, which continues to increase. This becomes particularly urgent in areas of the world that are already struggling to support man- 8 BizEd MAY/JUNE 2008 agement education, such as India, China, and Africa. n Balancing the tensions between global aspirations—of countries, schools, faculties, and students—and pressing local needs. The GFME report argues that schools need to strengthen their curricular emphasis on global perspectives while still tak- ing unique histories, politics, and cultures into account. The report cation rapidly expands. It's impor- tant to nurture the great diversity schools display in their governance structures, faculty characteristics, financial models, and cultural con- nections. But, the report points out, as management education grows more competitive—and as students, graduates, and faculties become more mobile—it's equally important to assure quality standards are main- tained among business schools across the globe. n Recruiting and retain- ing qualified faculty. Clearly, the global demand for doc- toral faculty has been outpac- ing production, leading to concerns about the ability of some schools to sustain an emphasis on scholarship. The problem is twofold, accord- ing to the GFME report. In mature research-oriented envi- ronments, systemic problems revolve around funding models and perceptions about aca- demic careers. In less mature environments, the lack of doc- toral programs has rendered it impossible to produce enough qualified faculty. Even when there are enough teachers with doctorates, concerns remain about their depth of knowl- edge, their ability to teach and conduct research, and the also cautions that, even as elite schools and accrediting bodies focus on high standards and global reputa- tions, no one should overlook the value of the institutions outside the top tier, which contribute to eco- nomic and social progress by offer- ing management education opportu- nities to a wide range of students. n Maintaining high quality standards even as management edu- extent of their relevant experience. n The accelerating pace of change in the business world. How can busi- ness schools learn about, predict, and react quickly to emerging trends? According to the GFME report, this challenge is particu- larly difficult because there are so few industry-level collaborations between businesses and business schools, and because the decision-