Editorial: The World of Graduate Management Education Turned Up Side Down

Thirty years from now the big university campuses will be relics!

- Peter Drucker (1997)


Mobile learning has come a long way since Sir Isaac Pitman initiated the first correspondence course in the early 1840s and as the ring master at the Ringling Bros. and Barnum & Bailey Circus continues to say, “You haven’t seen anything yet.” Globalization is bringing about a radical rethink regarding the content and delivery of graduate management education. Today, any time, any where learning is playing an increasingly significant role in higher education, in general, and graduate management education in particular. Typically, mobile learning (M-learning) is defined as the acquisition of knowledge through conversations across multiple contexts via interactive technologies. A fundamental tenet of M-learning is that one size does not fit all. That is, students do not learn at the same pace and they are impacted differently by the learning environment. M-learning dramatically alters the three pillars of traditional graduate management education—fixed time, fixed location, fixed learning pace—with a student centric, flexible and customized learning environment.

Imagine an educational world where a student engaged in a program of graduate management education can enroll in specialty courses from a choice of accredited universities on a worldwide basis. Imagine the same world where a student can engage in a virtual internship, E2B experience, or in a global study team. That world is here today complements of M-learning. As Chick Hearn, fabled play-by-play man for the Los Angeles Lakers, said, “This game’s in the refrigerator! The doors closed, the lights are out, the eggs are cooling, the butter’s getting hard, and the Jell-O is jiggling….”

Here Comes Watson

Just about everyone is familiar with the performance of Watson (the IBM artificial intelligence “AI” program) on the game show Jeopardy! Image a world where every student enrolled in a graduate management program has their own version of a Watson. Another AI example is Khan Academy, a non-profit educational institution, that offers a wide range of interactive videos where students learn in a self-paced environment. These technological developments have brought about an increased interest in the use of intelligent tutors throughout the business school community. Intelligent tutors can be used to design lesson plans and learning experiences based on student performance and background. For example, if a student is having difficulty mastering a particular subject or theme as detected by testing, simulation, or self-assessment, then the intelligent tutor would prescribe specific additional learning content to the student. This content can take the form of videos, computing tutorials, or simulations. Generally speaking, the four basic characteristics of an intelligent tutor are: autonomy, pro-activity, adaptability, and sociability. A well-designed intelligent tutor should be able to assess the student’s current knowledge state and to modify both the content level and delivery mode accordingly.

Many MBA and related programs are increasingly focused on customization, experiential learning, and results assessment. M-learning supports these trends by providing tutorial support across both courses and programs. Offering the broadest range of tutorial instruction options optimizes students’ opportunities for effective learning and having a positive educational experience. The mobile learning paradigm also supports sustainability as it reduces the environmental footprint by moving towards a web-centric learning experience, thus reducing student commuting and reliance on traditional print books.

Dancing on the Cloud

The reformation in management education is being facilitated by the same networking and computing systems that revolutionized global commerce over the past two decades. Cloud computing represents an important resource in these developments. Cloud computing, simply defined, is the enabling of software, hardware, and related computing resources via the Internet for the purpose of developing problem solutions on demand. Increased flexibility, ongoing system updates, and cost reductions are but three of the major benefits associated with transferring most of the heavy computational lift to the Web. This same cloud computing approach can be used in graduate management education. On the cloud, students will use only the specific applications associated with the course instead of having to download and master a large software computing package where most of the embedded functions are not used. This is analogous to e-books that contain only those chapters that are actually going to be utilized in the course. Exposing students to the cloud in a program of graduate management education well positions them to the realities of the modern workplace.

Faculty Collaboration Networks

Higher education is undergoing a fundamental shift from a teacher-centric process to a learning-centric environment that focuses on customized learning. In graduate management education this transformation is being fueled by the need to produce educated managers that can compete on a global basis. A management education collaborative network is a learning-centric virtual structure that focuses on enhancing the education process and solving issues within the academic community. The primary goal of a collaboration network is to provide a platform where the management education community can converge, share and exchange ideas to drive innovation in student learning opportunities.

Specific objectives of the network include:

1)     To provide an outlet for interchange among faculty on emerging topics,

2)     To identify faculty expertise in these topics, and

3)     To provide university leadership a sounding board for critical policy issues.

Three key characteristics of an effective collaboration network are:

  • Coordination (ease of use and access),
  • Communication (capability to share information), and
  • Cooperation (supports task groups realization).

