Abstract
Training directors in the conventional areas of management, particularly leadership and strategy, has traditionally been the preserve of business schools focused on executive education. In the United States, for example, executive education is the bread and butter for such schools as Harvard Business School, Darden Business School, and Chicago Booth School of Business, which have had a major impact on the setting up of directorial leadership courses. A similar process has taken place in Europe through schools such as INSEAD and IMD, and in China with CEIBS.1
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Notes
- 1.
The Financial Times publishes annual rankings of business schools and executive education centers under two different categories: open programs and custom programs. They have become a commonly used tool to identify the leading academic institutions offering executive education. However, the rankings do not include other important players in the sector, such as consultancies and other professional services firms.
- 2.
D. Bradshaw, “New Market Entrants Create Competition for Business Schools,” Financial Times, May 17, 2015. http://www.ft.com/intl/cms/s/2/896cfdc4-f016-11e4-ab73-00144feab7de.html#axzz3s9PyKSdR.
- 3.
Bersin by Deloitte, Corporate Education Factbook 2014; January 2014, and HR Factbook 2015: Benchmarks and Trends for U.S. HR Organizations, January 2015. http://www.bersin.com/Lib/Rs/ShowDocument.aspx?docid=18203.
- 4.
M. Eiter, “Investigating Our Custom Clients’ Evolving Needs,” A Unicon Research Study, June 2009, p. 2.
- 5.
J. Anderson and G. J. Van Wijk, “Customized Executive Learning: A Business Model for the Twenty-first Century,” Journal of Management Development, Vol. 29, No. 6, 2010, pp. 545–555.
An interesting account of corporate customer’s views can be found in B. Büchel and D. Antunes, “Reflections on Executive Education: The User and Providers Perspectives,” Academy of Management Learning & Education, Vol. 6, No. 3, pp. 401–411.
- 6.
J. A. Conger and K. Xin, “Executive Education in the 21st Century,” Journal of Management Education, Vol. 24, No. 1 (February 2000), pp. 73–101.
- 7.
Over 90 % of millennials strongly agree that an employer should provide on-the-job training and opportunities for continuing education, according to a survey authored by L. Stiller Rikleen, “Creating Tomorrow’s Leaders: The Expanding Roles of Millennials in the Workplace” (Boston College, Center for Work and Family). http://www.bc.edu/content/dam/files/centers/cwf/pdf/BCCWFpercent20EBS-Millennialspercent20FINAL.pdf.
- 8.
F. R. Lloyd and D. Newirk, “University Based Executive Education Markets and Trends,” A Unicon Study (Consortium of Executive Education), 2011.
- 9.
“Chief Learning Officer Business Intelligence Board,” 2013. http://clomedia.com/articles/view/slowly-steadily-measuring-impact/2.
- 10.
The Parthenon Group, “Learning and Development in 2011” (parthenon.ey.com). Duke CE, “Preparing Leaders for Todays Challenges,” 2012 (dukece.com).
- 11.
Henley Business School, “Henley Corporate Learning Survey,” 2014 (henley.ac.uk).
- 12.
A. Carter, “World’s 50 Business Schools Professors,” Poets & Quants, 2012 (poetsandquants.com).
- 13.
S. Iñiguez de Onzoño, The Learning Curve (London: Palgrave Macmillan, 2011), Chap. 10.
- 14.
For example, R. Grant, Contemporary Strategy Analysis (New York; Wiley & Sons, 2013); 9th edition, Chap. 7.
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de Onzoño, S.I. (2016). Executive Education Examined. In: Cosmopolitan Managers. IE Business Publishing. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-137-54909-9_2
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