1. Some thoughts on Management Education Robin M. Hogarth Universitat Pompeu Fabra, Barcelona

2. Outline 1.Issues and questions 2.The Davis-Hogarth model 3.Implications and possibilities

3. Issues and questions Management education is a big market – Many suppliers and potential suppliers Universities Firms Commercial organizations – Many clients Undergraduate students Graduate students Executives

4. Issues and questions (cont’d) What markets to consider? What niches exist? How to characterize them? What technologies exist for delivering management education? How does entering the market affect – Personnel in the organization? – Academic values?

5. Some thoughts from Chicago… Based on “Rethinking Management Education: A View from Chicago” by Harry L. Davis & Robin M. Hogarth How can business schools help to develop and nurture managerial talent that is capable of surviving in the current turbulent, uncertain environment?

6. Some stages in MBA education 1.1900 – 1955: creation of many of today’s prestigious institutions…but relatively isolated from corporate America 2.1955 – 1960: challenge to “get serious” –creation of 1 st class institutions aligned with academic values. 3.1960-1985: Boom in MBA education 4.1985: Challenge to make programs responsive to the needs of business – students getting “older” 5.Now…..how to survive and thrive?

7. Two questions: How can we enable our students to achieve exceptionally high levels of performance on a consistent basis? How can we add value to our students in a way that endures throughout their careers?

8. High performers are Smart -- have a lot of knowledge and know how to apply it Savvy -- know what they want to achieve and how to do it. Insightful -- can learn and grow from their experiences.

10. Conceptual Knowledge Conceptual knowledge is acquired through the formal instruction and learning experiences typically associated with educational institutions. It includes the formal education students receive in business school, such as training in economics, accounting, finance, statistics, marketing, organizational behavior, and so on. This body of transmitted wisdom constitutes the bulk of most M.B.A. programs. It covers both pertinent business concepts, and ways of thinking in a rigorous, logical fashion. The value of conceptual knowledge is that it develops the ability to think broadly and rigorously in business settings.

11. Domain Knowledge Individuals acquire this knowledge by working at their jobs in particular firms and industries. It is pertinent to specific spheres of activity and may be acquired by experience or through formal firm or industry training programs. In addition, it can include knowing customers and suppliers of a particular business, a network of people in the work environment, a company’s specific operating procedures or an understanding of corporate culture. The key point is that domain knowledge is acquired through hands-on training and experience in particular job settings, and is relevant to that domain.

12. Action Skills Conceptual and domain knowledge are critical for high levels of performance, but they are not sufficient. Knowledge must be translated into action, and that requires action skills. These are the skills that enable individuals to set goals, to “sell” others on the value of those goals, and to work with and through others in their implementation. The value of action skills lies in the ability to achieve desired outcomes. Without action skills, conceptual and domain knowledge cannot lead to high levels of performance.

13. Insight Skills The ability to learn the “right” lessons from experience.

16. A guide to high performance Conceptual knowledge: Acquired through formal instruction. Learning experiences typically associated with educational institutions. Domain knowledge: Acquired on the job in particular firms and industries, by experience or through formal training programs. Action skills: Used to transform a mental decision into a successful, practical reality. Involves elements of communication, persuasion, motivational skills, and teamwork. Insight skills: Used to identify and draw helpful lessons from experiences.

17. Elements Responsibility Means Knowledge: Conceptual Faculty Study Domain Firm Work Skills: Action Students (but help from faculty and firm) Practice Insight Students (but help from faculty and firm) Practice Elements of Performance: Responsibility and Means