By developing a robust, sustainable and accessible cloud-based knowledge-exchange portal educators will be able to better develop solutions to the current and future challenges facing graduate management education. This will spur a whole new level of global communication and innovation which, in turn, will enhance the learning process and better connect students to the real world of business. In the new upside down learning model students will view tutorials and lectures in an asynchronous mode and venture to class where the emphasis will be on individual and team problem solving and presentations.

. . . and if all of this sounds to futuristic you can always reach out to the IT Help Desk.

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Graziadio School Business Programs

This announcement is sponsored by Pepperdine University.

With a focus on personal attention, applied learning and values-centered leadership, Pepperdine University’s Graziadio School of Business and Management offers a range of MBA, master’s and bachelor’s programs for every stage of your career.


Graziadio School Degree Programs

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Student-focused, experience-driven, and globally-oriented, the Graziadio School of Business and Management at Pepperdine University offers fully accredited MBA, master of science, and bachelor’s completion programs in business.

As a top-ranked, private university, we pride ourselves on giving students personal attention through small classes, world-class faculty, and a tight-knit community of learners and leaders.

For Fully Employed/Part-time Students

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Evening and weekend program for students who wish to work full time while pursuing their MBA. Seven concentrations available. Offered in West Los Angeles, Irvine, Encino, and Westlake Village.

Executive MBA
Part-time Executive MBA program for experienced business managers.  Offered in Northern and Southern California.

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Presidents and Key Executives MBA
Part-time Executive MBA program for senior and C-level business executives.  Offered in Southern California.

M.S. in Management and Leadership
Evening and weekend program for professionals seeking to elevate their leadership skills. Offered in West Los Angeles and Irvine.

M.S. in Organization Development
A combined online and face-to-face learning program for experienced organization development professionals. Meets in locations across the globe.

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Evening and weekend program for aspiring entrepreneurs who want to launch a business. Offered in West Los Angeles.

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Program for students who wish to pursue their MBA full time.  Choose from 12-, 15- or 20-month options. Offered in Malibu.

International MBA
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Full Time students Malibu 2010

JD/MBA
Full-time, joint Juris Doctor/MBA program in conjunction with Pepperdine’s School of Law.  Offered in Malibu.

MBA/MPP
Full-time, joint MBA/Master’s of Public Policy program in conjunction with Pepperdine’s School of Public Policy.  Offered in Malibu.

M.S. in Applied Finance
12-month program for students who wish to pursue a master’s degree in finance full time. Choose from three curriculum tracks. Offered in Malibu.

M.S. in Global Business
Full-time, 15-month program for students who wish to pursue their master’s degree in global business. Offered in Malibu.

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What I Didn’t Learn in Business School: How Strategy Works in the Real World by Jay B. Barney and Trish Gorman Clifford

What I Didn't Learn in Business School: How Strategy Works in the Real World What I Didn’t Learn in Business School: How Strategy Works in the Real World
By Jay B. Barney and Trish Gorman Clifford
Harvard Business Review Press, 2010

[powerpress: http://gsbm-med.pepperdine.edu/gbr/audio/winter2011/Green-book.mp3]

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4 stars: Thought-provoking and intellectually stimulating materialThis is an easy-to-read business novel about Justin, a recent MBA graduate in his first consulting assignment about the viability of a new product developed by R&D. He encounters issues that go beyond his educational training as he attempts to relate the issues to cases and other material from his MBA course work. It can be read at several levels. For example, it could be read by someone with little or knowledge about business; it could be read by someone contemplating earning an MBA; it could be read by a practitioner, a recent graduate, or a professor.

To fully appreciate the depth of the book, it is necessary to be acquainted with Jay Barney’s Resource Based View for examining strengths and weaknesses of a firm.[1] Justin uses Barney’s VRIO[2] analysis to assist him in developing his analysis.

Throughout his assignment, Justin encounters strong senior managers and senior consultants who have significant experience and vested interests in the outcome of the project. He interviews the CFO who has six different financial analyses and who does not know which one is right. He meets a senior operating manager who has done a complete five-forces analysis concluding that the product under study is not viable, only to realize that this analysis may be examining the wrong industry. The value chain involved in the launch of a new product tests Justin’s academic training. He learns to understand what a real core competency and competitive advantage are.

