The value of learning

Professor Ken Russell, Associate Dean for Postgraduate Programmes at the Aberdeen Business School, speaks with CXO about the true benefits of executive education.

CXO. How can companies benefit from sending employees on executive courses? What skills do MBA-qualified executives bring to the table and how do these skills translate to the workplace?
KR. Companies can only benefit if three key dimensions of the decision to send an employee on an executive course are addressed. Firstly, there has to be a good fit between the company’s developmental needs (business/organisational and management) and the executive course chosen. Many factors are involved in this quest for fit, including: relevance of the curriculum, quality of the teaching team, delivery pattern, duration, the extent to which the development encourages effective action and application in the workplace, and quality of co-participants. Secondly, there has to be a commitment from the employer and the employee to engage in the developmental process to capitalise on the investment. This includes prioritising the development and protecting time for study. Thirdly, opportunities must be created to transfer learning to the workplace.

CXO. How can executive education programs improve overall future career prospects for the student? Are there any industry sectors in particular where an MBA qualification can prove a major advantage?
KR. Effective education programs are a necessary but not a sufficient basis for improving overall career prospects. Career prospects can be viewed in a number of ways – progression within the existing organisation; progression via changing organisation; changing career direction; setting up a new venture and life-styling choices. Acquiring an MBA gives students the fundamental choice to decide their own future having a realistic idea of the scope of their own managerial competences. Most employers recruiting MBA graduates are looking for an appropriate mix of relevant experience/achievements and a quality MBA. The MBA is recognised worldwide as the premier management qualification. Accreditation processes have served to provide indicators of quality however there is ever more pressure on providers to differentiate their value proposition.

One of the emerging trends is the provision of MBA Programs that are oriented towards a specific sector. My own institution is offering and developing MBA programs that specifically support the Energy sector, Transport, Agribusiness and Food Business. This development draws strongly on our own expertise, our connections with local industry and our partnership with the Scottish Agricultural College. MBA programmes that are aimed at specific sectors clearly are particularly relevant to candidates who want to remain in or enter that sector as they combine both the general and strategic management perspectives with industry specific content.

CXO. Globalisation has bought many advantages to business, but how has it affected the executive education sector?
KR. The executive education sector is not immune from globalisation and change has been manifested in three key dimensions: the internationalisation of faculty, participants and the curriculum. Without mirroring the changes in the client environment it is questionable whether a provider can add value. Accreditation processes emphasise the importance of internationalisation and connectedness with industry and employers.

English has become the dominant language for instruction and this has presented a number of challenges for participants and providers; however, the better institutions have developed approaches that start where the student is, and have valued diversity within the learning process.

CXO. What trends do you see driving the executive education sector over the next 12-18 months? Do you have any top predictions for 2007?
KR. Beyond the external recognition of institutions (for example, via accreditations and rankings) it is vital that providers have a value proposition that is resonant with the needs of organisations and individuals and delivery that has genuine and sustained impact on performance. It is important that there is a mix of pace, relevance, breadth, depth and rigour to create a meaningful learning experience and that educational technology is deployed to support flexible and interactive learning.

There are a number of themes that are on-going and fundamental like leadership, transformation and organisational renewal, innovation as a driver of competitive advantage, corporate social responsibility, governance and risk management, performance management and measurement, collaborative/networking arrangements for service delivery and working across organisational boundaries, line/agile operations, internationalisation, entrepreneurial behaviour, and so on. The exact mix of these issues alongside functional and holistic / strategic perspectives varies over time and across sectors. The obvious candidate for particular attention is the impact of global warming. I believe that the key changes in the short term may well lie in delivery of executive education. These changes will involve more effective use of educational technology to improve flexibility, interaction and access. In addition, more attention will be paid to generating work-based learning opportunities that constitute a vehicle for both assessment and business improvement.