Archive for the ‘Education’ Category

6
Mar

By Santiago Iñiguez de Onzoño, Executive President of IE University.

Almost everyone will agree that gender diversity in the composition of the different groups of stakeholders at business schools enriches the learning experience and promotes innovation.

However, there is still ample room for growth in gender diversity, as current data show.

The compiled figures below show the average of women participating in three major groups of stakeholders at top business schools offering MBAs, according to information collected by the Financial Times.

Gender Diversity at Business Schools (MBA rankings, Financial Times 2017)

 

The good news from these stats is that the percentage of women at the top 25 MBA programs has increased by ten percent over the past decade. The other two magnitudes, though, remain flat.

These and similar statistics lead some analysts to say that there is still a glass ceiling at business schools, particularly at the level of postgraduate programs. Unfortunately, this also has consequences in the number of women at top management positions in corporations, given the correlation between holding MBAs and climbing the corporate career ladder.

The two main reasons frequently mentioned to justify why women do not pursue MBA programs, as often as their male counterparts, are the lack of inspiring role models in business, and that increasing business career demands seem to disrupt the desired work/life balance, particularly at critical phases in life associated to childhood and growing up a family.

In the past years, many business schools have implemented proactive schemes to increase the number of women across business degree programs. However, AACSB data show that the progress has been meagre. Between 2010-11 and 2014-15 the percentage of women at MBA programs experienced flat growth from 36.3% to 36.9%. Something similar happened at the doctoral programs where the percentage of women over the same period increased only from 37.6% to 38.9%. Read more…

13
Feb

What sort of education secretary will Betsy DeVos make?

Written on February 13, 2017 by Santiago Iñiguez in Education

By Santiago Iñiguez de Onzoño, President of IE University.

This past week the US Senate ratified the nomination of Betsy DeVos as secretary of education. I am not going to join in the already extensive comment on her capacity for the job, and even if I may not share some of her views, particularly on public morality, I believe that her critics are wrong in focusing more on her person than her ideas. Like it or not, she is probably the member of the president’s cabinet with the strongest sense of mission, consistent values and acquaintance with her province.

Over her career, DeVos has been involved in a number of educational causes, notably advocating for school choice and school vouchers. For the uninitiated, supporters of this cause defend the right of parents to choose their children’s school regardless of its location and to receive government financial aid to do so. This policy has favored the growth of private schools, which are financially supported by the state at the expense of traditional public schools, say critics. Experience shows that when there is a subsidized choice, the majority of parents pick private schools.

DeVos and her husband have also put their money where their ideas lie: Forbes ranks them among the 25 top families that have contributed the largest donations to healthcare, social initiatives and education in the United States, to the tune of $1.3 billion dollars.

Given DeVos’ libertarian ideology, what might we expect to see in higher education over the coming years? Read more…

9
Jan

Enhancing the Relevance and Impact of Business Research

Written on January 9, 2017 by Santiago Iñiguez in Education

By Santiago Iñiguez de Onzoño, President of IE University.

In Plato’s Dialogues (5th Century BC) we see that the participants in the philosophical debates with Socrates are the politicians and businesspeople of the day. The Agora(i.e., in ancient Greece, the place for doing business) and the Academe (the place for education) were closely linked, not just because of their physical proximity, but because the same people were active in both spheres.

I was inspired to consider the idea of uniting Agora and Academe after reading Point to Point Navigation, the second instalment of Gore Vidal’s memoirs — as prescient and witty as its preceding volume. In line with his innate irreverence, one of the favorite targets of Vidal’s essays and articles is, again and again, the deeply entrenched prejudices held by some academics, as illustrated in this passage from the opening chapter:

Contrary to what many believe, literary fame has nothing to do with excellence or true glory or even with a writer’s position in the syllabus of a university’s English Department, itself as remote to the Agora as Academe’s shadowy walk. For any artist, fame is the extent to which the Agora finds interesting his latest work. If what he has written is known only to a few of other practitioners, or to enthusiasts … then the artist is not only not famous, he is irrelevant to his time, the only time he has.

It is time to bring the Agora and the Academe closer and business schools can play a leading role in making this happen.

Some business school managers – most, I hope — consider that an important part of their institution’s mission is to bridge the business world and academia. Some others – few, I believe — emphasize that business schools are academic institutions and they should seek their own identity, separate from the business world.  Read more…

15
Nov
13
Jun

¿Y si las humanidades sirvieran para innovar?

Written on June 13, 2016 by Administrador de IE Blogs in Education, IE Humanities Center, IE University

El gobernador republicano de Kentucky Matt Bervin sugirió el pasado enero que los estudiantes de la carrera de literatura francesa no deberían recibir becas del estado. Bervin argumentó que los alumnos de las llamadas liberal arts (en España los grados de letras) ya no encajan en el mercado laboral, no contribuyen al crecimiento de la economía y, por ello, los ciudadanos no tienen por qué pagar esa formación con sus impuestos.

La cruzada contra las humanidades en Europa no ha llegado a ese punto, pero hace tiempo que se les asigna un papel secundario. Diferentes organismos advierten desde hace años de la necesidad de formar a más estudiantes en lasespecialidades STEM (graduados en ciencias, tecnología, ingeniería y matemáticas). La semana pasada la comisaria belga de empleo, Marianne Thyssen, denunciaba que en un continente con más de 20 millones de parados no es admisible que el 40% de las empresas no encuentren trabajadores con habilidades para innovar.

Sin embargo, instituciones decanas en la formación de perfiles técnicos, como el Massachusetts Institute of Technology (MIT), señalan que muchos de los proyectos de ingeniería fallan porque no tienen en cuenta lo suficiente el contexto cultural. Por eso, sus alumnos están obligados a dedicar el 25% de sus horas de clase a asignaturas como literatura, idiomas, economía, música o historia. En una entrevista al diario Boston Globe en 2014, Deborah K. Fitzgerald, decana de la escuela de humanidades del MIT, explicaba que todos los restos que debe resolver la ingeniería, desde el cambio climático a las enfermedades o la pobreza, están ligados a realidades humanas.

Por primera vez en España, dos universidades han fusionado las ciencias y las humanidades en una carrera de cuatro años. La idea es formar a profesionales que puedan responder a los retos tecnológicos sin descuidar los conocimientos humanísticos. La última universidad en hacerlo ha sido la privada IE University que a partir de septiembre ofrecerá el Grado en Gestión de Sistemas de Información, o como ellos lo definen, un programa en tecnología e innovación para crear el futuro digital. “Detectamos una brecha entre lo que necesitan las compañías y lo que proporciona el mundo académico”, explica Lee Newman, decano de la Escuela de Ciencias Humanas y Tecnología de IE University. “El entendimiento del ser humano y sus hábitos es clave para diseñar nuevos productos y servicios. El reto es aplicar la tecnología con sentido humanístico”

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