The reader is introduced to the application of various strategic management tools throughout the book and then encounters the “real world” of corporate politics and prior arrangements. He learns that he needs to ask the right questions and challenge assumptions that are being used. He learns the value of a team as he works with the other consultants on the project. He learns to deal with criticism from his superiors.

Although this book is a novel, it explores real-world application of Justin’s education. At the conclusion of each chapter, the authors provide a series of reflection questions for the reader. Therefore, the novel, at times, becomes a textbook. The book allows the reader to gain knowledge and to reflect on the application of that knowledge. As with any good novel, the reader is left in suspense regarding the ending, so I won’t spoil it by “giving it away.”

This is a very enjoyable book to read. It is recommended for your next airplane trip. I give this four stars and a big “thumbs up.”



[1] Barney, J. B. Gaining and Sustaining Competitive Advantage. 4th ed. Upper Saddle River, NJ: Pearson, 2011.

[2] VRIO (Value, Rarity, Imitability, Organization) is a framework for examining resource strengths and weaknesses.

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Living in More than One World, How Peter Drucker’s Wisdom Can Inspire and Transform Your Life by Bruce Rosenstein

Living in More than One World, How Peter Drucker's Wisdom Can Inspire and Transform Your LifeLiving in More than One World, How Peter Drucker’s Wisdom Can Inspire and Transform Your Life
By Bruce Rosenstein
Berrett-Koehler Publishers, 2009

[powerpress: http://gsbm-med.pepperdine.edu/gbr/audio/fall2010/bookcorner/crain-drucker.mp3]

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3 stars: Valuable information and a good readWhen Peter Drucker died, he was found with his Bible open on the kitchen table. That Peter Drucker was a devoutly spiritual man should come as no surprise to his adherents—Drucker was Episcopalian and his first U.S. professorship was of philosophy at Bennington College. What may be surprising is that Bruce Rosenstein’s interpretation of Drucker in his book, Living in More than One World, takes a secular worldview of life, wherein, if there are more worlds, none are spiritual.

Rosenstein unpacks the wisdom of Peter Drucker for the benefit of today’s business professionals, and, a prodigious amount of wisdom it is.  Drucker specifically addresses “the knowledge worker of the 21st century,” a term he minted more than 50 years ago. In the early going, we find such gems as:

  • The fabled midlife crisis of executives is mostly boredom.
  • A sense of achievement is more important than having a goal, like making a lot of money. He writes: “I’ve known quite a few people whose main goal was to make money . . . And, without exception, they were all utterly miserable. They reached that goal and there was nothing left.”
  • You can’t be happy with a mismatch of values between you and the workplace.
  • When it comes to human motivation, theories don’t matter but insight is always relevant.

Rosenstein’s book finds its sea legs when addressing the value of more than one vocation, shifting into parallel careers, and building a life that has several dimensions. Drucker’s career was a model of such pursuits; he immersed himself in sociology, philosophy, newspaper reporting, writing (the majority of Drucker’s works were written after he turned 65), and teaching—more on teaching and higher education later. After establishing himself as one the Century’s greatest business thinkers, Drucker became an authority in Japanese art, developing the Sanso Collection, a world leader in the realm. It is in parallel careers that we encounter people from new disciplines, new ways of thinking, new manners of interaction, and ultimately social entrepreneurship as modeled by Bill Gates.

For Drucker, primary and parallel careers rest on the knowledge worker and knowledge work. From the understanding of knowledge emerges the most vital of parallel careers, that of a teacher. Drucker claimed knowledge workers learn the most from teaching and today’s knowledge workers thirst for much more than they are getting. The pre-20th Century world was desperate for information. Today, we are awash, nay drowning, in information in fruitless attempts to transform information into knowledge, if not wisdom. The shifting of business executives and knowledge practitioners into to second careers can help greatly through teaching.

Many of today’s university professors are second careerists, coming from long and seasoned executive experience. They impart not new software tools, but advanced management and leadership skills. And, teaching a class holds new challenges for executives turned teachers. For the length of a semester, a class must be managed, during class time and outside it.

Drucker notes, “Time must be managed well, in class and outside. In today’s environment, teachers increasingly must make themselves available to students . . . Grades must be determined, papers and exams read [Drucker read all of his students' papers three times before assigning a grade], lesson plans and lectures prepared, and so on. You have to hold each student accountable for attaining the goals of your course.”

