1. HBS MBA Program Innovation Sales Meeting August, 2011

2. 2 Foundation for Change Innovative new configuration: Schumpeterian Recombination Integrate curricular experiments underway at the School Open up opportunities for a continuing stream of innovation Draw upon work done during the centennial’s examination of the “future of the MBA” Addresses key educational goals and priorities Leadership o Cultivating the students’ capacity to translate leadership principles into practice – knowing, doing, being Globalization o Managing across national boundaries o Being responsive to local instituional contingencies Critical and analytical thinking o How to structure complex and ill-defined problems o How to think rigorously about different approaches to analyzing problems

3. 3 Underlying Beliefs of MBA Innovation Design Team  HBS must be more explicit about the strategic positioning and direction of the MBA program  HBS cannot allow competitor schools to define the playing field  For 100 years HBS was able to enjoy differentiation around the Case Method – a tightly integrated platform for learning and knowledge creation  Case Method is still necessary but is no longer sufficient  The “newer” and alternative forms of pedagogy as they currently exist are flawed

4. 4 Characteristics of the Field Method  It is a vehicle for developing the PRACTICE and PURPOSE components of business education  Creates high standards for knowledge creation and pedagogy  Platform for knowledge transfer  Vehicle for delivering learning related to the 3 key educational goals and priorities  It builds on what HBS already does well  It changes the stakes for students and how students are rewarded

5. 5 Components of Field  Series of field exercises 1-3-5 days  Skills-based  150 teams per exercise (scrambled each time)  Assigning students to teams (massive task) – IT enabled mechanism  3 field engagements / immersive experiences spanning longer periods  Individual sessions focused on specific topics relate to global management  Individual sessions focused on training in fundamental skills  Physical space created to support field -- new building and “hive” configuration

6. 6 View of Field within Traditional Learning Model

7. 7 Field 1 : Authentic Leadership 9/14 & 9/15 kick-off  “How do I lead a team and interact in a team context?”  Tools including “word cloud generation,” feedback tools, personal dashboards, “learning hub” on personal landing pages  Video recordings for personalized feedback – leveraging peers as part of the personal feedback & assessment process  Small team exercises to surface issues and areas for improvement  Becoming more “self-aware”  Self-reflection  Better understanding of self as leader  Best practices around feedback and inculcation of new “values”

8. 8 Field 2: Geo Team Immersion (January)  Two months of pre-immersion activity  One week “in country”  China (2), Vietnam, Brazil, Argentina, S. Africa, Turkey, UK, Poland, India (2), US (2), Ghana  Capstone activities on both ends  150 Global partners

9. 9 Field 3 Market feedback simulation (glorified polling tool) Students will prepare business plans Market will value new product development ideas generated by students during the field 2 experiences Students will vote on each others ideas Some ideas will receive funding and some will be “bankrupted” by market

10. 10 Changes to EC program Insertion of field method into 2 nd year Long-term simulations and exercises without constraints of EC schedule 4 15 session terms Learning focused on integrative, cross-unit offerings Verticals: social enterprise, healthcare, etc. Deep dive learning Voluntary curricular tracks

11. 11 Challenges for HBS  Cultural  Cross-discipline collaboration requirement  Student feedback  Administrative  Field 2 Logistics nightmare!  (900 + flights & 700 + visas)  Moving to quarter system in EC and major changes to structure of RC (3/2/3/2/3) & 9:10 start time in RC  Revamp of start and stop times  Legal  IP  Liability

12. 12 Implications / Questions for HBP resulting from HBS program redesign  Overall use of cases will drop – revenue implications  2-3 fewer cases per RC course  How will we “commercialize” this method?  Faculty vs. student pay model  Will the case product line suffer from competition with the new method?  Fewer cases written / less attention to fundamental case development needs