To Peter Drucker, teaching and learning were twin disciplines and the key to living in more than one world. A second career can be a learning avocation. Late in life, at age 93 no less, Drucker set on a course to become an expert in Shakespeare, twice reading all of the Bard’s plays as well as Harold Bloom’s literary guide. And, wife Doris earned a physics degree only to invent the voice monitor Visivox by her mid-80s. It takes strong commitment to learning, if not living, to reach late-life achievements like these.

But, what about learning, and growth in the spiritual world? Among Peter Drucker’s enormous study and contributions to wisdom, there are fragmentary spiritual teachings. Can we hope for another Bruce Rosenstein to tease out Peter Drucker’s 1933 profoundly philosophical essay on Kierkegaard (reprinted in 1993, The Ecological Vision: Reflections on the American Condition) and perhaps notes from lectures to assemble Living in Two Worlds, Part II?

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Editorial: E-Learning is Green Learning

The schism between globalization and sustainable growth continues to widen. One strategy for helping to ameliorate this chasm is the delivery of “green-based” higher education. Universities can contribute to developing long-term, balanced solutions to globalization by incorporating sustainability as an integral part of the curriculum.[1]




Photo: Lightkeeper




Calls for developing sustainable growth paradigms are on the increase worldwide,[2] including within the higher education sector.[3]

Institutions of higher learning are significant consumers of both direct and indirect energy and natural resources. Sustainable growth solutions for two indirect areas of energy consumption, the inefficient use of fossil fuel in commuting to and from campus and the considerable resources and energy associated with the production and delivery of print books, can be found under the rubric of e-learning.

Campus Sustainability Efforts Gaining Traction

Universities have begun to address the sustainability challenge with the founding of the American College & University Presidents Climate Committee (ACUPCC) and the Association for the Advancement of Sustainability in Higher Education (AASHE). The mission of AASHE is to advance the efforts of the entire campus sustainability community by uniting diverse initiatives and connecting practitioners to resources and professional development opportunities.

Student commuting, in particular, is an issue that both organizations are paying increased attention. The dramatic rise in gasoline prices in 2008 helped bring this energy-consuming and polluting activity to the forefront of the sustainability discussion.

Proponents of green-based education have also noted that the print book industry emits over 12.4 million tons of carbon dioxide into the atmosphere each year, or approximately 8.85 pounds of carbon for the average book, with most of the impact connected to forest carbon loss.[4] Electronic books (e-books) represent an alternative to the traditional print book (p-book), and can be easily distributed via distance learning networks, which also helps in conserving energy otherwise lost through product distribution.

Conclusion

As the debate on what constitutes sustainable growth continues, so too does the demand for students who can compete in the expanding global marketplace. One approach that universities, in general, and business schools, in particular, are employing to meet this rapidly rising demand is increased Internet use. Here, the traditional method of knowledge transfer, with its constraints of fixed location, time, and learning pace, is being replaced with more user-friendly, customized, Internet-based learning environments.

Providing enhanced, distance-learning educational opportunities that include a focus on sustainability throughout the business curriculum represents a powerful approach to helping achieve sustainable growth in a globalized economy. In addition, many students who have been exposed to web-supported learning tend to favor this delivery method over the traditional classroom-centric model. Along these lines, one promising approach involves blended learning, which combines traditional classroom with Internet-based content delivery. The overarching goal of the blended paradigm is to improve learning outcomes, enhance resource sustainability, and provide increased convenience.

The search for balance between globalization and sustainable growth is picking up speed, and for globalization to be “win-win” in the long run, it must be based on both ecological and human sustainability.[5] Higher educational institutions have a constructive role to play in this regard. Universities can serve as a vehicle for shaping globalization plans around sustainability in the short and long term by educating the next generation of leaders through enhanced e-learning that includes strong sustainability components within the curricula.


[1] Richard Cooper, “Global Imbalances: Globalization, Demography, and Sustainability,” The Journal of Economic Perspectives, 22, i3 (2008): 93.

[2] Robert Forrant, and Jean Pyle, “Globalization, Universities, and Sustainable Human Development,” Development, 45, i3 (2002): 102.

[3] Martin Haigh, “Internationalisation, Planetary Citizenship, and Higher Education, Inc.” Compare, 38, i4 (2008): 427.

[4] Robert Wharton and Albert Greco, Eds., Book Industry Trends, (Book Industry Study Group, 2008).

[5] Phil Clegg, “Creativity and Critical Thinking in the Globalised University,” Innovations in Education and Teaching International, 45, i3 (2008): 219.

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